Organization: Pearson Education
Product Name: Digits Grade 7 California
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-a1691638-eb0a-3e34-9487-347e2c4c4fe7
Timestamp:  Friday, January 25, 2019 03:38 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:

Apply properties of operations as strategies to multiply and divide rational numbers. - C56F96DE-96FF-11E0-9509-C03D9DFF4B22
Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. - C58A4646-96FF-11E0-9509-C03D9DFF4B22
Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. - C57CA3EC-96FF-11E0-9509-C03D9DFF4B22
Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. - C566EA98-96FF-11E0-9509-C03D9DFF4B22
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. - C572235E-96FF-11E0-9509-C03D9DFF4B22
Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. - C5841FF0-96FF-11E0-9509-C03D9DFF4B22
Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. - C5899746-96FF-11E0-9509-C03D9DFF4B22
Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. - C5700A2E-96FF-11E0-9509-C03D9DFF4B22
Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. - C56EA724-96FF-11E0-9509-C03D9DFF4B22
Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? - C58AF3F2-96FF-11E0-9509-C03D9DFF4B22
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. - C56911EC-96FF-11E0-9509-C03D9DFF4B22
Solve real-world and mathematical problems involving the four operations with rational numbers. - C570A222-96FF-11E0-9509-C03D9DFF4B22
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. - C57E0F5C-96FF-11E0-9509-C03D9DFF4B22
Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. - C585F3C0-96FF-11E0-9509-C03D9DFF4B22
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. - C56F2064-96FF-11E0-9509-C03D9DFF4B22
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. - C5858B74-96FF-11E0-9509-C03D9DFF4B22
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? - C57678D2-96FF-11E0-9509-C03D9DFF4B22
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. - C568A2A2-96FF-11E0-9509-C03D9DFF4B22
Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. - C5834A44-96FF-11E0-9509-C03D9DFF4B22
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. - C5656D62-96FF-11E0-9509-C03D9DFF4B22
Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. - C56C88FE-96FF-11E0-9509-C03D9DFF4B22
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. - C574395A-96FF-11E0-9509-C03D9DFF4B22
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. - C56755B4-96FF-11E0-9509-C03D9DFF4B22
Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? - C5881C7C-96FF-11E0-9509-C03D9DFF4B22
Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. - C580B644-96FF-11E0-9509-C03D9DFF4B22
Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. - C56BA542-96FF-11E0-9509-C03D9DFF4B22
Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. - C567C1FC-96FF-11E0-9509-C03D9DFF4B22
Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. - C57295DC-96FF-11E0-9509-C03D9DFF4B22
Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. - C5815586-96FF-11E0-9509-C03D9DFF4B22
Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. - C56D25AC-96FF-11E0-9509-C03D9DFF4B22
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. - C57D5A76-96FF-11E0-9509-C03D9DFF4B22
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. - C57AA7AE-96FF-11E0-9509-C03D9DFF4B22
Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. - C57B5A0A-96FF-11E0-9509-C03D9DFF4B22
Apply properties of operations as strategies to add and subtract rational numbers. - C56D98D4-96FF-11E0-9509-C03D9DFF4B22
Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. - C577A84C-96FF-11E0-9509-C03D9DFF4B22
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. - C57A234C-96FF-11E0-9509-C03D9DFF4B22
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. - C5872C4A-96FF-11E0-9509-C03D9DFF4B22


List of all Files Validated:

imsmanifest.xml
I_0005a712-a805-3117-a483-a493af17d5f8_1_R/BasicLTI.xml
I_000b434e-bbda-3f49-af00-f0e4d43c6343_R/BasicLTI.xml
I_0043da25-8268-337e-8ecf-0a19f773cfec_1_R/BasicLTI.xml
I_004db2e3-6aa9-31e8-9378-807977ce53f9_1_R/BasicLTI.xml
I_004db2e3-6aa9-31e8-9378-807977ce53f9_3_R/BasicLTI.xml
I_004db2e3-6aa9-31e8-9378-807977ce53f9_5_R/BasicLTI.xml
I_005b330c-35e1-319a-abdc-94d135e6d470_1_R/BasicLTI.xml
I_005c605c-2406-3d9e-9b59-8c03b01a0d38_R/BasicLTI.xml
I_0073127f-6163-3aff-b930-40b96bc3c7d0_R/BasicLTI.xml
I_00991bb6-62fd-3958-9b60-ee5a8c38485b_R/BasicLTI.xml
I_00a702ee-f94b-36b0-90ac-027146caa836_1_R/BasicLTI.xml
I_00b1690d-c84a-325e-a492-f211ffc76caa_R/BasicLTI.xml
I_00b662ae-ae77-3a9c-a20b-ef2433eff818_R/BasicLTI.xml
I_00c78662-6da3-3bb3-a026-93179bfdea43_R/BasicLTI.xml
I_00c7a474-ecfd-351e-895b-351d4f2e9ed3_R/BasicLTI.xml
I_00df02b3-08a3-35c8-ae0a-d006cf01cfa7_1_R/BasicLTI.xml
I_00e0f663-273a-305d-b9bb-8993c28d98fc_1_R/BasicLTI.xml
I_00f1991a-d836-385e-b81e-2754a61a803b_1_R/BasicLTI.xml
I_0104e7c7-740c-3abe-b789-f63edd6d1529_1_R/BasicLTI.xml
I_0104e7c7-740c-3abe-b789-f63edd6d1529_3_R/BasicLTI.xml
I_010deb75-4d07-3636-a949-0cb560980d21_R/BasicLTI.xml
I_0114bd80-83cb-3281-a95c-13fcd33dba9c_1_R/BasicLTI.xml
I_014b65c4-b2e5-3dd0-be97-5dcf0e2a1769_R/BasicLTI.xml
I_01533d3d-5edd-3b44-9a3d-d46b15bb9662_R/BasicLTI.xml
I_0169e9c5-ab3b-3d22-b595-47647da46c01_1_R/BasicLTI.xml
I_0169e9c5-ab3b-3d22-b595-47647da46c01_3_R/BasicLTI.xml
I_0169e9c5-ab3b-3d22-b595-47647da46c01_5_R/BasicLTI.xml
I_01702596-22d4-3deb-a30f-414c55a95825_1_R/BasicLTI.xml
I_017d420d-39b0-3234-a7be-b82e5045e1c6_1_R/BasicLTI.xml
I_017e6cc0-db8a-3e9d-bea0-a1871898cd56_1_R/BasicLTI.xml
I_019b8a71-ba62-360b-812d-a4ecf7c6758c_R/BasicLTI.xml
I_01aa7a90-339a-3a07-a259-4d4efa7c4b49_R/BasicLTI.xml
I_01b02a4e-99c2-37bf-abad-4b7b12a16445_R/BasicLTI.xml
I_01c272a6-7ec6-35b2-83be-09fba44ced60_R/BasicLTI.xml
I_01ec6eab-3c01-3e94-92e8-24608719925c_R/BasicLTI.xml
I_01f9eb6f-42a9-3c12-a35d-b6b699e38bc6_1_R/BasicLTI.xml
I_022c94f2-2da6-34a6-bc1f-a634e9d65a30_1_R/BasicLTI.xml
I_0241cbac-1e6c-33e6-b76d-6d7dd3d04328_R/BasicLTI.xml
I_02455532-1f4e-3241-b5cf-a06113492a1e_R/BasicLTI.xml
I_0256b0d8-ecd9-357b-8538-c9dc7404c74d_1_R/BasicLTI.xml
I_026c3908-303f-3b3d-9222-7c80e6321f62_1_R/BasicLTI.xml
I_02803f27-a84c-35f9-a586-e37e3163120c_1_R/BasicLTI.xml
I_028ed2d8-a586-370e-80d3-bdd1bdca542d_1_R/BasicLTI.xml
I_02a53276-5527-33d1-b9c1-8df88e61aa68_R/BasicLTI.xml
I_02a9c5c6-070c-337f-a782-f01222ca7620_1_R/BasicLTI.xml
I_02afc2db-7454-35fb-9c76-c6fedcb4b5da_1_R/BasicLTI.xml
I_02afc2db-7454-35fb-9c76-c6fedcb4b5da_3_R/BasicLTI.xml
I_02afc2db-7454-35fb-9c76-c6fedcb4b5da_5_R/BasicLTI.xml
I_02b51907-9c09-3a1e-b1cc-58cfeba07cb2_1_R/BasicLTI.xml
I_02b75043-b304-3feb-abcd-95bffea9f118_1_R/BasicLTI.xml
I_02bb4dd8-eca8-379d-b028-33410ab3b65a_1_R/BasicLTI.xml
I_02c19849-467d-3bf4-b2a2-afb65bf3e4de_1_R/BasicLTI.xml
I_02c80cbe-5fc4-3ef0-a5eb-740d00e74b45_R/BasicLTI.xml
I_02d50f10-107e-322c-9deb-f6dd5206de1b_1_R/BasicLTI.xml
I_02d50f10-107e-322c-9deb-f6dd5206de1b_3_R/BasicLTI.xml
I_02dc0036-f625-3bb6-a94d-8ce6203b0a49_1_R/BasicLTI.xml
I_02dc6adc-5adf-3d5a-a019-7b55b3aa85db_R/BasicLTI.xml
I_02e7aa54-6a3f-30b3-bab1-308961fcccbe_R/BasicLTI.xml
I_033d1712-4b63-3162-a547-3050c39fef61_R/BasicLTI.xml
I_035206d1-55db-3b31-a3f4-2c490165a037_R/BasicLTI.xml
I_03744813-c7ca-324e-b7a2-bf71b29dd356_R/BasicLTI.xml
I_0378f45b-86e0-3140-be37-779b0856dcc0_R/BasicLTI.xml
I_03799a6d-4361-30c8-ac0a-25f775d8923b_R/BasicLTI.xml
I_038976b2-bc4f-320c-9c84-dcd787db3048_R/BasicLTI.xml
I_039fbbb6-8128-35e6-848e-b5b78650ca2c_1_R/BasicLTI.xml
I_039fbbb6-8128-35e6-848e-b5b78650ca2c_3_R/BasicLTI.xml
I_039fbbb6-8128-35e6-848e-b5b78650ca2c_5_R/BasicLTI.xml
I_03c66abb-8fbf-3d98-92bf-6a9d7e35914e_1_R/BasicLTI.xml
I_03c84e1e-059e-3bca-9021-d3fca54c75cf_1_R/BasicLTI.xml
I_03dac37c-0047-3db8-a1aa-d361c4d9ef84_R/BasicLTI.xml
I_03e674b5-fe4c-3838-bd76-aea2d1682a5a_R/BasicLTI.xml
I_03eec46e-d190-30c0-b2b0-e26d9e982776_1_R/BasicLTI.xml
I_03eec46e-d190-30c0-b2b0-e26d9e982776_3_R/BasicLTI.xml
I_03f121ed-4160-37a2-9ee4-1367dba6abd3_R/BasicLTI.xml
I_03fc4ff6-3679-3718-bd39-d01b2bca4d5c_1_R/BasicLTI.xml
I_04057e9d-a9f8-33c9-ac49-641fd745411b_R/BasicLTI.xml
I_04095791-3c0e-3894-869e-bb908b8a2810_1_R/BasicLTI.xml
I_04095791-3c0e-3894-869e-bb908b8a2810_3_R/BasicLTI.xml
I_04095791-3c0e-3894-869e-bb908b8a2810_5_R/BasicLTI.xml
I_04652013-4cc7-3851-b1dd-8414740f9069_R/BasicLTI.xml
I_0476e333-caf4-34b8-95e7-e6e4334b94fd_1_R/BasicLTI.xml
I_04936912-ccf6-37b6-ac89-0a6d3461fa02_R/BasicLTI.xml
I_0493f7c1-2c92-37bd-8e39-349d43770bc2_1_R/BasicLTI.xml
I_04f3ed39-80bc-3064-8bff-4e692a676866_1_R/BasicLTI.xml
I_04f41558-dd1b-38e5-bcee-a982378d1bc2_R/BasicLTI.xml
I_05662118-30b3-3b36-8b32-afb3a29d38c2_1_R/BasicLTI.xml
I_056cf2ed-e6e6-358d-936c-3e770cd9d8b6_1_R/BasicLTI.xml
I_057e1e69-766c-37bc-a8cb-868d3d2adf9f_R/BasicLTI.xml
I_05819e31-ee3e-3295-b0ea-038088fadff8_R/BasicLTI.xml
I_059b2053-d7e8-3fdc-a315-c03bd33d9244_1_R/BasicLTI.xml
I_059b2053-d7e8-3fdc-a315-c03bd33d9244_3_R/BasicLTI.xml
I_059b2053-d7e8-3fdc-a315-c03bd33d9244_5_R/BasicLTI.xml
I_05bd0db0-c2ce-3581-8be9-7e8e65d7bccb_R/BasicLTI.xml
I_05fa138d-d0fa-3a58-beef-366e64c33a9b_R/BasicLTI.xml
I_05fd2bca-a198-3388-ad1f-a37c3f633df1_1_R/BasicLTI.xml
I_0620877b-8eb3-361c-a2fb-355077d6efbd_1_R/BasicLTI.xml
I_06524f0c-44ff-3981-9de0-4d2f388a0ae3_1_R/BasicLTI.xml
I_0661cc9d-0709-3d52-bd3a-4599769aaac7_1_R/BasicLTI.xml
I_06708b05-1521-352b-9c97-ce52d6929548_R/BasicLTI.xml
I_06923817-756f-33de-8d58-26a733878dbf_1_R/BasicLTI.xml
I_06a2f88a-3953-3611-9442-0e5e5d651c69_R/BasicLTI.xml
I_06a94586-a8bf-364a-8387-3a6bfc8077fd_1_R/BasicLTI.xml
I_06b3d605-3d2b-3984-971a-d1e5410a8c5a_1_R/BasicLTI.xml
I_06b3d605-3d2b-3984-971a-d1e5410a8c5a_3_R/BasicLTI.xml
I_06b3d605-3d2b-3984-971a-d1e5410a8c5a_5_R/BasicLTI.xml
I_06de6473-ecee-31a9-a906-3fb6c2775d29_R/BasicLTI.xml
I_06ecd4ea-5c16-339b-9ecf-ac074f52af38_1_R/BasicLTI.xml
I_06ecd4ea-5c16-339b-9ecf-ac074f52af38_3_R/BasicLTI.xml
I_06ecd4ea-5c16-339b-9ecf-ac074f52af38_5_R/BasicLTI.xml
I_070ac498-b299-3a04-aa4e-663b1499e47d_R/BasicLTI.xml
I_0710dc2b-3472-3577-8928-c07de947c647_R/BasicLTI.xml
I_071fe809-cd64-3848-adfa-0ea13cd046a5_R/BasicLTI.xml
I_07263c3c-dde0-3d88-9979-9fdd0107dfe2_1_R/BasicLTI.xml
I_073cb6ad-72f9-301f-a4b4-8bf0246939a4_R/BasicLTI.xml
I_075d21e2-bf61-3d1d-9db6-8451a605c1d1_R/BasicLTI.xml
I_077b85c7-03f1-336b-9b92-58bfc773e7ed_1_R/BasicLTI.xml
I_077b85c7-03f1-336b-9b92-58bfc773e7ed_3_R/BasicLTI.xml
I_077b85c7-03f1-336b-9b92-58bfc773e7ed_5_R/BasicLTI.xml
I_0791dcf0-28dd-3d12-965a-8df0e806d908_1_R/BasicLTI.xml
I_07df6e26-2107-37b9-9dfc-5025a401d3be_1_R/BasicLTI.xml
I_07ef7fc2-a68b-3bb1-b222-85cfbaf464cb_1_R/BasicLTI.xml
I_07ef7fc2-a68b-3bb1-b222-85cfbaf464cb_3_R/BasicLTI.xml
I_07ef7fc2-a68b-3bb1-b222-85cfbaf464cb_5_R/BasicLTI.xml
I_0810c22c-a442-37dc-9744-8193e2a40c24_1_R/BasicLTI.xml
I_0810c22c-a442-37dc-9744-8193e2a40c24_3_R/BasicLTI.xml
I_0810c22c-a442-37dc-9744-8193e2a40c24_5_R/BasicLTI.xml
I_0810c22c-a442-37dc-9744-8193e2a40c24_7_R/BasicLTI.xml
I_0810c22c-a442-37dc-9744-8193e2a40c24_9_R/BasicLTI.xml
I_082cddf4-ae0e-3489-a9bc-a4dbad6f2b1c_1_R/BasicLTI.xml
I_0854f573-172d-3cf1-98bb-dfbc93d352dd_R/BasicLTI.xml
I_08553863-f4df-33f9-ac21-e84e5a22a996_1_R/BasicLTI.xml
I_0863b18c-5f52-37c2-9120-eef95aa18fdc_1_R/BasicLTI.xml
I_08684bf4-ba2c-3f37-aa60-ac96294eb0ee_1_R/BasicLTI.xml
I_08726466-7c17-3f0d-871b-67e655346ddc_1_R/BasicLTI.xml
I_0874af9f-48e0-3714-bbde-af0c3c097310_R/BasicLTI.xml
I_0876096f-6a27-34d2-bfe2-9c1d5566db44_1_R/BasicLTI.xml
I_089249d8-5523-3bdb-8311-49859d37d970_R/BasicLTI.xml
I_0894cb27-fee8-3429-8187-e564e69def5f_1_R/BasicLTI.xml
I_08a8767e-08d2-3a35-81c3-d054127946fa_R/BasicLTI.xml
I_08aea4ca-a5a7-3831-b0b0-4b6efc97d52c_R/BasicLTI.xml
I_08c766b8-755b-39b6-8817-0ffdda258e83_1_R/BasicLTI.xml
I_08d77999-33fa-3816-9acc-30752e0b9afc_1_R/BasicLTI.xml
I_08dcccc1-020b-3a25-b662-b8dbee0b2eb4_R/BasicLTI.xml
I_08e04ea0-a5f9-36d3-9364-93f589e80f6a_1_R/BasicLTI.xml
I_08e04ea0-a5f9-36d3-9364-93f589e80f6a_3_R/BasicLTI.xml
I_08e04ea0-a5f9-36d3-9364-93f589e80f6a_5_R/BasicLTI.xml
I_08e56f86-f58b-3829-835d-717a4f2456c7_R/BasicLTI.xml
I_08f1d705-9203-3f6d-9e3a-14d44d573e60_1_R/BasicLTI.xml
I_08fdb234-664a-3d24-a02c-2a561c14af91_R/BasicLTI.xml
I_0909c622-788c-3faf-af33-77687684e2f5_R/BasicLTI.xml
I_09226871-3dea-37d2-9a01-982c36a1cdf3_R/BasicLTI.xml
I_09306844-98f3-3aa4-8304-5b3a2a023c79_1_R/BasicLTI.xml
I_093b85a9-3829-357a-ac1b-436620986b9a_1_R/BasicLTI.xml
I_093cfcbd-5458-356d-bf30-107d1d1a062a_1_R/BasicLTI.xml
I_094945eb-8a4f-389b-ad88-d1914448e7d2_R/BasicLTI.xml
I_0952b564-fba2-3144-9c1b-fa10e37174bb_1_R/BasicLTI.xml
I_097327e6-a228-301d-a519-7b8f04f71d6b_R/BasicLTI.xml
I_09765673-9ed6-3bb2-8824-349cee86c8a6_R/BasicLTI.xml
I_097e9ef3-1470-36d7-8e0f-4753267b4e9b_1_R/BasicLTI.xml
I_098d7d20-9e75-3b62-ac0a-7ab9083f37f3_1_R/BasicLTI.xml
I_098ed614-1adf-3cca-a525-5ba1ef60cee4_R/BasicLTI.xml
I_09919e02-0598-3e32-8ff7-9d7d65680d3b_R/BasicLTI.xml
I_099715bd-f58f-3a91-a432-dc8b2e7cca42_1_R/BasicLTI.xml
I_09a02842-bf1e-3499-a3a0-84be1e8e0bea_R/BasicLTI.xml
I_09a4ffc2-0627-3dce-817f-2cd6171cacf5_1_R/BasicLTI.xml
I_09b5530a-dbb5-3937-a098-15cbaa8a189e_R/BasicLTI.xml
I_09b9baf3-6178-35ff-9232-0e85772bea99_1_R/BasicLTI.xml
I_09c64a33-e84c-37e1-97cf-66d0e105844b_1_R/BasicLTI.xml
I_09cc34c2-0637-35eb-aa3b-fb5d2524af58_R/BasicLTI.xml
I_09d8f2b0-fcee-3a85-907e-e53894c50445_1_R/BasicLTI.xml
I_09d97aa2-245d-3b42-8eca-70a9fca4226c_1_R/BasicLTI.xml
I_09fc2ba0-7694-39aa-a9f3-56bc65cc5333_1_R/BasicLTI.xml
I_0a042a89-b5fb-3e16-a250-af15c5980907_R/BasicLTI.xml
I_0a1d6e24-a2c4-3297-8d25-212bbcf371a2_R/BasicLTI.xml
I_0a296aff-942e-324a-9a0c-4c102e87a0bc_1_R/BasicLTI.xml
I_0a462a9d-9fa4-3345-ae00-c1cbd396354f_1_R/BasicLTI.xml
I_0a520952-6dab-3cd7-944a-6a4c3ac021be_R/BasicLTI.xml
I_0a5c4f8e-ec89-3dcd-a51d-923df87a6fc3_R/BasicLTI.xml
I_0a62fd65-d3d4-3636-8884-3913f1720a0d_R/BasicLTI.xml
I_0a8556c2-b586-35e7-9973-d5c62226076d_R/BasicLTI.xml
I_0ad18377-d811-300c-89bc-4744f7500e38_1_R/BasicLTI.xml
I_0ad388aa-5a5a-3b34-b926-934ef4f332e5_R/BasicLTI.xml
I_0b07b69e-16ea-3c76-8509-11d418e44e1a_R/BasicLTI.xml
I_0b172523-7166-3b1c-ad5d-a0e149e8f215_R/BasicLTI.xml
I_0b2724a0-6d1c-314e-8c33-e3aa6d95097f_1_R/BasicLTI.xml
I_0b2c153a-1cbd-30eb-a330-4c156e724c8b_R/BasicLTI.xml
I_0b377224-6fed-3b3f-82fe-7eb3a1ca414a_1_R/BasicLTI.xml
I_0b377224-6fed-3b3f-82fe-7eb3a1ca414a_3_R/BasicLTI.xml
I_0b47c51e-f29c-3309-b5e9-1b258550ba59_R/BasicLTI.xml
I_0b76f017-5a0c-3fec-a473-e34e8917d550_1_R/BasicLTI.xml
I_0b780221-b89d-38f0-a2fe-fd4ed11a95fc_R/BasicLTI.xml
I_0b91a64c-9aa3-3b75-bc30-69d56d0cbac8_R/BasicLTI.xml
I_0ba37bd5-2ef0-354c-84ec-dbf94176f996_1_R/BasicLTI.xml
I_0ba37bd5-2ef0-354c-84ec-dbf94176f996_3_R/BasicLTI.xml
I_0ba37bd5-2ef0-354c-84ec-dbf94176f996_5_R/BasicLTI.xml
I_0bb45bb0-d992-32c8-8716-ada112c6fd30_1_R/BasicLTI.xml
I_0bb695eb-462e-3e57-b884-0328bbfd304c_1_R/BasicLTI.xml
I_0be5327a-e4f8-36cf-a2d7-4b5fa929b228_1_R/BasicLTI.xml
I_0be6cc8f-66b7-3f1e-b9d9-420044cd450d_R/BasicLTI.xml
I_0bf0e802-ca05-3cd4-a456-3b27e1591ea4_1_R/BasicLTI.xml
I_0c2d1f0b-64f0-386c-9b3a-40a80f570f57_1_R/BasicLTI.xml
I_0c6f2ccd-5a03-3d67-ab98-0b69e29f5db8_1_R/BasicLTI.xml
I_0c8cdac4-4105-331a-93b9-c8058855a1e2_1_R/BasicLTI.xml
I_0c90d15a-9d70-3920-b602-4f32c92f0b72_R/BasicLTI.xml
I_0c93090f-0550-352b-8b23-1b4dbb5638f4_1_R/BasicLTI.xml
I_0cac1f77-21a3-3a2f-88ea-a84b98d569e8_R/BasicLTI.xml
I_0cbbfe8e-2442-3df6-9edc-dc601d4bcc1b_1_R/BasicLTI.xml
I_0cc51378-8e94-3b92-b905-2bf5ac529406_R/BasicLTI.xml
I_0cca87a1-4ac1-342a-9253-e52a430d7b3a_1_R/BasicLTI.xml
I_0ce27542-0ad1-3c85-8cf7-fc63ca6882b2_R/BasicLTI.xml
I_0d33b3c8-088c-3429-8f5c-8253f4a3001f_1_R/BasicLTI.xml
I_0d36e965-7a13-3ddf-aeaa-72399418b825_R/BasicLTI.xml
I_0d48dd61-18b8-300e-831d-3f1b54f09b65_R/BasicLTI.xml
I_0d495959-7466-38c5-8878-11d583104b16_R/BasicLTI.xml
I_0d63dbe3-d441-368f-8ba3-d613a47497d2_R/BasicLTI.xml
I_0d74c0c8-d613-3b81-acd3-0bcde657fb3c_R/BasicLTI.xml
I_0da1bfc2-8978-39c2-a10b-28c44cbaa383_1_R/BasicLTI.xml
I_0de7fa0f-b531-3573-b6b4-830bb350b554_1_R/BasicLTI.xml
I_0e05a265-27a8-3e5e-b651-d158206f901d_R/BasicLTI.xml
I_0e25fe7c-8c79-355d-ae78-c82a3aba7c25_R/BasicLTI.xml
I_0e3058b0-5df2-3e6c-8fdd-253476e8c714_1_R/BasicLTI.xml
I_0e3066ab-b583-3bca-a23f-a3f6acd6d576_R/BasicLTI.xml
I_0e312cb5-1021-3a7e-818f-795d8080879a_R/BasicLTI.xml
I_0e3eeddc-f08c-339a-99e4-77a26855cb12_1_R/BasicLTI.xml
I_0e3eeddc-f08c-339a-99e4-77a26855cb12_3_R/BasicLTI.xml
I_0e3eeddc-f08c-339a-99e4-77a26855cb12_5_R/BasicLTI.xml
I_0e6bec7a-6433-3c7b-91be-0153e922a340_1_R/BasicLTI.xml
I_0e71d3ff-fdbe-34ae-ae76-bbfeedff35e1_1_R/BasicLTI.xml
I_0e92d76c-53a4-3158-b98a-11e10470d955_1_R/BasicLTI.xml
I_0ea764c7-7bf7-3660-93bd-73a608929251_1_R/BasicLTI.xml
I_0ebeee2a-a471-3d0d-a22d-1d5a1bc7d9a7_R/BasicLTI.xml
I_0ed7874d-9428-3741-ae8f-f89fd4380e05_R/BasicLTI.xml
I_0ede3ffd-c33b-38b7-a0f3-b1dc09f118c7_R/BasicLTI.xml
I_0eeff81f-2c1e-3971-ba41-41c0b9034248_1_R/BasicLTI.xml
I_0ef15a1e-8852-30e3-a7cd-db57291a4dd7_R/BasicLTI.xml
I_0f0a6b14-6a2d-3803-a639-0c7a1adc4794_1_R/BasicLTI.xml
I_0f1628e1-a2fb-3495-80b5-1bd782b8cdc7_1_R/BasicLTI.xml
I_0f287009-4317-370a-a88f-45fab27bdcd4_R/BasicLTI.xml
I_0f302bff-2857-3a6c-9334-1171ceb71236_1_R/BasicLTI.xml
I_0f630a31-0c93-33f7-91f6-5833ab1a53bd_1_R/BasicLTI.xml
I_0f7c1e25-3eb5-3e73-9532-42b1100615c8_1_R/BasicLTI.xml
I_0f907151-505d-3b63-9335-7f359282721f_1_R/BasicLTI.xml
I_0fa422e2-b85e-399d-af40-39b969bb0173_R/BasicLTI.xml
I_0fab3f7c-6936-3a4b-abb2-d8f049eef235_R/BasicLTI.xml
I_0fd05a17-e331-3224-bf32-abadf8c5b371_1_R/BasicLTI.xml
I_0fdb98bb-82cb-3672-bbcb-8a9e0feaf84f_1_R/BasicLTI.xml
I_0ffc9278-b9c4-31b7-91a6-e1db50948635_1_R/BasicLTI.xml
I_1000d080-ab96-3fc7-9ed1-bed8414cf4d9_R/BasicLTI.xml
I_100832af-e65d-3006-bb1c-9ab7a1362d9c_1_R/BasicLTI.xml
I_1028daf2-bcaa-3ad7-8269-a112571718ec_1_R/BasicLTI.xml
I_10412728-e15f-39dd-8691-729e0207ea45_R/BasicLTI.xml
I_1042eb05-806a-3f0d-82aa-38aaf201e3c3_1_R/BasicLTI.xml
I_109d403d-e3f4-3e86-a039-7395c1a7c7c6_1_R/BasicLTI.xml
I_10b8d8ab-6260-329f-8d4b-3f9156b2f137_1_R/BasicLTI.xml
I_10b92955-4500-3039-9871-19d78e5068ad_R/BasicLTI.xml
I_10bc8692-a9d9-3a4b-9865-2a37e21214a3_R/BasicLTI.xml
I_10c30e9d-da9f-33e5-a9a0-273cf05920ec_1_R/BasicLTI.xml
I_10c6bcd8-e221-301c-bc37-ad704e9dcc71_R/BasicLTI.xml
I_10d144c0-a85f-3247-928e-08f602f0f03e_R/BasicLTI.xml
I_10fb2d2b-f0a5-3934-a423-2c3d80ccd2b5_1_R/BasicLTI.xml
I_111fa64e-5a7a-3971-8aa8-b9f96fdd038c_1_R/BasicLTI.xml
I_112d4453-eb6c-32c4-b952-693c79631e4d_1_R/BasicLTI.xml
I_1136ba69-c0d6-3b5e-9389-4eb43e8c3fc8_1_R/BasicLTI.xml
I_116f728e-2f8d-3e4e-82c4-a67753104e53_1_R/BasicLTI.xml
I_116f728e-2f8d-3e4e-82c4-a67753104e53_3_R/BasicLTI.xml
I_11710864-a2eb-3da8-8db2-3f1557290477_1_R/BasicLTI.xml
I_11792088-7907-377e-b781-111fe8b5055d_1_R/BasicLTI.xml
I_117d07d9-7464-3d9a-bfc7-445fc88377da_R/BasicLTI.xml
I_1183543c-a31f-31d0-a0cc-a54709b750bd_1_R/BasicLTI.xml
I_118dbf87-edee-3611-b74b-94b546d1af0c_1_R/BasicLTI.xml
I_118dbf87-edee-3611-b74b-94b546d1af0c_3_R/BasicLTI.xml
I_11ce7daa-44cf-3cdf-b6ed-004872d1d5a4_1_R/BasicLTI.xml
I_11e6a559-2af9-3e6f-a38b-371375d8eb76_1_R/BasicLTI.xml
I_11fae401-3e34-312e-812f-a05a832d9b76_1_R/BasicLTI.xml
I_11fc3801-ad1f-32b8-823f-1f587274905e_R/BasicLTI.xml
I_1217ab10-9576-3f6c-8b62-7c9bdfd75264_1_R/BasicLTI.xml
I_121dfb37-6dd6-3f0c-97e1-0ddf43882d3c_1_R/BasicLTI.xml
I_121dfb37-6dd6-3f0c-97e1-0ddf43882d3c_3_R/BasicLTI.xml
I_121dfb37-6dd6-3f0c-97e1-0ddf43882d3c_5_R/BasicLTI.xml
I_123bab7c-9e0a-34b8-9b24-7968caf007f2_1_R/BasicLTI.xml
I_123bab7c-9e0a-34b8-9b24-7968caf007f2_3_R/BasicLTI.xml
I_123bab7c-9e0a-34b8-9b24-7968caf007f2_5_R/BasicLTI.xml
I_12445ca8-a214-388d-b782-f639e7637321_1_R/BasicLTI.xml
I_124e4636-c172-3672-a938-854f04e35578_R/BasicLTI.xml
I_125cb641-2716-3aa2-9986-b31c8c2e0d33_1_R/BasicLTI.xml
I_126e1c48-2b09-3ba6-8060-8aa758881953_1_R/BasicLTI.xml
I_127edbd2-f632-36a1-8779-034887227a02_1_R/BasicLTI.xml
I_12847eaf-aa3e-3d52-b9b4-0bf898d28a1c_1_R/BasicLTI.xml
I_12a53482-abee-37f4-9ade-952c1d9bdfba_R/BasicLTI.xml
I_12b5aab3-4c4f-3998-a47c-d4c73eb7f006_1_R/BasicLTI.xml
I_12b5aab3-4c4f-3998-a47c-d4c73eb7f006_3_R/BasicLTI.xml
I_12cb9bae-dfc8-3cf2-a6e2-d1116c304f74_1_R/BasicLTI.xml
I_12cb9bae-dfc8-3cf2-a6e2-d1116c304f74_3_R/BasicLTI.xml
I_13099218-a749-361b-8b86-a7ca38ad1221_R/BasicLTI.xml
I_132386bf-ca62-373e-8406-0d86eae8dc03_R/BasicLTI.xml
I_134985e1-0a68-390c-b129-8e9c08a76e70_1_R/BasicLTI.xml
I_13527e15-28ff-356c-aca0-4e949b57f19f_1_R/BasicLTI.xml
I_13527e15-28ff-356c-aca0-4e949b57f19f_3_R/BasicLTI.xml
I_13527e15-28ff-356c-aca0-4e949b57f19f_5_R/BasicLTI.xml
I_136c3e0b-2c66-32ca-a7f9-5db06f15155f_1_R/BasicLTI.xml
I_1382f01d-46b0-3b6b-bf0f-ea26eaa5cb59_1_R/BasicLTI.xml
I_13b57936-367a-3e59-861c-25d3e2a206b3_1_R/BasicLTI.xml
I_13c4fb0a-18e6-3a44-856f-3156012461ab_1_R/BasicLTI.xml
I_13da16d1-3478-35d0-870b-00c4f9b78d23_R/BasicLTI.xml
I_13fc51a9-decf-39e3-9b04-813be5a16425_R/BasicLTI.xml
I_13fdb23c-d4c1-3c42-8319-b5eb2bc80e11_1_R/BasicLTI.xml
I_14029b99-3f84-32d8-ac6e-c7b5184ecbd9_1_R/BasicLTI.xml
I_14029b99-3f84-32d8-ac6e-c7b5184ecbd9_3_R/BasicLTI.xml
I_1402f2a3-824e-38bc-a17e-91154754ef50_1_R/BasicLTI.xml
I_140bbab7-5707-33db-b5e9-a1b2cf543c00_1_R/BasicLTI.xml
I_1415b6e6-810b-3415-9013-67ee94a14269_1_R/BasicLTI.xml
I_141e4cbb-321c-3039-844d-76f131df16b5_1_R/BasicLTI.xml
I_14256eea-54f3-3fe5-bbab-e15fd473d03a_R/BasicLTI.xml
I_14466907-c9ac-303c-9b76-62a1a1123bda_1_R/BasicLTI.xml
I_14466907-c9ac-303c-9b76-62a1a1123bda_R/BasicLTI.xml
I_14542ccb-02b9-3af4-a547-2b31f99cabcf_R/BasicLTI.xml
I_145b5d9e-ab32-3584-a520-294466f21a28_R/BasicLTI.xml
I_145e076f-c2d6-3f55-8491-2da156d556c5_1_R/BasicLTI.xml
I_146f5358-6d1d-3daa-9a1f-56311ea73995_1_R/BasicLTI.xml
I_147691e6-51d7-39fa-9585-1af3d819df66_R/BasicLTI.xml
I_14a3eb81-7589-3947-84ff-6b94e7ea02fa_1_R/BasicLTI.xml
I_14b02738-592f-320b-97a1-781d8df126f1_1_R/BasicLTI.xml
I_14b02738-592f-320b-97a1-781d8df126f1_3_R/BasicLTI.xml
I_14cc229e-23dd-3bb8-b45a-226cce6232c9_R/BasicLTI.xml
I_14e7f39d-9b1e-32fa-a9e4-1b18939832ae_R/BasicLTI.xml
I_150610ce-96d3-3373-9322-578c13370256_1_R/BasicLTI.xml
I_152fbad4-9fb6-38e4-842f-715c0df703b5_1_R/BasicLTI.xml
I_153cfedc-e3f1-31f1-9fac-ba5f0da55e67_1_R/BasicLTI.xml
I_1548ae27-ab14-38b6-aa12-db99acb2498d_R/BasicLTI.xml
I_158f69d2-438c-35d9-bb1e-56bc07d0a2a5_1_R/BasicLTI.xml
I_15acab23-8047-3a25-8bc5-003ebe13d4f4_1_R/BasicLTI.xml
I_15b83cff-ab76-3638-9df4-7c83d8e81636_1_R/BasicLTI.xml
I_15bc0910-4b81-3b72-9f53-9696b2397b51_1_R/BasicLTI.xml
I_15cb2251-0741-3580-b7cb-8fc23de510dc_1_R/BasicLTI.xml
I_15cbb991-7a8b-30c7-a732-6c04f8458f01_R/BasicLTI.xml
I_15e09e49-5087-31e8-8333-1e7d5567cd3b_1_R/BasicLTI.xml
I_15ff6960-bd40-313b-8998-2b08618e8a24_1_R/BasicLTI.xml
I_15ff6960-bd40-313b-8998-2b08618e8a24_3_R/BasicLTI.xml
I_15ff6960-bd40-313b-8998-2b08618e8a24_5_R/BasicLTI.xml
I_16234be6-d9ac-3380-8a8e-8aee2b998c9b_R/BasicLTI.xml
I_163754fc-8218-3a89-93cd-e21bd130e2fa_1_R/BasicLTI.xml
I_16452d5c-4869-3a90-b2fb-e85a265ea8e0_1_R/BasicLTI.xml
I_16467c63-8df7-3cff-a1fb-c75471e4734c_1_R/BasicLTI.xml
I_164785bd-0a3e-324a-b658-0f356622361f_1_R/BasicLTI.xml
I_16579d3c-6dbd-3a0d-98ce-346964cd004a_1_R/BasicLTI.xml
I_16adf7e0-90af-385e-9c6b-9dd82057295b_1_R/BasicLTI.xml
I_16adf7e0-90af-385e-9c6b-9dd82057295b_3_R/BasicLTI.xml
I_16c22eed-3116-3078-ab2c-bb87906273c4_1_R/BasicLTI.xml
I_16f258c6-ede8-3bb9-a4f4-d33017423dd5_1_R/BasicLTI.xml
I_16f707f7-e046-321c-96e6-3e3825a34a04_R/BasicLTI.xml
I_17011f9f-df22-3d95-a24f-4d022f922ac8_R/BasicLTI.xml
I_171332f3-5597-32b7-81e8-08462cff3261_1_R/BasicLTI.xml
I_171332f3-5597-32b7-81e8-08462cff3261_3_R/BasicLTI.xml
I_171332f3-5597-32b7-81e8-08462cff3261_5_R/BasicLTI.xml
I_171ae17b-9d8e-3700-9733-ca238f701ca7_R/BasicLTI.xml
I_1743f0f7-61ff-3e34-95bb-c91f1bcfb86c_1_R/BasicLTI.xml
I_17494753-319f-3eaa-9fa7-040b1291611d_1_R/BasicLTI.xml
I_174a621b-8110-3064-af2e-210decb6a8a3_R/BasicLTI.xml
I_1750f737-d8af-3dc0-a7a3-6c2595baff26_R/BasicLTI.xml
I_175c5bea-b20c-347b-bcfb-36b41b14726c_R/BasicLTI.xml
I_17a36889-78ea-3fcc-8d07-1c162a610f9a_R/BasicLTI.xml
I_17aa1d35-5a74-333c-9c24-573f347595e2_R/BasicLTI.xml
I_17b32a50-a45f-3ef7-8585-d945aa5cd1a0_R/BasicLTI.xml
I_17b42cfd-4e38-3066-b3ee-9c8c7ae7b090_R/BasicLTI.xml
I_17cdf201-ffea-36eb-a52a-a3e4a993cc06_1_R/BasicLTI.xml
I_17cdf201-ffea-36eb-a52a-a3e4a993cc06_3_R/BasicLTI.xml
I_17cdf201-ffea-36eb-a52a-a3e4a993cc06_5_R/BasicLTI.xml
I_17cdf201-ffea-36eb-a52a-a3e4a993cc06_7_R/BasicLTI.xml
I_17cdf201-ffea-36eb-a52a-a3e4a993cc06_9_R/BasicLTI.xml
I_17d12f16-69cc-3674-abea-c7809b721c5b_R/BasicLTI.xml
I_17fb12e6-4807-3de7-85e5-ba8b7e9e2675_1_R/BasicLTI.xml
I_17fbc189-145f-3b3e-8eab-5c0bebfc04aa_1_R/BasicLTI.xml
I_1831201d-f3f9-319e-91be-a0a64d694432_1_R/BasicLTI.xml
I_1831201d-f3f9-319e-91be-a0a64d694432_3_R/BasicLTI.xml
I_18345aa7-794b-3455-afd9-fb10fe53e310_1_R/BasicLTI.xml
I_183aa621-5a9c-3a76-b88b-fb847582b471_R/BasicLTI.xml
I_18405eaf-eb2a-3069-a84f-158fc98aec84_1_R/BasicLTI.xml
I_18405eaf-eb2a-3069-a84f-158fc98aec84_3_R/BasicLTI.xml
I_18405eaf-eb2a-3069-a84f-158fc98aec84_5_R/BasicLTI.xml
I_18405eaf-eb2a-3069-a84f-158fc98aec84_7_R/BasicLTI.xml
I_18405eaf-eb2a-3069-a84f-158fc98aec84_9_R/BasicLTI.xml
I_185d5bff-d170-32c8-ac62-17a4d09c880a_R/BasicLTI.xml
I_1860148a-c507-353f-a975-eb64a13ccccc_R/BasicLTI.xml
I_18860c21-6f94-3744-b51a-377356784c25_1_R/BasicLTI.xml
I_1891a475-1848-3202-8f84-1f8e446e59df_1_R/BasicLTI.xml
I_18c24385-5218-305b-9ed8-5c1f0893b05a_1_R/BasicLTI.xml
I_18c24385-5218-305b-9ed8-5c1f0893b05a_3_R/BasicLTI.xml
I_18c24385-5218-305b-9ed8-5c1f0893b05a_5_R/BasicLTI.xml
I_18ed50fc-640b-36ba-bdb4-d074460d2371_1_R/BasicLTI.xml
I_1917271f-6357-3dcf-9fb1-aba383daf529_1_R/BasicLTI.xml
I_1939aa60-92d8-305d-a86a-73ec688f4fc0_R/BasicLTI.xml
I_19419d03-89e4-3a40-9ac9-36840305a4e0_R/BasicLTI.xml
I_19457bbc-1e3c-3203-9948-51b4ea4720ec_1_R/BasicLTI.xml
I_19550309-5597-3a2e-ae9c-0bf8a8bb0571_R/BasicLTI.xml
I_1957eb3b-542a-3a5e-817f-ead76ed4c531_R/BasicLTI.xml
I_19620bb8-5aa1-3dbc-9464-e6fd42b4feab_1_R/BasicLTI.xml
I_1971371b-e7ba-378a-b8cd-12ed04a022d0_1_R/BasicLTI.xml
I_199a4a47-7e8a-3802-866f-352e4e6a3609_1_R/BasicLTI.xml
I_199a4a47-7e8a-3802-866f-352e4e6a3609_3_R/BasicLTI.xml
I_199a4a47-7e8a-3802-866f-352e4e6a3609_5_R/BasicLTI.xml
I_19b6f114-74eb-3d4c-9a55-db41baa9f800_R/BasicLTI.xml
I_19c07cf7-51f7-3d33-b3a2-d1974ccb576d_1_R/BasicLTI.xml
I_19c22ec0-4cb8-3e23-bc70-88d62654611e_1_R/BasicLTI.xml
I_19d564bc-ef1e-3a1b-8b1f-f03eadf724ab_1_R/BasicLTI.xml
I_19eece00-485f-3474-bdd0-ad126d90c122_R/BasicLTI.xml
I_1a1c5750-3303-3f9f-b7c9-9ae5f0c4acb3_1_R/BasicLTI.xml
I_1a54fca5-51e5-32c6-b031-cc688f2ce15f_R/BasicLTI.xml
I_1a66c888-4d3c-315b-9cd5-c404e227cd53_R/BasicLTI.xml
I_1a7e85f5-9a37-3fbf-b98e-0d9fce1d5281_1_R/BasicLTI.xml
I_1a8ebf53-febd-3ead-b815-1e785900a706_R/BasicLTI.xml
I_1ac4745c-6070-3d16-86c6-f368b6c5d727_1_R/BasicLTI.xml
I_1ac4745c-6070-3d16-86c6-f368b6c5d727_3_R/BasicLTI.xml
I_1ac4745c-6070-3d16-86c6-f368b6c5d727_5_R/BasicLTI.xml
I_1aeb01f4-83a1-31c5-8eaa-3fa147d7c9c4_R/BasicLTI.xml
I_1aec8de0-6b9a-310a-9abe-1f07873ae872_1_R/BasicLTI.xml
I_1afa1f14-d883-3dbc-a707-742e69ddf3b2_R/BasicLTI.xml
I_1b0d153a-2efa-3ab7-8b8b-e4d0d9976f2a_1_R/BasicLTI.xml
I_1b2982c4-bf6f-3344-ba0d-2c0a98f362a0_R/BasicLTI.xml
I_1b2e9c3d-0062-306c-9cf2-729d1ed41c5d_R/BasicLTI.xml
I_1b36501f-8b08-3d63-9051-f5f156880a5d_R/BasicLTI.xml
I_1b88ee19-2000-3d26-96d9-cbea142861ea_R/BasicLTI.xml
I_1beb767c-d118-36c0-b18c-dabec2fbab4c_1_R/BasicLTI.xml
I_1c0511d8-2d7b-31e5-9270-c57a466153f5_R/BasicLTI.xml
I_1c071856-309b-3694-b267-93fe1c838b80_R/BasicLTI.xml
I_1c2df8dd-27c7-3ad9-bfdc-ebbcd1288e9a_R/BasicLTI.xml
I_1c3dbc3c-d36c-3190-a346-cb543ea0c665_1_R/BasicLTI.xml
I_1c44f048-9c72-3b06-b9ab-78de5fdbf682_1_R/BasicLTI.xml
I_1c4e6840-eff9-31a3-999f-76de7c9d46c8_1_R/BasicLTI.xml
I_1c6662b7-5eea-3587-b7ad-ae79a9c0f71c_1_R/BasicLTI.xml
I_1c7b8b45-f3f3-3e40-8683-0bdd1023696f_1_R/BasicLTI.xml
I_1c7c7665-1f09-3df2-9d1b-09c557c772be_1_R/BasicLTI.xml
I_1c8e0469-d509-3134-b0f7-c5581fb507ff_1_R/BasicLTI.xml
I_1c9f8672-b368-3423-988d-ec44908970bb_1_R/BasicLTI.xml
I_1cba2e2a-b5d0-3892-aef7-8014ad810c58_1_R/BasicLTI.xml
I_1cc3f9b8-c000-31d7-b48e-2dd583fff5e5_1_R/BasicLTI.xml
I_1ce1f29d-9de1-3f74-b5a0-3c3083b4cf17_R/BasicLTI.xml
I_1ce61682-feca-363f-b139-f011245daf49_1_R/BasicLTI.xml
I_1cf47f5a-c7fc-3f0b-a166-fac00a4d40b1_1_R/BasicLTI.xml
I_1d105e37-e4df-3aae-a699-6a09f9e39912_1_R/BasicLTI.xml
I_1d120239-45ac-34ec-a2b1-3b49ae81080a_1_R/BasicLTI.xml
I_1d1c0350-3b3d-30e3-a1ea-b1010b23384f_R/BasicLTI.xml
I_1d1f7414-8379-3176-9267-d0d2cd020e14_1_R/BasicLTI.xml
I_1d29d824-efb6-35e4-9760-8a4943ec4bd0_1_R/BasicLTI.xml
I_1d478d7f-370f-314d-aa5e-9efe97225b6b_1_R/BasicLTI.xml
I_1d53c689-68f9-3ae4-a146-4b4429c160d0_1_R/BasicLTI.xml
I_1d5a6880-9d49-3fa4-87cb-d31a6e887393_1_R/BasicLTI.xml
I_1d72796a-22f1-30f6-842c-15a53a1a1da5_1_R/BasicLTI.xml
I_1d888a32-d652-3883-a134-97a5b0a55a30_1_R/BasicLTI.xml
I_1d888a32-d652-3883-a134-97a5b0a55a30_R/BasicLTI.xml
I_1d982f32-3fa5-3a98-ba02-4e3f5e7439df_R/BasicLTI.xml
I_1d98d1d8-0436-304a-82bd-a30877d7e683_R/BasicLTI.xml
I_1de1117f-2b8e-365c-bef4-808cb96f6d2d_R/BasicLTI.xml
I_1dfc7694-8655-3382-aab9-3e9dc8645c10_1_R/BasicLTI.xml
I_1e4042ce-760d-3c31-a707-43638611b349_R/BasicLTI.xml
I_1e44c9ce-abdc-3d49-be01-a0656df52dbf_1_R/BasicLTI.xml
I_1e45e343-15ce-343a-81be-0c97485a1f8e_1_R/BasicLTI.xml
I_1e54673c-8348-37c2-aea8-3c1d0b1dd478_R/BasicLTI.xml
I_1ea16617-b1a2-375d-a4c3-95b9df493134_1_R/BasicLTI.xml
I_1ea26553-b9b9-3562-939c-021cad17e6ed_1_R/BasicLTI.xml
I_1ea26553-b9b9-3562-939c-021cad17e6ed_3_R/BasicLTI.xml
I_1eb08c9b-231a-3ad8-9a06-5da10269d617_1_R/BasicLTI.xml
I_1eb7d1d0-9839-3c11-8be5-cae57c04913c_R/BasicLTI.xml
I_1ecf8aa6-baf7-39e3-95d8-d2f09dbf63d3_R/BasicLTI.xml
I_1ed17d13-8966-3df8-94df-c85d54901c5a_1_R/BasicLTI.xml
I_1edc7b31-dd14-37c8-90c4-62c172d61082_1_R/BasicLTI.xml
I_1edcb242-ae92-386d-811c-59af531b353b_R/BasicLTI.xml
I_1ede8017-3401-3580-9bcc-3451905db2f5_1_R/BasicLTI.xml
I_1f08d32f-efbd-351d-a716-a59c7a4256fb_R/BasicLTI.xml
I_1f158149-4785-36a2-8ee8-2afe35f606b3_1_R/BasicLTI.xml
I_1f242cf2-b6ee-3ecc-977b-3dea9952afde_R/BasicLTI.xml
I_1f36702c-5930-377b-bd23-52a79c642840_1_R/BasicLTI.xml
I_1f4100a3-cc19-3617-a5e0-d86c9bf87156_R/BasicLTI.xml
I_1f4d8d9d-de3d-3976-ac22-4809492dde8e_1_R/BasicLTI.xml
I_1f5ec640-6b37-3469-8d2e-a5db7e56d1be_1_R/BasicLTI.xml
I_1f9f700a-3a9b-396a-aee5-85e2e9d9dabf_1_R/BasicLTI.xml
I_1fd9592a-bdd6-3617-bd47-e4e8a0abc707_1_R/BasicLTI.xml
I_1fd9592a-bdd6-3617-bd47-e4e8a0abc707_3_R/BasicLTI.xml
I_1fe9b94d-d317-38fa-b15e-da9f617a3b84_1_R/BasicLTI.xml
I_1fe9b94d-d317-38fa-b15e-da9f617a3b84_3_R/BasicLTI.xml
I_2001f3f7-1dff-33f4-bc6e-3b4ab1e36208_1_R/BasicLTI.xml
I_200c8081-c28b-32fb-84aa-bc614ae24900_R/BasicLTI.xml
I_2031302e-e542-3c90-ad7f-f405ede6f5bb_1_R/BasicLTI.xml
I_2031302e-e542-3c90-ad7f-f405ede6f5bb_3_R/BasicLTI.xml
I_2031302e-e542-3c90-ad7f-f405ede6f5bb_5_R/BasicLTI.xml
I_203446c5-ccae-3e2a-b5b7-114ff79144f6_1_R/BasicLTI.xml
I_205bfcf1-fa20-3c1c-8abe-2946dbbfe8be_1_R/BasicLTI.xml
I_20604f6e-fa95-3dcc-8188-431ddd592f0f_R/BasicLTI.xml
I_2086a99e-90c7-326b-9738-da9edb508afb_R/BasicLTI.xml
I_2097cfd4-6a99-36ff-aebc-8578c4cc2522_R/BasicLTI.xml
I_209df523-922a-36fc-9b80-c4042a512c11_1_R/BasicLTI.xml
I_20b72b4f-2eb0-3929-a7b3-0c9fb331a70f_1_R/BasicLTI.xml
I_20b72b4f-2eb0-3929-a7b3-0c9fb331a70f_3_R/BasicLTI.xml
I_20b72b4f-2eb0-3929-a7b3-0c9fb331a70f_5_R/BasicLTI.xml
I_20bd83e7-ca4f-3d6a-ba34-2f36f72145d4_R/BasicLTI.xml
I_20c0e6f9-a4a5-3941-a4ea-f4ad1bf1d16a_R/BasicLTI.xml
I_20d79d8e-7565-308b-8e5d-54a812b8f439_1_R/BasicLTI.xml
I_20e145b2-1b65-3f7c-8066-4afc2f6f53c8_R/BasicLTI.xml
I_20f54632-8526-3510-b437-889ba1144016_1_R/BasicLTI.xml
I_20fafb86-c08f-35c6-99c9-c769b3f26e72_1_R/BasicLTI.xml
I_211145f0-1b49-31f0-b2e6-7b479524339c_1_R/BasicLTI.xml
I_2111ccf0-45cc-33c2-a4fc-aaf843f021d6_1_R/BasicLTI.xml
I_2112f6ca-c6d4-3f35-8c31-08216bd2c827_R/BasicLTI.xml
I_21159b81-ffa1-3943-ae51-0e3388ed2af7_R/BasicLTI.xml
I_21178c07-22e5-3eed-8677-ce461752399b_R/BasicLTI.xml
I_21341666-c233-3571-a896-4b092faa654e_1_R/BasicLTI.xml
I_21341666-c233-3571-a896-4b092faa654e_3_R/BasicLTI.xml
I_21341666-c233-3571-a896-4b092faa654e_5_R/BasicLTI.xml
I_2142ae27-8d7d-32b3-856e-1aef83e3c613_1_R/BasicLTI.xml
I_214ecda3-3b3a-31de-b21d-78ef773bf664_1_R/BasicLTI.xml
I_219f33a3-3221-3ed9-8fe7-388e063d4d56_R/BasicLTI.xml
I_21a2308e-6162-3fc6-ad9f-afef70596373_R/BasicLTI.xml
I_21ac6982-b7c3-31cc-8220-b268d0e4523b_R/BasicLTI.xml
I_21bcd145-dbf8-347f-a8be-1af5d97227ce_1_R/BasicLTI.xml
I_21bfc498-a178-3fba-98eb-44fe2129db77_1_R/BasicLTI.xml
I_21c60198-edbb-34c1-93da-e69773627b5f_1_R/BasicLTI.xml
I_21cbc0a8-df47-37d2-bf15-eea7854ce24e_1_R/BasicLTI.xml
I_21e7b68c-18be-37f8-be78-c63c6d9a841e_R/BasicLTI.xml
I_21ee1133-3864-3ed7-a958-907162da06e0_1_R/BasicLTI.xml
I_221020a1-5283-3472-98ab-930835ee985f_1_R/BasicLTI.xml
I_221020a1-5283-3472-98ab-930835ee985f_3_R/BasicLTI.xml
I_22103c8d-6c9f-361c-81fc-aead44b1de2a_1_R/BasicLTI.xml
I_22248d4d-9894-30fb-8971-a4c314eb4934_R/BasicLTI.xml
I_22255145-5fe9-3cbb-9293-3af9ac097d23_1_R/BasicLTI.xml
I_222875e1-99d2-3df7-ac2c-653185da6efe_1_R/BasicLTI.xml
I_223d8f30-7751-3914-b644-b7dfadfeb792_1_R/BasicLTI.xml
I_22658a58-c50a-3864-9c87-0e3cf86ef8e1_1_R/BasicLTI.xml
I_228e0b78-8880-3829-a561-b0df3b14187c_1_R/BasicLTI.xml
I_2294bb45-e20f-3c16-a449-e6195a4a67ee_1_R/BasicLTI.xml
I_2294bb45-e20f-3c16-a449-e6195a4a67ee_3_R/BasicLTI.xml
I_229771a1-f48b-31a0-b766-d201a3bbf103_1_R/BasicLTI.xml
I_22b7fd81-1942-3f7d-9486-0547144a18be_R/BasicLTI.xml
I_22bd23b3-7bae-37b8-b8dc-a3300a72a18d_1_R/BasicLTI.xml
I_22bfbd3a-6fc8-3a6a-b670-e8c11e59a574_1_R/BasicLTI.xml
I_22c592e8-0103-3794-b904-f13fcb17fc4b_R/BasicLTI.xml
I_22ce6ca3-600b-3e82-844d-c78fd0e1e927_1_R/BasicLTI.xml
I_22e109dd-caa5-3c9e-b51b-71b78649a513_R/BasicLTI.xml
I_230271c2-fdb6-3df8-a33c-a3f829a80b2e_R/BasicLTI.xml
I_230cf793-0c21-344d-b63a-357d374920f3_1_R/BasicLTI.xml
I_23120373-12ca-3888-8cfd-d8d6f3254eee_1_R/BasicLTI.xml
I_232c76cd-d38a-3d9b-bf6b-0e68cd2e28dd_R/BasicLTI.xml
I_2345d5f2-6951-3ac5-8679-a8c463ef038a_1_R/BasicLTI.xml
I_234c14ed-a55b-3709-8531-376dc7e13d8d_1_R/BasicLTI.xml
I_234c14ed-a55b-3709-8531-376dc7e13d8d_R/BasicLTI.xml
I_23661f7e-3980-3b48-a35c-db07d724dc1c_1_R/BasicLTI.xml
I_2376b494-6e0d-3fe4-b7c8-d9de03a2a3e6_1_R/BasicLTI.xml
I_2376b494-6e0d-3fe4-b7c8-d9de03a2a3e6_3_R/BasicLTI.xml
I_23a1bc9d-0ae6-3a0b-8dd6-e97051c00cc0_1_R/BasicLTI.xml
I_23caf95c-fbb5-3fd9-8011-35dc2999c83b_1_R/BasicLTI.xml
I_23d2b443-bed7-3992-ac58-e9092e7d06eb_R/BasicLTI.xml
I_24523501-7586-315d-905b-3cdb0621a92d_1_R/BasicLTI.xml
I_2461bc6e-ad75-3475-acd2-b241e49b9431_1_R/BasicLTI.xml
I_2461bc6e-ad75-3475-acd2-b241e49b9431_3_R/BasicLTI.xml
I_247bcea5-afd6-3d4b-9b5a-88ef258e918b_R/BasicLTI.xml
I_248834de-891c-3442-81ed-8a8509500ff6_1_R/BasicLTI.xml
I_24950784-39cc-3f8b-8f4a-cf139fb0054b_1_R/BasicLTI.xml
I_24b90aac-d4c8-3747-8686-402e4b899505_1_R/BasicLTI.xml
I_24c9ca29-81f0-30f0-99a3-2facbe5516c5_R/BasicLTI.xml
I_24c9f5ee-d5ad-309f-89db-c591a0a20f1d_R/BasicLTI.xml
I_24d22cc6-943e-3baf-af06-07eb07f4e2ee_R/BasicLTI.xml
I_24d9b61d-e63e-35b9-bb68-6ebc0241c89e_1_R/BasicLTI.xml
I_24d9b61d-e63e-35b9-bb68-6ebc0241c89e_R/BasicLTI.xml
I_25159cf0-db8e-3e0d-91a4-055aa93b1e58_R/BasicLTI.xml
I_25372196-792b-3437-a2a7-5e140d54ef6d_1_R/BasicLTI.xml
I_254c6a30-6b70-3817-9f38-8d8797046e03_R/BasicLTI.xml
I_254f0f0f-56ec-3b65-b2e7-4bd1e47189c6_1_R/BasicLTI.xml
I_255494a4-6596-324d-acf2-da01fb43dadf_1_R/BasicLTI.xml
I_25587e54-5fc3-326c-bb96-b79c84f65da2_R/BasicLTI.xml
I_255a9db5-b1e1-3af0-93db-57b92811f5f0_1_R/BasicLTI.xml
I_255d7364-7cc8-3802-9764-905dbb8fb5f0_1_R/BasicLTI.xml
I_25660280-bb23-3b8d-a523-9cefd6770525_1_R/BasicLTI.xml
I_256b968a-403b-35f6-9d7c-cd318eb98bcf_1_R/BasicLTI.xml
I_256b968a-403b-35f6-9d7c-cd318eb98bcf_3_R/BasicLTI.xml
I_25772358-836c-392c-a6bf-a5a5b754c4d5_1_R/BasicLTI.xml
I_257b6f2d-456b-37e2-a220-7021b6d1a948_1_R/BasicLTI.xml
I_2595c89e-b286-3d0a-a5ed-0ff6ffb2d5c6_R/BasicLTI.xml
I_25a9854e-6f90-324d-84fb-5f7d8c222553_1_R/BasicLTI.xml
I_25a9854e-6f90-324d-84fb-5f7d8c222553_3_R/BasicLTI.xml
I_25dd82f2-0256-34ae-af74-adaa3782101b_1_R/BasicLTI.xml
I_25dd82f2-0256-34ae-af74-adaa3782101b_3_R/BasicLTI.xml
I_25dd82f2-0256-34ae-af74-adaa3782101b_5_R/BasicLTI.xml
I_2617cfe4-b27e-3659-9bcd-736eb850ffcf_1_R/BasicLTI.xml
I_26309168-6c78-34fe-83f2-fea98010199b_1_R/BasicLTI.xml
I_26309168-6c78-34fe-83f2-fea98010199b_3_R/BasicLTI.xml
I_26309168-6c78-34fe-83f2-fea98010199b_5_R/BasicLTI.xml
I_2635832f-205d-37eb-ad4a-eebc5f6e92b3_1_R/BasicLTI.xml
I_2638dcd9-05bf-3696-b4ee-1a06dbd41ec4_1_R/BasicLTI.xml
I_26391db5-acab-300f-aaaa-cf7a22709782_R/BasicLTI.xml
I_263f45a0-d660-3361-a541-3418c96ed510_R/BasicLTI.xml
I_26412c24-84cb-301d-b224-d68b4e88bacf_1_R/BasicLTI.xml
I_264369f6-2b1c-3b93-8e4f-339f92dd1bc7_1_R/BasicLTI.xml
I_26446068-e1e5-3e8f-b039-8aa5da445cb0_1_R/BasicLTI.xml
I_26446068-e1e5-3e8f-b039-8aa5da445cb0_3_R/BasicLTI.xml
I_264ddcbd-9620-3964-8488-3f8f8ccaf461_1_R/BasicLTI.xml
I_264ddcbd-9620-3964-8488-3f8f8ccaf461_3_R/BasicLTI.xml
I_2667b83c-9869-3915-9ed4-fc19b4e20209_R/BasicLTI.xml
I_267eef5c-9c19-38c4-83a1-882adc5b44b7_R/BasicLTI.xml
I_2690f3ed-1d32-33fd-9ff0-0ebeeb603dc6_1_R/BasicLTI.xml
I_26a18615-d487-33ff-9a52-f7774ecc0ae2_1_R/BasicLTI.xml
I_26acd2dd-ac3c-31d2-b97f-bcf645434ff8_1_R/BasicLTI.xml
I_26bd5556-8f83-33e9-b8ee-bddc7736e487_1_R/BasicLTI.xml
I_26dcb1ee-b923-3439-aa17-99b70929df23_R/BasicLTI.xml
I_26dd24d0-c1de-3128-b3c7-995bbec3efa5_1_R/BasicLTI.xml
I_2707ec10-619d-3276-aeb8-44b97d5eaa82_1_R/BasicLTI.xml
I_2716b0d7-9cbe-3b0a-b0e9-3ded0aeb58ce_1_R/BasicLTI.xml
I_271d408e-e16b-30f2-9fb2-28c3591717e2_R/BasicLTI.xml
I_2740bb2a-6916-390f-ba65-32a6f7b37789_1_R/BasicLTI.xml
I_2749e789-33c7-380c-866b-e58b92f8c28e_1_R/BasicLTI.xml
I_274c3ed7-a3b9-34e3-ae02-45aeedae9a7c_1_R/BasicLTI.xml
I_27505899-27ac-30d1-b542-1f878de4c1e1_R/BasicLTI.xml
I_2785b4a5-cf61-3ee6-be62-1d9c5001bdcc_R/BasicLTI.xml
I_27951e68-ead4-305b-848d-237d265c519d_R/BasicLTI.xml
I_27b642f5-556d-3fdb-bf99-d0ac250605ae_1_R/BasicLTI.xml
I_27b642f5-556d-3fdb-bf99-d0ac250605ae_3_R/BasicLTI.xml
I_27b642f5-556d-3fdb-bf99-d0ac250605ae_5_R/BasicLTI.xml
I_27b7c829-9dba-317b-9e57-be0d2a85b146_R/BasicLTI.xml
I_27ea139c-1e96-3c39-a4b4-3983e20cf112_R/BasicLTI.xml
I_27f1f2a7-f7b9-3028-8132-6ccde0c2e9ca_1_R/BasicLTI.xml
I_281d2b57-650f-3bc6-9476-291346537896_1_R/BasicLTI.xml
I_28386094-90ea-3e1e-88a0-58da1a0ac4b2_1_R/BasicLTI.xml
I_283ecef8-3809-314a-8e99-1474c6bd416f_1_R/BasicLTI.xml
I_28b1bc7d-1fec-3e7c-8f1f-10b86cb9c6ed_R/BasicLTI.xml
I_28b43ea7-2108-3365-b3ac-1d1fb3d66685_R/BasicLTI.xml
I_28bf3f0d-60cf-3c42-8284-957ce799407a_1_R/BasicLTI.xml
I_28bf3f0d-60cf-3c42-8284-957ce799407a_3_R/BasicLTI.xml
I_28bf3f0d-60cf-3c42-8284-957ce799407a_5_R/BasicLTI.xml
I_28bf3f0d-60cf-3c42-8284-957ce799407a_7_R/BasicLTI.xml
I_28bf3f0d-60cf-3c42-8284-957ce799407a_9_R/BasicLTI.xml
I_28c13b74-81d9-3a71-bfa6-79e93305f576_R/BasicLTI.xml
I_28cec03f-f160-336d-add4-c3d1e1a594ae_R/BasicLTI.xml
I_28d33974-d416-3701-8efc-b3e233c88a73_1_R/BasicLTI.xml
I_28d33974-d416-3701-8efc-b3e233c88a73_3_R/BasicLTI.xml
I_28d3e883-0c0f-34f8-b046-06de079586db_1_R/BasicLTI.xml
I_29111769-5824-3c3b-a18b-ed5321f8ae8b_R/BasicLTI.xml
I_291475a6-80c2-3e4a-8dea-be9118df6d0d_1_R/BasicLTI.xml
I_291475a6-80c2-3e4a-8dea-be9118df6d0d_3_R/BasicLTI.xml
I_291475a6-80c2-3e4a-8dea-be9118df6d0d_5_R/BasicLTI.xml
I_2916bbad-c015-3750-a919-3e59334ef6d1_1_R/BasicLTI.xml
I_292094d4-40df-302e-9468-f5ab3428dcf4_1_R/BasicLTI.xml
I_29311a5c-a90e-31e8-8323-4e623ed609a3_1_R/BasicLTI.xml
I_29482064-7651-3984-a31a-30fa98394bd4_1_R/BasicLTI.xml
I_295a13cc-0048-35bd-a9cd-e31278592cc9_R/BasicLTI.xml
I_295df4de-95ab-3711-9acf-455b3c74bb15_1_R/BasicLTI.xml
I_295df4de-95ab-3711-9acf-455b3c74bb15_3_R/BasicLTI.xml
I_295df4de-95ab-3711-9acf-455b3c74bb15_5_R/BasicLTI.xml
I_295ff77f-39a0-3441-907a-8a3be49a1f7f_1_R/BasicLTI.xml
I_295ff77f-39a0-3441-907a-8a3be49a1f7f_3_R/BasicLTI.xml
I_295ff77f-39a0-3441-907a-8a3be49a1f7f_5_R/BasicLTI.xml
I_299452f5-16c1-36dc-86e8-ec3926cbeb17_R/BasicLTI.xml
I_2996dba2-bc1c-3c96-aa3e-1df3331c5fcc_1_R/BasicLTI.xml
I_29974771-4907-3bb2-995b-e4cd95c00eef_1_R/BasicLTI.xml
I_29a6dce0-940b-314e-bc3c-d8c9c38c0ef8_1_R/BasicLTI.xml
I_29a92fd5-ea5e-37ca-a8c1-dd3ab0c6f109_1_R/BasicLTI.xml
I_29a95652-6ebc-37b8-a0bc-f6201793d9ba_R/BasicLTI.xml
I_29b4fe11-a6b0-3dd5-8289-69270665a5bc_1_R/BasicLTI.xml
I_29b4fe11-a6b0-3dd5-8289-69270665a5bc_3_R/BasicLTI.xml
I_29b4fe11-a6b0-3dd5-8289-69270665a5bc_5_R/BasicLTI.xml
I_29c689df-7fc4-3df4-84e3-2cd30ef28a1c_1_R/BasicLTI.xml
I_29f6b7f4-7a62-313f-b8c8-2cb314427fb3_1_R/BasicLTI.xml
I_2a072b89-3740-31d8-8b04-306e58a8fcf8_1_R/BasicLTI.xml
I_2a072b89-3740-31d8-8b04-306e58a8fcf8_3_R/BasicLTI.xml
I_2a0ab3a1-7311-3580-92f5-f5d55aff3770_R/BasicLTI.xml
I_2a2100c4-b914-3210-a4c4-1c816b5cb2cd_R/BasicLTI.xml
I_2a2e6106-707d-38b0-90d5-c9eab0cae372_R/BasicLTI.xml
I_2a3a698e-efa7-3149-bc41-ac7aff9f35a8_R/BasicLTI.xml
I_2a5535c9-1675-3d15-b3b2-cb3fb3a55958_R/BasicLTI.xml
I_2a7baab9-d7f0-3589-b1ff-656925f51bd0_1_R/BasicLTI.xml
I_2a7baab9-d7f0-3589-b1ff-656925f51bd0_3_R/BasicLTI.xml
I_2a7baab9-d7f0-3589-b1ff-656925f51bd0_5_R/BasicLTI.xml
I_2a965beb-9d38-3d15-b68d-8357086d3fe0_R/BasicLTI.xml
I_2aa854f0-f7f8-3c1f-a2a0-49e2bfe7e247_R/BasicLTI.xml
I_2ac170ff-8516-34dd-a4e8-50a22af9198b_1_R/BasicLTI.xml
I_2ac58c99-8de4-3fe0-b517-8f874efe3412_R/BasicLTI.xml
I_2ad20588-7a78-3ac9-b9e2-5c5dccb75872_1_R/BasicLTI.xml
I_2ae2903a-c77a-37ee-8434-03db7efd9491_1_R/BasicLTI.xml
I_2ae889d0-5b1f-369c-a56e-1ce1d51315e3_1_R/BasicLTI.xml
I_2affc58c-ee72-3d91-a064-9f920578f439_R/BasicLTI.xml
I_2b012a3f-e240-31b2-95f4-986e27351210_R/BasicLTI.xml
I_2b2ce813-3307-37cb-abec-1d430caf5c89_1_R/BasicLTI.xml
I_2b33c038-bba4-3efa-8034-691a41419579_1_R/BasicLTI.xml
I_2b5cdbb4-3625-3319-8a74-90c6b062b0cf_1_R/BasicLTI.xml
I_2b75215f-493a-33e3-9df3-1dee898e364f_R/BasicLTI.xml
I_2b8a1a97-b834-3457-8aa2-84cd0eb55d16_1_R/BasicLTI.xml
I_2b9cb98e-93e4-3991-93f7-6611cec834ca_R/BasicLTI.xml
I_2b9d2952-3620-3bfc-8bf9-d243e784e2c8_1_R/BasicLTI.xml
I_2ba6a540-3ca2-343a-a5ac-e7642abcc37c_R/BasicLTI.xml
I_2bd26106-5fdc-3124-999c-b4885dd707bc_1_R/BasicLTI.xml
I_2bf05f06-1be3-36d8-aedf-7fb3eed20fbf_1_R/BasicLTI.xml
I_2c72e321-c6db-378e-ae3c-7ad1402ee41b_R/BasicLTI.xml
I_2c87cc8f-e896-3b1e-a035-92e539cf0852_R/BasicLTI.xml
I_2c975a5c-d258-3032-b5a2-b1556eef37c8_R/BasicLTI.xml
I_2c9b03ee-eb30-3fc2-8e07-74f4936d56a8_1_R/BasicLTI.xml
I_2c9b03ee-eb30-3fc2-8e07-74f4936d56a8_3_R/BasicLTI.xml
I_2c9b03ee-eb30-3fc2-8e07-74f4936d56a8_5_R/BasicLTI.xml
I_2c9b03ee-eb30-3fc2-8e07-74f4936d56a8_7_R/BasicLTI.xml
I_2c9b03ee-eb30-3fc2-8e07-74f4936d56a8_9_R/BasicLTI.xml
I_2cbb0905-9071-3c41-abf2-c077254f0b21_1_R/BasicLTI.xml
I_2cd8babf-8aa9-3134-8512-6010e31a2d44_1_R/BasicLTI.xml
I_2ce152e4-9e19-3c5e-98ed-0c0aee4d6a59_R/BasicLTI.xml
I_2ce53e89-3678-3514-8564-346c64c4280d_1_R/BasicLTI.xml
I_2cec682e-0a56-3df8-937f-d35f6b42b9e9_1_R/BasicLTI.xml
I_2ced3ae5-d5d5-3393-98a5-32ec32448319_1_R/BasicLTI.xml
I_2d01660f-abcc-3742-be4b-d0036a9ae4fb_R/BasicLTI.xml
I_2d133141-623e-3314-a9a6-56e2057a05a6_R/BasicLTI.xml
I_2d3adcc7-38f3-3728-b82b-d4b430cf1df6_R/BasicLTI.xml
I_2d4441c9-0bcc-3f1b-956d-b808c1dacd08_1_R/BasicLTI.xml
I_2d501353-7d47-333d-b65b-1231be4cd2fe_R/BasicLTI.xml
I_2db043da-797a-32a9-bc61-0ed32bcdbc32_R/BasicLTI.xml
I_2dbf01eb-e76b-3788-a6e2-87fcff0ca3f4_R/BasicLTI.xml
I_2dfc72a0-5453-3baf-a1de-343d2e386cb5_1_R/BasicLTI.xml
I_2e37799e-8c78-3463-bcf9-d67e8f4039b9_R/BasicLTI.xml
I_2e6cfa7d-45c6-3a00-9b67-f1be247880d7_1_R/BasicLTI.xml
I_2e6ece8b-7e5e-3f49-988e-76eb2d442107_1_R/BasicLTI.xml
I_2e6ece8b-7e5e-3f49-988e-76eb2d442107_3_R/BasicLTI.xml
I_2e84d557-524a-3541-bc01-4ffb7d09f0d6_R/BasicLTI.xml
I_2e8ff3e1-e86b-39c8-9a1c-d998d69ef903_1_R/BasicLTI.xml
I_2e93e70f-fd78-3890-bd92-b521bbae46ac_R/BasicLTI.xml
I_2e9e3e45-72fe-3883-9a5b-4c6d4ffb954f_11_R/BasicLTI.xml
I_2e9e3e45-72fe-3883-9a5b-4c6d4ffb954f_13_R/BasicLTI.xml
I_2e9e3e45-72fe-3883-9a5b-4c6d4ffb954f_1_R/BasicLTI.xml
I_2e9e3e45-72fe-3883-9a5b-4c6d4ffb954f_3_R/BasicLTI.xml
I_2e9e3e45-72fe-3883-9a5b-4c6d4ffb954f_5_R/BasicLTI.xml
I_2e9e3e45-72fe-3883-9a5b-4c6d4ffb954f_7_R/BasicLTI.xml
I_2e9e3e45-72fe-3883-9a5b-4c6d4ffb954f_9_R/BasicLTI.xml
I_2eaf8e72-79f2-33ee-95ad-42a63fc051fd_1_R/BasicLTI.xml
I_2ef9166f-4088-3926-8c75-cb31e144df5f_R/BasicLTI.xml
I_2efa7afe-bfb5-3159-bc21-62b9be5f840d_1_R/BasicLTI.xml
I_2f3199f4-8d1e-3185-8c21-c50ab3c9a98c_1_R/BasicLTI.xml
I_2f338726-e4ff-3c7b-a744-828d6922b40d_1_R/BasicLTI.xml
I_2f37be41-1881-351d-b641-e4242cc48f70_1_R/BasicLTI.xml
I_2f639c96-b0f6-353f-a14a-09f5afe624bf_1_R/BasicLTI.xml
I_2f68cccf-ff35-3544-bc16-016ca714740d_1_R/BasicLTI.xml
I_2f68cccf-ff35-3544-bc16-016ca714740d_R/BasicLTI.xml
I_2f6e1677-9eba-3a2d-93dd-607b8b40915f_R/BasicLTI.xml
I_2f74efbd-1956-33d0-b79f-fb286895b800_1_R/BasicLTI.xml
I_2f838828-7138-38ee-8d79-4e3e38881bc5_R/BasicLTI.xml
I_2f9fbe0a-32b5-3f40-a3ae-95488fb8d044_R/BasicLTI.xml
I_2fa1af89-08d3-3b1c-a7a8-35f4056513a8_1_R/BasicLTI.xml
I_2facf5eb-86b1-3169-8a60-30a1ad770d70_R/BasicLTI.xml
I_2fc89163-6b7e-310b-8d10-01037e69595f_R/BasicLTI.xml
I_300cacb4-6f71-305a-b45a-0d842a80e512_R/BasicLTI.xml
I_30143df3-f950-3c0f-92a2-34fc293858ed_1_R/BasicLTI.xml
I_3016cbde-c360-3c03-8c0c-96e92577e21f_R/BasicLTI.xml
I_302bfd10-de9c-376b-9a0a-576a74edd926_1_R/BasicLTI.xml
I_303c7609-0ba6-3e39-8ef9-f993f1390ce9_R/BasicLTI.xml
I_303d2312-fe77-3731-9e99-359d9c23ed30_1_R/BasicLTI.xml
I_30546428-1a33-36ba-9ce0-84dac3109ef6_R/BasicLTI.xml
I_3055eff4-a7cd-30e7-be9e-62ac44a0f192_1_R/BasicLTI.xml
I_3059c64b-270d-3271-a2a9-106900585cda_1_R/BasicLTI.xml
I_3059c64b-270d-3271-a2a9-106900585cda_3_R/BasicLTI.xml
I_305d56a9-b440-3848-be6f-e9641b8aa2bb_1_R/BasicLTI.xml
I_30895773-86c4-3f58-9e2a-d03799e4cf59_R/BasicLTI.xml
I_308ed3fb-71a7-303f-b9cd-ce88c30f36e2_1_R/BasicLTI.xml
I_30ab72cc-9ad2-369d-bd97-bcc42a0e8143_1_R/BasicLTI.xml
I_30c06df1-bcc5-334a-9b55-fd8422e48b23_1_R/BasicLTI.xml
I_30e1d748-1ba0-3d68-8581-d2292fcfcc69_R/BasicLTI.xml
I_30ee79ed-6ab1-3221-a707-b1b1100b0cc9_1_R/BasicLTI.xml
I_30ee79ed-6ab1-3221-a707-b1b1100b0cc9_3_R/BasicLTI.xml
I_30ee79ed-6ab1-3221-a707-b1b1100b0cc9_5_R/BasicLTI.xml
I_30ee8231-825f-3e24-97c0-e6f455dc09aa_R/BasicLTI.xml
I_3100bd70-66fe-3e5f-be33-df73c9806505_1_R/BasicLTI.xml
I_311c8c7c-ae0c-3777-b56c-30a63a01a5bc_R/BasicLTI.xml
I_314588bf-c982-38bc-97f1-1fccf0cdbe98_R/BasicLTI.xml
I_31759493-f27a-3fa9-ba08-d90eacc00971_R/BasicLTI.xml
I_31a32c1a-53f7-315f-8b72-e392bcd417ce_1_R/BasicLTI.xml
I_31d1401c-bf8b-3cd7-bea1-0bcc638c41b8_R/BasicLTI.xml
I_31d43fc7-784f-37ef-b219-ffe083d918f6_11_R/BasicLTI.xml
I_31d43fc7-784f-37ef-b219-ffe083d918f6_13_R/BasicLTI.xml
I_31d43fc7-784f-37ef-b219-ffe083d918f6_1_R/BasicLTI.xml
I_31d43fc7-784f-37ef-b219-ffe083d918f6_3_R/BasicLTI.xml
I_31d43fc7-784f-37ef-b219-ffe083d918f6_5_R/BasicLTI.xml
I_31d43fc7-784f-37ef-b219-ffe083d918f6_7_R/BasicLTI.xml
I_31d43fc7-784f-37ef-b219-ffe083d918f6_9_R/BasicLTI.xml
I_31d55a5a-62a0-377b-b94a-38c2c4e8fc8f_1_R/BasicLTI.xml
I_31d67fec-91ae-3a02-879a-4532b10a47ea_R/BasicLTI.xml
I_31e917dc-113e-3e35-b6c2-ab2471833a26_1_R/BasicLTI.xml
I_31e917dc-113e-3e35-b6c2-ab2471833a26_3_R/BasicLTI.xml
I_31e917dc-113e-3e35-b6c2-ab2471833a26_5_R/BasicLTI.xml
I_31e9b77d-ef0d-3120-a19e-d958cd21af70_R/BasicLTI.xml
I_31ffcd94-469f-3d60-a541-c9e8c2e31b71_R/BasicLTI.xml
I_323fdbae-d14e-3216-9bdb-eb3507bd4cab_R/BasicLTI.xml
I_32413809-d3a4-3872-9a77-acdf3276c22d_1_R/BasicLTI.xml
I_32413809-d3a4-3872-9a77-acdf3276c22d_3_R/BasicLTI.xml
I_3246fd56-4a5f-3d58-b866-42b012dcd8a4_1_R/BasicLTI.xml
I_326605c2-190c-370b-8e00-149f24210944_1_R/BasicLTI.xml
I_3277b4e8-6fb3-3d71-8309-8eadac87135f_R/BasicLTI.xml
I_327d8b0c-fd93-393a-8141-142de7a4cb01_R/BasicLTI.xml
I_327e88c5-6350-3985-a3ca-879821f4f3e8_1_R/BasicLTI.xml
I_32807806-6c49-3a0e-a6ab-1f47847d5dd5_R/BasicLTI.xml
I_328ef38d-2fe6-392e-b81f-c0b28c554924_R/BasicLTI.xml
I_32989204-4bde-399b-9c9d-f9f6363a6887_1_R/BasicLTI.xml
I_32cd9bc6-5096-3a0d-8dfb-5f865a2d6c85_1_R/BasicLTI.xml
I_3305233a-e648-35f5-abc4-b9de7f24af34_1_R/BasicLTI.xml
I_330d96c0-fcb5-35ad-ae84-48b30880b00e_R/BasicLTI.xml
I_332523d6-b601-37c5-80a4-feecc860262e_1_R/BasicLTI.xml
I_33381fc2-ad20-3f3a-b0c9-40e7db046a6f_R/BasicLTI.xml
I_336296e3-9faa-3a55-aa29-096594b57e50_1_R/BasicLTI.xml
I_3383a617-1cec-3954-9bcd-2047c43e789e_1_R/BasicLTI.xml
I_3383a617-1cec-3954-9bcd-2047c43e789e_3_R/BasicLTI.xml
I_3383a617-1cec-3954-9bcd-2047c43e789e_5_R/BasicLTI.xml
I_33852490-7a48-30b8-b5f7-0f00a76fb837_R/BasicLTI.xml
I_33945dd3-0523-36f6-a115-71f58f4f4d41_1_R/BasicLTI.xml
I_33945dd3-0523-36f6-a115-71f58f4f4d41_3_R/BasicLTI.xml
I_33945dd3-0523-36f6-a115-71f58f4f4d41_5_R/BasicLTI.xml
I_33945dd3-0523-36f6-a115-71f58f4f4d41_7_R/BasicLTI.xml
I_33945dd3-0523-36f6-a115-71f58f4f4d41_9_R/BasicLTI.xml
I_33a93a4d-f687-35ad-9388-fcea54152949_1_R/BasicLTI.xml
I_33e4471e-cf6c-3015-ac96-08fdc85075ed_R/BasicLTI.xml
I_33fad7df-2d16-33f4-9947-78cb8225c7c4_1_R/BasicLTI.xml
I_34093dd3-ebbb-36fa-8f05-1019f14c5960_1_R/BasicLTI.xml
I_34150547-6de2-3ebf-8538-ee8a4499d551_R/BasicLTI.xml
I_341c6a52-356b-3cac-88e9-803067ca9c50_R/BasicLTI.xml
I_34297ca8-c608-37dd-bee2-765a5c8dba3b_R/BasicLTI.xml
I_3435e122-691c-36d6-be35-a8b5277d73a6_1_R/BasicLTI.xml
I_3443363a-c76b-3470-9627-eedd44ffa7da_1_R/BasicLTI.xml
I_34568d16-11e8-37be-8469-b66dc46caeda_R/BasicLTI.xml
I_3472b2a4-e44b-3734-bc9a-39199d945d27_R/BasicLTI.xml
I_34ce821e-7fcc-3dc2-9a50-634db956f429_R/BasicLTI.xml
I_34ff9216-fc59-3098-bfa9-65d15fa74341_1_R/BasicLTI.xml
I_351cce80-42c7-325e-a372-6a12673139c3_R/BasicLTI.xml
I_3522a071-6437-3ab6-b3fb-268c797e32a1_R/BasicLTI.xml
I_3558f83b-70fd-3084-ba51-11455df79233_1_R/BasicLTI.xml
I_355aada5-099d-3ee4-9f47-cc97af15761e_1_R/BasicLTI.xml
I_35626d73-7172-3386-81a1-f7f8a049f341_1_R/BasicLTI.xml
I_35626d73-7172-3386-81a1-f7f8a049f341_3_R/BasicLTI.xml
I_35688b4f-b16f-3924-8632-bbb008e88092_1_R/BasicLTI.xml
I_356efca7-e6a3-33d3-9b73-d5d82a0eeb79_1_R/BasicLTI.xml
I_3570c8b0-eccd-3561-9371-17c1cd8b9ea6_R/BasicLTI.xml
I_357508a3-8804-322a-96ce-3706f78098fb_R/BasicLTI.xml
I_3579fc01-bba6-3cb5-877d-bac741df18f3_1_R/BasicLTI.xml
I_35a94906-a012-3b52-8672-fc6a87321f73_1_R/BasicLTI.xml
I_35b3ec0b-74b2-300d-85da-ace8e6a6ce59_1_R/BasicLTI.xml
I_35b409a8-ac42-34b0-941a-826fdd5ab85e_R/BasicLTI.xml
I_35d1479b-7a0e-3906-84fb-909cc520cf4a_1_R/BasicLTI.xml
I_35d1479b-7a0e-3906-84fb-909cc520cf4a_3_R/BasicLTI.xml
I_35d1479b-7a0e-3906-84fb-909cc520cf4a_5_R/BasicLTI.xml
I_35d48121-f5cd-3ba3-a4af-71246ba96c9a_R/BasicLTI.xml
I_35e6d186-7f97-383d-b447-13312146d4cb_R/BasicLTI.xml
I_361aecb2-985f-3c6d-90f0-0b158aa5cca2_R/BasicLTI.xml
I_362ba9ba-ecba-39da-a4de-0720640ec37e_1_R/BasicLTI.xml
I_3656ab5b-a0d1-35d8-bc35-6aab6ebd457c_1_R/BasicLTI.xml
I_3656ab5b-a0d1-35d8-bc35-6aab6ebd457c_3_R/BasicLTI.xml
I_368cf9fe-9e8a-338e-b0ee-021674ce6841_R/BasicLTI.xml
I_36a052a6-d81c-3567-8413-8511643e5ddc_1_R/BasicLTI.xml
I_36c9477f-b2c2-3323-aafa-4033651ca650_1_R/BasicLTI.xml
I_36ea32ca-7e58-3f4d-871b-2f32a397995d_1_R/BasicLTI.xml
I_36f207a6-6723-3020-8691-ed3d719116f9_1_R/BasicLTI.xml
I_3703aeec-2a4f-3ce7-80b7-b0056a98b75c_R/BasicLTI.xml
I_3708e769-a3bb-380d-b58a-5fe43e19ea46_1_R/BasicLTI.xml
I_370d786a-3164-359a-b72d-f47a8b024fff_R/BasicLTI.xml
I_371e9ff6-6fab-3c4d-887c-ff3588b98d8b_1_R/BasicLTI.xml
I_37656bb1-4e4e-34f4-b161-8d247ee97919_R/BasicLTI.xml
I_3780f785-8b70-31d0-9bdd-e41afac0ed9a_R/BasicLTI.xml
I_37a54964-5708-33f2-9438-95508b3ee901_R/BasicLTI.xml
I_37b8177a-50f0-3e2e-84d6-e0107403e1c0_1_R/BasicLTI.xml
I_37d7c1e9-e3c6-3e26-8915-7d2fd40b0043_R/BasicLTI.xml
I_37eb35cd-b0cf-344c-98e5-eb2f2d9cdbb5_R/BasicLTI.xml
I_380e770b-797c-3b7c-987a-d5cf07363ad0_1_R/BasicLTI.xml
I_381c6963-847d-3f02-b6f2-290a015d2f5c_R/BasicLTI.xml
I_3878be4f-e3ef-301f-9928-c0d2863db5a2_1_R/BasicLTI.xml
I_388633f5-1b0d-3747-ac47-bd260bae7441_R/BasicLTI.xml
I_38baedbc-29b4-3c75-9057-08017a067a99_1_R/BasicLTI.xml
I_38ca9350-b4eb-367c-ba5b-da665a39a9d2_R/BasicLTI.xml
I_38cbbfec-af99-3e32-b24e-51e1b2cc08e3_1_R/BasicLTI.xml
I_38e850cd-55ee-310c-a7a8-8e9ed5222111_R/BasicLTI.xml
I_38eaef37-dc9e-3f95-b24c-952265e0fc38_1_R/BasicLTI.xml
I_38eaef37-dc9e-3f95-b24c-952265e0fc38_3_R/BasicLTI.xml
I_39014a3d-5941-3675-8870-2ba20ae3d442_1_R/BasicLTI.xml
I_391e38a2-c974-3d97-a691-c6f5f51d96f4_1_R/BasicLTI.xml
I_393a74bf-e3cf-3f68-a791-bd208f80bd94_R/BasicLTI.xml
I_3945adc8-a217-34f0-8cce-0c2214d770b8_1_R/BasicLTI.xml
I_3982163a-65a5-32cb-88b0-43fcc28a9e03_1_R/BasicLTI.xml
I_398966ae-f51b-3e44-988f-0f8bfe3b9321_R/BasicLTI.xml
I_39b7d7f6-1711-300e-ad29-22832502bd4b_R/BasicLTI.xml
I_39c30513-057c-367f-a784-197efc1cb214_1_R/BasicLTI.xml
I_39f40496-ad81-34f8-b902-b09ffbe40be1_1_R/BasicLTI.xml
I_3a033c80-f549-3fa0-ab2f-2c9634aec5ca_1_R/BasicLTI.xml
I_3a2b49e1-67f1-31a5-8fd8-e0665d46336e_1_R/BasicLTI.xml
I_3a679c13-d55b-3d3e-8a16-ff501a68ac1c_1_R/BasicLTI.xml
I_3a679c13-d55b-3d3e-8a16-ff501a68ac1c_3_R/BasicLTI.xml
I_3a679c13-d55b-3d3e-8a16-ff501a68ac1c_5_R/BasicLTI.xml
I_3a679c13-d55b-3d3e-8a16-ff501a68ac1c_7_R/BasicLTI.xml
I_3a679c13-d55b-3d3e-8a16-ff501a68ac1c_9_R/BasicLTI.xml
I_3a94daa2-bc3c-3506-89eb-be68ae7c3b96_1_R/BasicLTI.xml
I_3ac068e9-4ca3-3b36-99e9-93db74bfc06d_1_R/BasicLTI.xml
I_3ac2041d-f2f3-3e60-9851-8b6a42161229_R/BasicLTI.xml
I_3ad022a7-715c-3191-8afd-f6c4a261a2ae_R/BasicLTI.xml
I_3ad5ab59-7c1d-3a04-8293-b4700092f1a0_1_R/BasicLTI.xml
I_3adac33d-a6b0-3c01-b5f8-a1e6527ad02b_1_R/BasicLTI.xml
I_3adac33d-a6b0-3c01-b5f8-a1e6527ad02b_3_R/BasicLTI.xml
I_3adac33d-a6b0-3c01-b5f8-a1e6527ad02b_5_R/BasicLTI.xml
I_3af6129e-2bbd-3270-bcd7-b1fa8bf4c949_R/BasicLTI.xml
I_3afe14ba-924d-361c-a76a-ebb6767155da_1_R/BasicLTI.xml
I_3b151ebc-5d3b-32dd-b75a-0767f5b799f4_1_R/BasicLTI.xml
I_3b1de1cc-e962-31c9-9be1-c294eceefa70_1_R/BasicLTI.xml
I_3b32db5e-dfac-3c1b-9b49-1fbf536fea7d_R/BasicLTI.xml
I_3b579d34-d0c1-3474-9f9f-3bc22b742cd3_R/BasicLTI.xml
I_3b596d24-d20d-3e46-a41d-e88e63ef5232_1_R/BasicLTI.xml
I_3b8497cc-3fb4-3fc7-8d67-cc7db171186a_1_R/BasicLTI.xml
I_3bc97700-008a-3f56-bc4a-9021218a546a_R/BasicLTI.xml
I_3bd120fc-a99c-3807-8809-878e805e6cb9_R/BasicLTI.xml
I_3bed37cd-ef28-364b-b8ad-b745f1e6aa3b_1_R/BasicLTI.xml
I_3c09ca12-42a5-3dc4-9ddc-8ceb4130e4a4_1_R/BasicLTI.xml
I_3c09ca12-42a5-3dc4-9ddc-8ceb4130e4a4_3_R/BasicLTI.xml
I_3c09ca12-42a5-3dc4-9ddc-8ceb4130e4a4_5_R/BasicLTI.xml
I_3c133969-5c24-34de-8fb1-d711705f6ea1_R/BasicLTI.xml
I_3c42a8db-4abf-3b2f-b48a-ff951e7e3f93_R/BasicLTI.xml
I_3c4748c5-3771-3370-962e-54d3aed0bf86_R/BasicLTI.xml
I_3c61d62b-9451-3648-8d42-415c664fcc5c_R/BasicLTI.xml
I_3c620a03-9b60-39f2-8978-dbdf4d3069e8_1_R/BasicLTI.xml
I_3c701f6b-a1ca-33c2-8a17-c37e3252e702_1_R/BasicLTI.xml
I_3c8eec89-2350-3a8d-a79c-1cd68356100d_R/BasicLTI.xml
I_3c94a99f-ac6c-3906-9938-968744d50f75_1_R/BasicLTI.xml
I_3c9b0a58-4aa5-3aff-9a90-9abebf13228e_1_R/BasicLTI.xml
I_3d602390-24b3-3214-9312-248c59e36bd7_1_R/BasicLTI.xml
I_3d673aaf-f04d-3e5c-bbd4-1bdcd3a36339_R/BasicLTI.xml
I_3d718adc-cb19-3064-a225-3b74c47bb898_R/BasicLTI.xml
I_3d8cf2dc-8a1d-31d8-a771-07584b48d845_1_R/BasicLTI.xml
I_3da3937c-3b72-3ba4-be96-4d5423b30deb_1_R/BasicLTI.xml
I_3da3937c-3b72-3ba4-be96-4d5423b30deb_3_R/BasicLTI.xml
I_3da663a5-62d4-3121-a827-513e1ec7f42d_1_R/BasicLTI.xml
I_3dcb8be8-e939-3757-8ec5-172ae9ba0aef_1_R/BasicLTI.xml
I_3dd5b29b-4fb1-3ba0-b528-8f691be26578_1_R/BasicLTI.xml
I_3de24d94-54b7-367e-8df6-2407891cc777_R/BasicLTI.xml
I_3e40da2e-452c-3f33-a4fe-e611da3b1c39_1_R/BasicLTI.xml
I_3e40da2e-452c-3f33-a4fe-e611da3b1c39_3_R/BasicLTI.xml
I_3e40da2e-452c-3f33-a4fe-e611da3b1c39_5_R/BasicLTI.xml
I_3e4c3d1d-213f-37f1-9b60-04b580be9f5f_1_R/BasicLTI.xml
I_3e59ee57-b206-3d30-b70b-4d8da35f6b2b_R/BasicLTI.xml
I_3e632214-a014-3105-89f8-deda6cc21558_R/BasicLTI.xml
I_3e6a55e8-16ea-377c-94e5-a64a85d28371_1_R/BasicLTI.xml
I_3e77b650-0a6d-3797-84cf-3bf1296947c9_1_R/BasicLTI.xml
I_3e8b6947-bac2-3387-a754-5679c0435273_1_R/BasicLTI.xml
I_3ea73f68-6a93-33de-a05c-56a3962724f2_R/BasicLTI.xml
I_3ed6c526-7144-3a93-aec9-cdec87bc0c2c_1_R/BasicLTI.xml
I_3ee68e6e-3ead-31a4-8a6f-8f5fbb174227_1_R/BasicLTI.xml
I_3eec2a11-1973-3183-bc20-fa4013e1024b_1_R/BasicLTI.xml
I_3efe16a8-64c7-34c6-ac74-4aba22124942_R/BasicLTI.xml
I_3f04e98c-ea39-3cb6-aef8-ac0159e31c25_1_R/BasicLTI.xml
I_3f051b2d-3554-3225-8d49-d09e91db4008_1_R/BasicLTI.xml
I_3f051b2d-3554-3225-8d49-d09e91db4008_3_R/BasicLTI.xml
I_3f172f14-f05c-3b18-bff1-a26aaa613892_R/BasicLTI.xml
I_3f232de0-e085-3aa3-9d4b-aa6b072a38fb_1_R/BasicLTI.xml
I_3f26e5ee-1f91-3d6e-9039-4a03e074699a_1_R/BasicLTI.xml
I_3f3f8d32-0568-3561-9768-47ca7141cc27_1_R/BasicLTI.xml
I_3f589b09-7295-3dae-80d7-763e160ddee3_R/BasicLTI.xml
I_3f9c9435-7d95-3280-84c0-c2cef6948ba2_1_R/BasicLTI.xml
I_3fb2b6b7-c966-3cef-8e50-b9139f99279e_R/BasicLTI.xml
I_3fc36cdf-3fa3-32db-afaa-d846bd7b8b9b_1_R/BasicLTI.xml
I_3fc7a54a-bde4-3077-97a3-8cdc603f6b75_1_R/BasicLTI.xml
I_4003e48a-d991-39f6-893b-3c181d996a4a_1_R/BasicLTI.xml
I_4007c6aa-d8c0-3b48-b843-77ce5ac10aae_1_R/BasicLTI.xml
I_4008b19f-b8aa-30d8-9707-539411bc2e4f_1_R/BasicLTI.xml
I_4034fc6b-1f03-3aa9-8e5d-a6c12745523d_1_R/BasicLTI.xml
I_407e4b25-853f-35ae-ae7b-3dac645d3df0_1_R/BasicLTI.xml
I_407e4b25-853f-35ae-ae7b-3dac645d3df0_3_R/BasicLTI.xml
I_40898754-90f4-383c-8134-04ea3809e246_1_R/BasicLTI.xml
I_409eeaf4-242e-3267-9011-6ae3f880f4f7_R/BasicLTI.xml
I_40ccd6b5-fae8-361e-94a2-527393992730_1_R/BasicLTI.xml
I_40ccd6b5-fae8-361e-94a2-527393992730_3_R/BasicLTI.xml
I_40ccd6b5-fae8-361e-94a2-527393992730_5_R/BasicLTI.xml
I_410613ef-c36b-31ca-9ffb-b7ed917060b5_1_R/BasicLTI.xml
I_411d5554-b253-33a0-9146-cad1e9f359b6_R/BasicLTI.xml
I_414c52e5-69f2-39f0-9660-74f7e086b3f9_R/BasicLTI.xml
I_416850c6-5e90-30a1-8dc4-846626a0363b_R/BasicLTI.xml
I_416b6606-209a-3b6e-a425-81b35b8c3ec9_1_R/BasicLTI.xml
I_418917e0-98ee-367e-ab47-81cc623e25b3_R/BasicLTI.xml
I_41b01ce1-a76a-3875-8796-8970c9d8b9ef_1_R/BasicLTI.xml
I_41b8f6a3-f4da-3d8c-9aad-2a3cdbd46af6_R/BasicLTI.xml
I_41ce73ad-dc1d-32e2-99a0-ea7dc0e371ab_1_R/BasicLTI.xml
I_41ce73ad-dc1d-32e2-99a0-ea7dc0e371ab_3_R/BasicLTI.xml
I_41ce73ad-dc1d-32e2-99a0-ea7dc0e371ab_5_R/BasicLTI.xml
I_420434c4-5e8f-3120-823b-5e5a5c344016_1_R/BasicLTI.xml
I_4204db17-ec7e-3781-8427-ce1a4c1520b2_1_R/BasicLTI.xml
I_4211a468-3901-3712-9743-c948d2514d09_1_R/BasicLTI.xml
I_422166dd-37b6-377e-b881-5a90f86926c7_R/BasicLTI.xml
I_42225a27-70e2-3753-90c0-590211381eac_R/BasicLTI.xml
I_422dc082-6dc7-37e9-988e-e46301b126ae_R/BasicLTI.xml
I_423cad60-94eb-37fc-8c04-5b9c64483b62_1_R/BasicLTI.xml
I_425aed69-cf82-3466-9fdc-8caabca97980_1_R/BasicLTI.xml
I_427678ea-52df-3687-a932-8ad3a2a5d259_1_R/BasicLTI.xml
I_4278fc41-caac-31ac-83ec-050bd57377c2_1_R/BasicLTI.xml
I_427b91c2-6213-3f06-999b-c7449f01e28e_R/BasicLTI.xml
I_42b60e05-fbee-3e90-8f68-173a904c5737_1_R/BasicLTI.xml
I_42befe02-2d44-3fb2-bd5a-cc219faeaf76_R/BasicLTI.xml
I_42c1f80d-e69a-3ecc-b11d-539e3435c1b9_1_R/BasicLTI.xml
I_42db191d-8c96-368d-9f21-fe78ad47ff6e_1_R/BasicLTI.xml
I_42e3b14e-3d57-3a3b-900c-6b05f70679ee_R/BasicLTI.xml
I_42ec1a05-7544-356c-a29a-3ad0eb04532a_1_R/BasicLTI.xml
I_42ec1a05-7544-356c-a29a-3ad0eb04532a_3_R/BasicLTI.xml
I_42ec1a05-7544-356c-a29a-3ad0eb04532a_5_R/BasicLTI.xml
I_42ec1a05-7544-356c-a29a-3ad0eb04532a_7_R/BasicLTI.xml
I_42ec1a05-7544-356c-a29a-3ad0eb04532a_9_R/BasicLTI.xml
I_42f421fa-2292-39f7-b9e7-363df0e3b8dc_R/BasicLTI.xml
I_42ff4bea-c521-3919-95b6-da0aad0b2390_R/BasicLTI.xml
I_43125fc1-b55e-3a1e-b29e-96243ddcbfa2_1_R/BasicLTI.xml
I_431df6e8-c499-35eb-bdff-b324bb41722a_1_R/BasicLTI.xml
I_433f93f6-7ee0-3f8e-af90-9f5ea2b89be1_1_R/BasicLTI.xml
I_43409050-921d-3bf0-aaaa-966ffe9028ab_1_R/BasicLTI.xml
I_43420bba-2208-3f21-be84-b1fdaa898c64_1_R/BasicLTI.xml
I_43457535-2b99-31ab-845f-4c1748bc0824_1_R/BasicLTI.xml
I_4351e2ca-8880-3616-b7e4-a2b67abf5d8a_R/BasicLTI.xml
I_4352c819-73fd-3a4b-8aaf-cba0aeffbd6a_R/BasicLTI.xml
I_43822370-3d7b-3e4d-8775-3b26f44cccc5_1_R/BasicLTI.xml
I_4383ea9f-63da-3cdf-963d-2cec01a1172d_R/BasicLTI.xml
I_43881fa7-a76e-3d32-9fbb-e2365f5af409_R/BasicLTI.xml
I_439d74a4-d926-3ff9-b394-775fcd4a45bc_R/BasicLTI.xml
I_43dc53f9-04f4-39e3-95b4-b9dc996b11bc_R/BasicLTI.xml
I_446aad2a-e8a5-3b68-9ba8-8f2f58c20c1b_1_R/BasicLTI.xml
I_446b6266-e3c8-3ffb-9531-5a2e6a02ebdb_1_R/BasicLTI.xml
I_446c52d1-e49d-3ab9-b08a-95e217671195_1_R/BasicLTI.xml
I_448e8c88-f703-3866-b075-6d73cf833f4d_1_R/BasicLTI.xml
I_4494cb72-f23c-38dc-b0ab-85b8d23ffdc6_R/BasicLTI.xml
I_44c29863-89d8-3c3e-b824-51dd4d5ab86d_1_R/BasicLTI.xml
I_44d50376-fee7-3b7b-b863-318410848f7d_1_R/BasicLTI.xml
I_44f3b576-a2d8-3bdf-9128-c965befed146_1_R/BasicLTI.xml
I_44ff1fe0-ab1d-3ef5-ab1d-0839fffb1025_1_R/BasicLTI.xml
I_44ff1fe0-ab1d-3ef5-ab1d-0839fffb1025_3_R/BasicLTI.xml
I_44ff1fe0-ab1d-3ef5-ab1d-0839fffb1025_5_R/BasicLTI.xml
I_44ff1fe0-ab1d-3ef5-ab1d-0839fffb1025_7_R/BasicLTI.xml
I_44ff1fe0-ab1d-3ef5-ab1d-0839fffb1025_9_R/BasicLTI.xml
I_450afe3b-fe6b-3c91-912c-559920ef75b9_1_R/BasicLTI.xml
I_453465d9-ec63-3eee-b88d-eb9e09557164_1_R/BasicLTI.xml
I_453465d9-ec63-3eee-b88d-eb9e09557164_3_R/BasicLTI.xml
I_453465d9-ec63-3eee-b88d-eb9e09557164_5_R/BasicLTI.xml
I_454a5d94-912a-3b9e-80f8-2a4dbea011da_R/BasicLTI.xml
I_4556435a-7196-33f4-8667-8887866d6106_R/BasicLTI.xml
I_455d54d3-7af9-35f4-8a22-ec2dc04b8fff_1_R/BasicLTI.xml
I_4563bd64-5a95-30a6-a31e-2e76522d630d_1_R/BasicLTI.xml
I_45a83e19-bbf3-36b7-873f-b677f08b4507_1_R/BasicLTI.xml
I_45c21e23-f1de-3545-bcb2-e14aa39d3fc9_1_R/BasicLTI.xml
I_45dcabf7-313f-3aea-a937-b6f85da65eb8_R/BasicLTI.xml
I_46102749-61d9-3d28-9914-478c39fd938c_1_R/BasicLTI.xml
I_461a31e0-648c-3ac1-be75-16e36924ad75_1_R/BasicLTI.xml
I_461a31e0-648c-3ac1-be75-16e36924ad75_3_R/BasicLTI.xml
I_461a31e0-648c-3ac1-be75-16e36924ad75_5_R/BasicLTI.xml
I_46341e6c-9619-3bb1-8766-5d8c75102352_1_R/BasicLTI.xml
I_464adf50-1341-3c50-8a4a-e254018d0c85_1_R/BasicLTI.xml
I_467436eb-9d70-328a-9fc2-c4836fb25308_1_R/BasicLTI.xml
I_467436eb-9d70-328a-9fc2-c4836fb25308_3_R/BasicLTI.xml
I_467436eb-9d70-328a-9fc2-c4836fb25308_5_R/BasicLTI.xml
I_4682729d-fd02-3004-914c-3174517bc150_1_R/BasicLTI.xml
I_46a8979b-ec18-3c12-a9c5-b1086dfa90da_1_R/BasicLTI.xml
I_46aa338e-1ebf-305d-881f-cab53990206c_1_R/BasicLTI.xml
I_46aa338e-1ebf-305d-881f-cab53990206c_3_R/BasicLTI.xml
I_46ae0e38-51d0-3c0d-a00a-8ad6921aceb2_1_R/BasicLTI.xml
I_46b5346d-e068-3eb8-b544-b3ca72d7e250_1_R/BasicLTI.xml
I_46dc2373-0859-387f-b2b5-32ba781fb732_R/BasicLTI.xml
I_46f18f3b-312b-35f8-ad2b-52003f710f29_1_R/BasicLTI.xml
I_46f18f3b-312b-35f8-ad2b-52003f710f29_3_R/BasicLTI.xml
I_46f18f3b-312b-35f8-ad2b-52003f710f29_5_R/BasicLTI.xml
I_4700c404-b2d4-3d63-bce0-1261a4aceee9_R/BasicLTI.xml
I_47047083-36a1-38d6-9251-c9d74be91349_1_R/BasicLTI.xml
I_47525ba7-4a7a-3899-b201-a24bfd07b4ed_R/BasicLTI.xml
I_4758e021-fd30-3ca0-81c7-d25f1ea2f4e4_1_R/BasicLTI.xml
I_4758e021-fd30-3ca0-81c7-d25f1ea2f4e4_3_R/BasicLTI.xml
I_475979df-eecc-3f8d-91eb-625b8dd08141_R/BasicLTI.xml
I_4775dbe9-c925-35ca-a1db-b17308acec0c_R/BasicLTI.xml
I_47a5193d-bddd-30b8-a3ca-d709dcb9ec74_R/BasicLTI.xml
I_47c7f3ed-5daa-301a-8e9d-9d8be514d701_R/BasicLTI.xml
I_47e3f6b3-7d51-3753-8d6b-dc6b6b137872_R/BasicLTI.xml
I_47e8e45d-792b-34c9-8ef0-d11644df663c_R/BasicLTI.xml
I_47f270a6-e6e3-31bf-bba9-31fd4ec295cb_1_R/BasicLTI.xml
I_47f34106-2238-3c2c-ab7a-a8a767e46220_R/BasicLTI.xml
I_48092ef7-feac-3c24-8631-c6d7a49c9656_R/BasicLTI.xml
I_480ebe8a-5ad1-3087-9e75-0833a3681ffb_1_R/BasicLTI.xml
I_481321ed-8286-3eee-98ec-b133866a47c6_R/BasicLTI.xml
I_4814d7af-37c5-30fc-8aed-d82becad03d1_R/BasicLTI.xml
I_481b0ac9-8114-3be5-956d-816d7349b1f7_1_R/BasicLTI.xml
I_481d0176-480c-3144-af21-fc3f8728b3d9_R/BasicLTI.xml
I_48464691-763a-33b7-bfef-5ed917ce0ac8_1_R/BasicLTI.xml
I_48485278-7366-3cca-9329-c260cb69edd7_1_R/BasicLTI.xml
I_48511229-5187-3319-b492-e9ee60064261_R/BasicLTI.xml
I_48597f5e-b521-39f8-83b6-10ef06ad35dc_R/BasicLTI.xml
I_485dce8c-0c07-37d1-be32-50517336fd63_R/BasicLTI.xml
I_487ad257-46bb-3972-a726-cea469b12e3d_1_R/BasicLTI.xml
I_487cb72e-3a74-369a-88cc-3a3d58a84c95_1_R/BasicLTI.xml
I_48ab7469-33e2-3bac-bd44-aa9b7ef8a34b_R/BasicLTI.xml
I_48b66afe-3b94-3cc0-93fa-f7b76302a8f3_1_R/BasicLTI.xml
I_48b66afe-3b94-3cc0-93fa-f7b76302a8f3_3_R/BasicLTI.xml
I_48b66afe-3b94-3cc0-93fa-f7b76302a8f3_5_R/BasicLTI.xml
I_48b67591-30f5-3e17-a001-10cf517bce3a_R/BasicLTI.xml
I_48bc2c1a-51bf-30a5-b0b0-72e6ae761243_R/BasicLTI.xml
I_48cce2a0-cd5a-3347-8bbe-5aea930ea733_1_R/BasicLTI.xml
I_48cce2a0-cd5a-3347-8bbe-5aea930ea733_3_R/BasicLTI.xml
I_48e4a7c9-2247-32f5-8ee6-26022d075f5d_1_R/BasicLTI.xml
I_48e97267-028f-3b1c-8a29-b60cd27cd2ed_R/BasicLTI.xml
I_48fcbf26-7a12-3584-8b93-ab37dd34e996_1_R/BasicLTI.xml
I_4904ae98-1b5e-3182-98ab-a70d97672185_1_R/BasicLTI.xml
I_490ccea3-8072-3ae5-9538-a50346f21256_1_R/BasicLTI.xml
I_4927e077-9a3c-3f91-b468-bab71490cf0f_1_R/BasicLTI.xml
I_4930e907-968f-39d5-aa57-b5f0c6feb308_1_R/BasicLTI.xml
I_493db925-40d4-334f-a331-f708f73a5462_1_R/BasicLTI.xml
I_49783370-e27c-36f7-a32f-0af20259baaa_1_R/BasicLTI.xml
I_49783370-e27c-36f7-a32f-0af20259baaa_3_R/BasicLTI.xml
I_497c1f7e-2bff-3cc7-a76b-a65e8701b143_1_R/BasicLTI.xml
I_49885750-261b-38fd-84f7-caab9a58079e_R/BasicLTI.xml
I_498e5fbd-dacc-33b3-83f7-5282bb9aefaf_1_R/BasicLTI.xml
I_49b308e8-b3f2-328b-905e-234b6d715977_1_R/BasicLTI.xml
I_49b308e8-b3f2-328b-905e-234b6d715977_3_R/BasicLTI.xml
I_49b3f7ec-58fa-3c08-b93f-d32e81763966_R/BasicLTI.xml
I_49bfc727-f01d-3aec-8340-cc22187b256c_R/BasicLTI.xml
I_49c656c4-ce3c-332d-a13f-52017b294403_1_R/BasicLTI.xml
I_49d0bb4c-a3cc-3c61-b6b0-bd4a1c8c5527_R/BasicLTI.xml
I_49e63c5e-eac0-3f81-ab25-de8d9bfd40b3_R/BasicLTI.xml
I_49f24c86-0fb1-36b7-9e35-d2965fa07045_1_R/BasicLTI.xml
I_49fa86ad-ae5b-30bc-91cb-f4fcb345b043_R/BasicLTI.xml
I_49fddc41-f692-32e5-a293-7797ba722721_R/BasicLTI.xml
I_49fde52a-77a9-3e75-a673-ec594384f004_1_R/BasicLTI.xml
I_4a17a9a2-469f-31fd-aeeb-02e2f914bb18_R/BasicLTI.xml
I_4a433ce8-c075-39bb-b367-0cdeec27bc1e_R/BasicLTI.xml
I_4a57eefa-a41f-3945-b44e-1f945ca3078c_R/BasicLTI.xml
I_4a58e344-7e50-3ab9-931f-34670ca52efa_1_R/BasicLTI.xml
I_4a896448-5390-3a46-8ad8-4e212f31265c_1_R/BasicLTI.xml
I_4a896448-5390-3a46-8ad8-4e212f31265c_3_R/BasicLTI.xml
I_4a896448-5390-3a46-8ad8-4e212f31265c_5_R/BasicLTI.xml
I_4ac50d57-d997-3bd9-83aa-432f697db002_1_R/BasicLTI.xml
I_4ad1e859-7155-350d-bd0f-53c982ab3804_1_R/BasicLTI.xml
I_4ad1e859-7155-350d-bd0f-53c982ab3804_3_R/BasicLTI.xml
I_4ad1e859-7155-350d-bd0f-53c982ab3804_5_R/BasicLTI.xml
I_4ae39501-0695-329d-9a2a-b8fe9c8fcc40_1_R/BasicLTI.xml
I_4afba696-9c44-3afd-bcbd-c3659a185602_1_R/BasicLTI.xml
I_4afba696-9c44-3afd-bcbd-c3659a185602_3_R/BasicLTI.xml
I_4b1af1cf-e8f2-381f-a73b-0922caf76494_R/BasicLTI.xml
I_4b21005f-6364-34d5-b930-3781db6b7abd_1_R/BasicLTI.xml
I_4b21005f-6364-34d5-b930-3781db6b7abd_3_R/BasicLTI.xml
I_4b21005f-6364-34d5-b930-3781db6b7abd_5_R/BasicLTI.xml
I_4b2c02db-cd25-3c40-b270-d41bd0984475_1_R/BasicLTI.xml
I_4b2c797b-306e-3913-8ce4-92620e81312b_R/BasicLTI.xml
I_4b2db8c1-2c64-3297-8023-9417b935f98f_1_R/BasicLTI.xml
I_4b40095e-7959-36f9-b78d-fbc4945c52e8_1_R/BasicLTI.xml
I_4b40095e-7959-36f9-b78d-fbc4945c52e8_3_R/BasicLTI.xml
I_4b40095e-7959-36f9-b78d-fbc4945c52e8_5_R/BasicLTI.xml
I_4b4ed562-b6a2-3ac0-baa4-134c939af93e_1_R/BasicLTI.xml
I_4b52f9b5-652c-314f-a7ae-280a08084d05_1_R/BasicLTI.xml
I_4b7a05f4-214d-3d87-a750-fed5b7d53133_1_R/BasicLTI.xml
I_4b8138e7-2aa0-3293-bf90-d9618ec0c3c8_R/BasicLTI.xml
I_4b8ef95e-53e9-3791-a0ed-89f53f86dd20_1_R/BasicLTI.xml
I_4b956696-3a4f-3ced-a04d-7a12785e2475_1_R/BasicLTI.xml
I_4b98f686-008b-3a89-aca6-88668ff736e8_R/BasicLTI.xml
I_4baf9ed3-4366-3414-be8e-294f1e0de91e_1_R/BasicLTI.xml
I_4bcc90b6-1838-337e-9102-520594b33071_R/BasicLTI.xml
I_4bcd3384-730d-3d53-bf7d-a81016add400_1_R/BasicLTI.xml
I_4be761ed-6317-3e2f-b9a4-0a075aae17fd_1_R/BasicLTI.xml
I_4bf82f4c-c01a-3b6f-9ce0-2b119baa4d35_1_R/BasicLTI.xml
I_4bf82f4c-c01a-3b6f-9ce0-2b119baa4d35_3_R/BasicLTI.xml
I_4c4b045d-0a55-3bb0-8f28-fd64ce4fc62f_1_R/BasicLTI.xml
I_4c7436e9-6c49-3ff3-87a1-5d4df2f76d8d_1_R/BasicLTI.xml
I_4ca94367-e36e-3672-91f1-0d20e2e5102d_1_R/BasicLTI.xml
I_4ca94367-e36e-3672-91f1-0d20e2e5102d_3_R/BasicLTI.xml
I_4cadb2d7-da72-347a-8444-3135f4267eb3_1_R/BasicLTI.xml
I_4cc38ec7-ce79-3963-a3c4-39c76f9100e7_1_R/BasicLTI.xml
I_4d209120-9cc2-3a2f-bd31-1269cd0e0fa2_R/BasicLTI.xml
I_4d3101c8-1d3a-3bcb-8901-e6a9b466c654_R/BasicLTI.xml
I_4d317060-4091-3cd0-b7f0-58cc7747792c_1_R/BasicLTI.xml
I_4d5174bd-f1a3-35ab-8af7-2eb4c4bc7482_1_R/BasicLTI.xml
I_4d669cbf-7582-3793-8afe-8faab6cb40aa_1_R/BasicLTI.xml
I_4d78f070-5c22-3c77-ae01-dba8e3c9ea4f_R/BasicLTI.xml
I_4d7e4736-76c3-3003-a965-2d15e5e7c2e8_1_R/BasicLTI.xml
I_4db42aa1-6775-341a-818f-35aa7f9d296c_R/BasicLTI.xml
I_4dbf9126-83a9-3704-ae30-500b074eb6be_R/BasicLTI.xml
I_4dfa35ae-bf45-316e-bf46-1b974fee15f2_R/BasicLTI.xml
I_4e0f2e67-f50f-3388-b641-d8a37c75d7f5_1_R/BasicLTI.xml
I_4e0f2e67-f50f-3388-b641-d8a37c75d7f5_3_R/BasicLTI.xml
I_4e0f2e67-f50f-3388-b641-d8a37c75d7f5_5_R/BasicLTI.xml
I_4e134005-953c-3bc7-84e4-a2cb035ccebc_R/BasicLTI.xml
I_4e13d0e4-fc68-31e4-a0dc-6450794a6200_R/BasicLTI.xml
I_4e1e743d-39ae-3ff7-8868-cc8d3b78f516_1_R/BasicLTI.xml
I_4e79178b-af4b-346b-a482-1828e710c91e_R/BasicLTI.xml
I_4e884dbe-f88f-3770-b47e-9c6a0316b8d3_R/BasicLTI.xml
I_4ea410ad-b994-32b3-8124-c66a9ee49e89_1_R/BasicLTI.xml
I_4ec9106f-ea5a-3864-b580-342e0aace8ae_1_R/BasicLTI.xml
I_4ec9106f-ea5a-3864-b580-342e0aace8ae_3_R/BasicLTI.xml
I_4ec9106f-ea5a-3864-b580-342e0aace8ae_5_R/BasicLTI.xml
I_4ee779b6-57da-3b15-a95f-df7e005ff527_R/BasicLTI.xml
I_4ee82831-03f3-3388-9cd1-39e991fe514b_1_R/BasicLTI.xml
I_4eff66ad-fde3-30af-a285-39bf6a17085d_1_R/BasicLTI.xml
I_4f27b436-2337-360a-bf05-28ccb5157a75_1_R/BasicLTI.xml
I_4f27b436-2337-360a-bf05-28ccb5157a75_3_R/BasicLTI.xml
I_4f2fe959-f301-37ff-977c-8771a5025287_R/BasicLTI.xml
I_4f30e057-fda0-3d51-9173-634f360e4167_1_R/BasicLTI.xml
I_4f30e057-fda0-3d51-9173-634f360e4167_3_R/BasicLTI.xml
I_4f3bccff-df86-3507-8e0e-c6a07e315320_1_R/BasicLTI.xml
I_4f5cc248-97d1-3179-9a4f-70fea2c9573d_R/BasicLTI.xml
I_4fab9c63-d743-3926-942e-9600d306ca4b_1_R/BasicLTI.xml
I_4fac388d-d2a4-3ba3-aa39-d1323c80187e_R/BasicLTI.xml
I_4fad150c-4946-3a4a-934e-359d8c792497_1_R/BasicLTI.xml
I_4fdad533-1fa7-3c26-b704-3eb467257bdf_R/BasicLTI.xml
I_4fe0406f-d037-3c0b-864a-f3fe0b8c3a2a_R/BasicLTI.xml
I_4ff98a6e-a522-3f7e-a323-400da92daa59_R/BasicLTI.xml
I_5015f518-c423-32c6-b996-66162f97a50a_R/BasicLTI.xml
I_5032f77e-cba3-3b46-b1d4-3262affadb68_R/BasicLTI.xml
I_503b152a-b235-31d9-a273-03fc6b8eac29_R/BasicLTI.xml
I_50443fd1-b87d-3087-8be2-fb8fd08dc708_1_R/BasicLTI.xml
I_5057c269-7112-3af0-87cd-cfe09e23bfd7_R/BasicLTI.xml
I_5070f4ed-08db-38b2-8ed9-8beb5dbaa8fd_R/BasicLTI.xml
I_5079fc52-c593-31ac-a33d-f3cdf50f4246_R/BasicLTI.xml
I_511aa53b-078a-329c-a58b-460111baa4e1_R/BasicLTI.xml
I_5131a4d2-5192-3cf3-949a-0371480231b5_R/BasicLTI.xml
I_51351b69-f5d7-35d4-82e2-81383d5d8412_1_R/BasicLTI.xml
I_51351b69-f5d7-35d4-82e2-81383d5d8412_3_R/BasicLTI.xml
I_5191fa6c-b5cc-34d7-be2b-12367e146194_1_R/BasicLTI.xml
I_5191fa6c-b5cc-34d7-be2b-12367e146194_3_R/BasicLTI.xml
I_5191fa6c-b5cc-34d7-be2b-12367e146194_5_R/BasicLTI.xml
I_51a1dd6d-70ee-357f-b6e9-adcbfff364f7_R/BasicLTI.xml
I_51afdfa8-4dca-37bd-acc3-f244794db314_R/BasicLTI.xml
I_51bf1add-bff4-306a-9620-f1470822f606_R/BasicLTI.xml
I_521e56af-5295-3cc8-9345-e80e508ac7c5_1_R/BasicLTI.xml
I_522ffa47-a6f8-3d9c-9cdc-ae556d9a33ff_R/BasicLTI.xml
I_524a991d-6625-34d5-a3a7-0d09d1c7c468_R/BasicLTI.xml
I_524efb9c-aacc-310c-a424-58d4975a7081_1_R/BasicLTI.xml
I_5254bc2b-c947-37cf-84c4-7ea62ae17175_1_R/BasicLTI.xml
I_525f7d0a-7190-328b-a063-ac91675a873c_R/BasicLTI.xml
I_526642e9-1752-35a7-af34-a47d6d130ffb_1_R/BasicLTI.xml
I_526642e9-1752-35a7-af34-a47d6d130ffb_3_R/BasicLTI.xml
I_526642e9-1752-35a7-af34-a47d6d130ffb_5_R/BasicLTI.xml
I_526697ed-cc19-3468-90fe-9a19a3afaa64_1_R/BasicLTI.xml
I_52684027-5fb7-32b6-b02c-6d0104a7c8ba_R/BasicLTI.xml
I_52710541-2acc-3f0a-b1fe-94c271f1a3b2_1_R/BasicLTI.xml
I_52710541-2acc-3f0a-b1fe-94c271f1a3b2_3_R/BasicLTI.xml
I_52710541-2acc-3f0a-b1fe-94c271f1a3b2_5_R/BasicLTI.xml
I_5278b3a7-2ccf-3a3d-9036-07a887c65a83_1_R/BasicLTI.xml
I_52798d9a-070e-3144-9326-eaf4d70f4c6c_R/BasicLTI.xml
I_52807547-d085-3738-ba2b-4a073c6e16df_1_R/BasicLTI.xml
I_528eb676-f913-306f-8896-d038a86c9702_1_R/BasicLTI.xml
I_529614aa-dc93-3702-b0be-b4d58bb5c12b_R/BasicLTI.xml
I_52b74b65-0031-3f55-b4ed-189facb2eca9_R/BasicLTI.xml
I_52caa122-081c-3286-8885-e3f3de45362f_R/BasicLTI.xml
I_52cb5c0f-7bf2-3c6b-a6eb-afdcb8d3b5e4_R/BasicLTI.xml
I_52deec63-ad01-3eff-b1a2-e9547fefa464_1_R/BasicLTI.xml
I_52e7b48d-8c1c-3543-a5f1-8e388a094f56_1_R/BasicLTI.xml
I_52e7b48d-8c1c-3543-a5f1-8e388a094f56_3_R/BasicLTI.xml
I_52e9b4a1-659c-3367-af0f-49e0a12e459e_R/BasicLTI.xml
I_52ebee18-5d39-3934-868f-a93d9e67833e_R/BasicLTI.xml
I_52ed1e0e-fa27-307d-852b-11a35d99526e_R/BasicLTI.xml
I_52f55375-b0a0-3411-8874-86ae9b1caf92_1_R/BasicLTI.xml
I_53060204-3e0e-313f-b2b4-3e869fd7fe42_1_R/BasicLTI.xml
I_531bab15-e0b9-3b94-bdfe-056d132f0e57_1_R/BasicLTI.xml
I_531ca347-4adf-3373-872c-ef72d07f85aa_R/BasicLTI.xml
I_531df142-b46f-3754-b4de-b41c23f702fb_R/BasicLTI.xml
I_53330074-8082-3f65-ad32-897cebed1d68_R/BasicLTI.xml
I_5355c933-1933-3ea7-b398-3869c57fc74f_R/BasicLTI.xml
I_536d2787-fa3e-3729-a295-1255ee3d9b09_1_R/BasicLTI.xml
I_537a0e23-2c08-3646-afbe-be35cf9907b2_R/BasicLTI.xml
I_537b2b7c-16f1-3481-bddb-8914c28ae12d_1_R/BasicLTI.xml
I_5383ed39-fef9-364f-ad22-51c406bbdba9_R/BasicLTI.xml
I_53933de0-9844-36fe-a44d-318ecc370e27_R/BasicLTI.xml
I_539e798b-0290-35e4-858f-eefbe3f6dc45_1_R/BasicLTI.xml
I_539e798b-0290-35e4-858f-eefbe3f6dc45_3_R/BasicLTI.xml
I_53a0fab1-019f-3039-96a6-77450da1b1ea_R/BasicLTI.xml
I_53a96863-3dc1-3106-ac7c-4dfe9adf4b95_1_R/BasicLTI.xml
I_53b52fad-967b-3fd4-9c24-7ca62dfb8d75_1_R/BasicLTI.xml
I_53c93ade-2f5a-346d-8355-a5020396c21e_R/BasicLTI.xml
I_53c9d3b7-0173-3300-ae04-aec7f032acce_R/BasicLTI.xml
I_53cb710c-bc43-3ab6-b7e6-3d85a3286b48_1_R/BasicLTI.xml
I_53e4454d-3d4e-3a6a-b3ac-e2e78ef29869_1_R/BasicLTI.xml
I_53e4454d-3d4e-3a6a-b3ac-e2e78ef29869_3_R/BasicLTI.xml
I_541de96b-88c7-3d12-87b0-f219939bbed6_R/BasicLTI.xml
I_54331e3d-f4a4-33d7-b402-8f2beebb8edf_1_R/BasicLTI.xml
I_543e256e-278c-35a9-bb35-22837890ba95_R/BasicLTI.xml
I_547ca445-a3ad-397f-bb21-e799d6dea367_R/BasicLTI.xml
I_54907287-6a48-3ead-b5ce-6bbac2948846_R/BasicLTI.xml
I_5490c097-08c6-35e8-a0b2-a847905b1a5e_R/BasicLTI.xml
I_5494a4ab-bf81-36f4-ad51-4acc50f8c7aa_R/BasicLTI.xml
I_549d669e-17f3-390b-a57a-4c50c38fd075_1_R/BasicLTI.xml
I_54c092f0-862f-3f61-9a0e-99a100680f99_1_R/BasicLTI.xml
I_54cb0808-f041-3b3e-b74e-1a8ffa04f2c6_R/BasicLTI.xml
I_54d085cc-74ef-3e50-9c11-ecedbd354f47_1_R/BasicLTI.xml
I_54f5c4a0-b0e7-3c4e-8c9b-8cecf8f58b2d_R/BasicLTI.xml
I_54fa1458-8870-3061-9d27-15ee6f7014cd_1_R/BasicLTI.xml
I_5504d693-1a62-3e82-8af9-cd4c16adb979_R/BasicLTI.xml
I_551c022b-1e21-3c8f-9541-8d048505f5ee_R/BasicLTI.xml
I_55382f11-dc57-3424-9078-93f6d014cbee_1_R/BasicLTI.xml
I_5540915b-c0e4-3136-9ddf-b3077156124a_1_R/BasicLTI.xml
I_55466755-4f4d-303b-bc1c-9e404d577b5a_1_R/BasicLTI.xml
I_5547d562-b006-3978-afaa-045fcb8b52b7_1_R/BasicLTI.xml
I_55806df1-1b87-3cbe-ba11-6c1620f54221_R/BasicLTI.xml
I_55898c6f-ae71-3993-b86b-28fc113de299_R/BasicLTI.xml
I_558fa9e7-2f4c-3454-a574-9f1f1240f232_R/BasicLTI.xml
I_55acb472-9bf8-3325-b887-017ff9e47fd9_1_R/BasicLTI.xml
I_55bc0c0e-1884-373d-a2fd-e1859ad6ac94_1_R/BasicLTI.xml
I_55f901f1-72f1-34bd-b2b2-fa3d72ce169d_1_R/BasicLTI.xml
I_55f901f1-72f1-34bd-b2b2-fa3d72ce169d_3_R/BasicLTI.xml
I_55f901f1-72f1-34bd-b2b2-fa3d72ce169d_5_R/BasicLTI.xml
I_56084b16-868e-3525-900d-80071bbeee4a_1_R/BasicLTI.xml
I_562170f7-08c5-372f-b7ee-650ad6a5fb78_R/BasicLTI.xml
I_5625d6ce-a89e-3930-acf8-d1986d1175de_1_R/BasicLTI.xml
I_5625d6ce-a89e-3930-acf8-d1986d1175de_3_R/BasicLTI.xml
I_56451f92-59b1-3e70-8fa2-686b43a4d03a_R/BasicLTI.xml
I_56547380-89d2-3fb4-9e1f-8828db8f340a_1_R/BasicLTI.xml
I_56555663-0440-3c74-bc12-2c4442d073c2_1_R/BasicLTI.xml
I_56709a51-09f4-3047-b550-cf380f0cba92_1_R/BasicLTI.xml
I_56771985-40cb-3571-b239-a810ae948c00_1_R/BasicLTI.xml
I_56925d0b-0a3a-38a0-998e-fbebcaec7b6f_R/BasicLTI.xml
I_56a7e486-f7a0-33a0-89db-5391bb409b84_1_R/BasicLTI.xml
I_56b337e3-72cd-3fea-af71-a2f2cc9a7783_R/BasicLTI.xml
I_56ba4417-b46c-3cad-977a-79fb6d80ba4a_R/BasicLTI.xml
I_56cf06a1-4c85-37b4-8203-aefb7ec27879_R/BasicLTI.xml
I_56db7843-88bd-3551-9065-17ff7aea84c2_1_R/BasicLTI.xml
I_56e2175b-4d67-3da2-818a-9eaeb57108d1_R/BasicLTI.xml
I_56e9e78d-5c34-32b1-a196-e630dfea35ff_R/BasicLTI.xml
I_56ec8169-2362-3e21-9a08-e8aefed6641e_1_R/BasicLTI.xml
I_56ec8169-2362-3e21-9a08-e8aefed6641e_3_R/BasicLTI.xml
I_56ec8169-2362-3e21-9a08-e8aefed6641e_5_R/BasicLTI.xml
I_56f11b1b-287e-35d9-b13d-fcba633c1e07_1_R/BasicLTI.xml
I_56f64a9c-b58e-3a98-b4a9-7f6541a1bd1c_1_R/BasicLTI.xml
I_57150c8d-5ca1-37c4-aaa5-f431f26603c1_R/BasicLTI.xml
I_57226738-eadc-3f97-b9a5-54f92a83cd36_R/BasicLTI.xml
I_57309a7b-23a1-3ccd-b3f7-cf8691c50344_R/BasicLTI.xml
I_5733115d-7f85-30a9-a015-7ec1e35945b5_1_R/BasicLTI.xml
I_5738352f-2018-3697-9e84-983b1912a0fd_1_R/BasicLTI.xml
I_5755f8c4-60ff-3a76-8681-c241fd64e16f_R/BasicLTI.xml
I_575c14bc-89e4-3b2c-a98f-88e58a41fde6_1_R/BasicLTI.xml
I_57812c95-0349-34a9-b22f-b3e15d56b1a0_1_R/BasicLTI.xml
I_5782e1e7-c29b-3ae2-8ab9-deab0497938a_1_R/BasicLTI.xml
I_5794cffc-9593-3bcc-b618-773b69a1f9fa_R/BasicLTI.xml
I_57accc78-3693-3ad2-8c61-d5795c1c523a_1_R/BasicLTI.xml
I_57accc78-3693-3ad2-8c61-d5795c1c523a_3_R/BasicLTI.xml
I_57accc78-3693-3ad2-8c61-d5795c1c523a_5_R/BasicLTI.xml
I_57bd31a4-53b4-3b31-869c-8a5e1131ff5d_R/BasicLTI.xml
I_57d3443a-5106-3e22-a04a-d52485752932_R/BasicLTI.xml
I_57eec9e5-85a0-3f93-8124-5444c98df06b_R/BasicLTI.xml
I_57efef82-b3d7-3b2c-9838-78c88200c8a5_R/BasicLTI.xml
I_57f29865-8849-383e-b2a0-1388e0ade4a3_1_R/BasicLTI.xml
I_57fc5c0b-8750-3128-9bc6-47d2b1f994df_1_R/BasicLTI.xml
I_58248b80-f7ab-38f2-a3ee-be498704642c_1_R/BasicLTI.xml
I_582f9831-c64f-30ad-abf1-ba8cf561aaba_R/BasicLTI.xml
I_584d3be9-efcc-3ff8-9db6-6d5af83f2a17_1_R/BasicLTI.xml
I_58546167-5ea8-3503-8d1b-4a65c5510afd_R/BasicLTI.xml
I_586da556-3bf2-30a6-99f4-961dc1d69d17_1_R/BasicLTI.xml
I_5871a1dc-fbbc-3950-b1d5-32dc11e1c069_1_R/BasicLTI.xml
I_589468b9-ce80-339f-86af-36b0584127cf_R/BasicLTI.xml
I_58b399a0-e192-373b-8693-89faf2e530ae_R/BasicLTI.xml
I_58ba0763-05b9-3a4d-a344-533262b2e402_1_R/BasicLTI.xml
I_58ba0763-05b9-3a4d-a344-533262b2e402_3_R/BasicLTI.xml
I_58ba0763-05b9-3a4d-a344-533262b2e402_5_R/BasicLTI.xml
I_58bf16d2-3a52-374a-89e6-30559298917f_1_R/BasicLTI.xml
I_58ccc125-07ee-3fdb-82a7-20220571c8f8_R/BasicLTI.xml
I_58dbc080-524e-3ede-8038-16f047b8940f_1_R/BasicLTI.xml
I_58e488c2-a5d8-3ae5-96ab-e18c38b062ad_R/BasicLTI.xml
I_590ca820-a55b-3a44-8c4b-56e7fc71a745_R/BasicLTI.xml
I_59175eaf-6a95-33bd-8420-99d2ebefbad4_1_R/BasicLTI.xml
I_593a1ac5-6cc3-3b6a-8acf-6b1e145d2b78_1_R/BasicLTI.xml
I_594236af-d01c-3026-8053-a4db73896677_1_R/BasicLTI.xml
I_59533522-24c4-3e7e-b8a1-1c01167aa08e_1_R/BasicLTI.xml
I_5968dc95-44fb-3c8e-8400-5c0c520c0f82_1_R/BasicLTI.xml
I_59820cdd-7283-3dc2-8860-8ea8f0e769bc_1_R/BasicLTI.xml
I_59883c0f-094f-31d3-82f7-006f1920ddbb_R/BasicLTI.xml
I_598b788a-32a9-3dff-a452-19992147a3b1_R/BasicLTI.xml
I_598c8387-46ba-3e45-8a52-52a5a3c43765_R/BasicLTI.xml
I_598fdb84-706d-3405-8436-443291e78b9d_1_R/BasicLTI.xml
I_59904a35-bd74-3c47-94a4-37497795890a_1_R/BasicLTI.xml
I_599804da-662e-347a-ba92-bcb1e6e01822_1_R/BasicLTI.xml
I_59a08228-208f-3711-8009-131514af7092_1_R/BasicLTI.xml
I_59bb2313-6cad-3fac-ae60-ccaf6c2ee913_R/BasicLTI.xml
I_59bca3ee-e565-30f1-9b75-fe7a227a86e2_R/BasicLTI.xml
I_59bceea9-b323-3793-81fb-7e6d2b03d4d6_1_R/BasicLTI.xml
I_59d81d76-35c7-331a-88c3-ffdc7ba3e39d_R/BasicLTI.xml
I_5a4b229b-ab31-318f-bec0-ad72c2febc79_R/BasicLTI.xml
I_5a6c6290-2850-3657-87e9-32478cb75c90_R/BasicLTI.xml
I_5a76133b-0f1d-3aa1-a4c8-99bfe779ef85_1_R/BasicLTI.xml
I_5aaf4afb-c108-3651-8238-adca689bcfdb_R/BasicLTI.xml
I_5ac9957f-545b-3cac-89fc-01fcf9a2e982_R/BasicLTI.xml
I_5ad2fa8b-8243-33cd-aee8-f0ba3a872f27_1_R/BasicLTI.xml
I_5b67f288-71d3-341a-a35a-c9951d90dfde_1_R/BasicLTI.xml
I_5b6ad512-27d8-3f41-a504-442775d93b3c_1_R/BasicLTI.xml
I_5b703879-13a8-37c7-9539-7df73761641a_1_R/BasicLTI.xml
I_5b71c45f-c5d8-3352-a260-8e3ed26120f4_R/BasicLTI.xml
I_5b76015c-85b5-33da-9000-3251f84acbfd_R/BasicLTI.xml
I_5b8900dd-cf61-397b-9a3b-343d54782135_R/BasicLTI.xml
I_5b9698df-905f-3fd8-b519-d1dcdd84569a_R/BasicLTI.xml
I_5b9f8669-ecfc-32b0-afb1-036117ec0ace_1_R/BasicLTI.xml
I_5ba758b4-0741-3621-b9a9-7847db14edbe_1_R/BasicLTI.xml
I_5ba758b4-0741-3621-b9a9-7847db14edbe_3_R/BasicLTI.xml
I_5ba758b4-0741-3621-b9a9-7847db14edbe_5_R/BasicLTI.xml
I_5beb8b2c-4ea2-31f8-8464-0d2ad468bffc_1_R/BasicLTI.xml
I_5bef9bcb-a410-3421-b01c-b0fc5a6bf14b_1_R/BasicLTI.xml
I_5bf99012-1f2d-3d3e-8a46-35095d72f13f_1_R/BasicLTI.xml
I_5c032764-c62e-3709-aa32-95a5e7fbb2fc_1_R/BasicLTI.xml
I_5c1b528b-e1fc-3785-b847-57a72b39f652_1_R/BasicLTI.xml
I_5c58e57e-e1a1-3fb8-83ae-7e61e28573df_1_R/BasicLTI.xml
I_5c6c8ea8-082e-3720-8b0f-a0474c5624ec_1_R/BasicLTI.xml
I_5c6c8ea8-082e-3720-8b0f-a0474c5624ec_3_R/BasicLTI.xml
I_5c6c8ea8-082e-3720-8b0f-a0474c5624ec_5_R/BasicLTI.xml
I_5c6df796-a91a-3d49-91e3-3395f8ec03ac_R/BasicLTI.xml
I_5c721484-b3f4-3963-a298-4a436c6bf679_1_R/BasicLTI.xml
I_5c8ac9b1-ffed-3af1-b6e3-8b88aedd6c1b_1_R/BasicLTI.xml
I_5caa2c28-eee1-3333-8f78-3ed30349a9d3_R/BasicLTI.xml
I_5cc0c81d-6261-3082-a247-617a3a3e05f6_R/BasicLTI.xml
I_5ccfd67a-9a0e-3b6d-9203-535e5cb4ed43_R/BasicLTI.xml
I_5cd0b25a-23b3-3bf6-91d9-845f71ddf31e_1_R/BasicLTI.xml
I_5cd0b25a-23b3-3bf6-91d9-845f71ddf31e_3_R/BasicLTI.xml
I_5cd0b25a-23b3-3bf6-91d9-845f71ddf31e_5_R/BasicLTI.xml
I_5cd82f51-e2e0-3ae9-9d7f-1bd3832efd36_1_R/BasicLTI.xml
I_5cd93c95-d66b-3f57-8963-960852742a6c_R/BasicLTI.xml
I_5cda038b-e00f-31db-bf1c-6d9f4318be4e_1_R/BasicLTI.xml
I_5cdce1ea-745d-351a-85c9-e41387cb4c93_1_R/BasicLTI.xml
I_5d08b397-a9c5-3576-8621-9a995a498537_R/BasicLTI.xml
I_5d1be05a-e27f-3c02-9ec2-8ddb7aa179c0_1_R/BasicLTI.xml
I_5d1e0918-7c74-31f2-9ec8-90d21fa986b0_1_R/BasicLTI.xml
I_5d1f0c6c-0695-3e7e-ac93-c88f7d9a688d_R/BasicLTI.xml
I_5d1f7155-0abc-3165-a8b9-0115b50155b9_R/BasicLTI.xml
I_5d34c9a8-bc4e-3ceb-b193-7042171a1d07_1_R/BasicLTI.xml
I_5d379f87-fb0d-30c9-b424-2521d3c3af06_1_R/BasicLTI.xml
I_5d55f544-4c4e-32ed-acef-b284ef421474_R/BasicLTI.xml
I_5d885710-a454-39a9-93a5-3fbf64357ee8_1_R/BasicLTI.xml
I_5d885710-a454-39a9-93a5-3fbf64357ee8_3_R/BasicLTI.xml
I_5d885710-a454-39a9-93a5-3fbf64357ee8_5_R/BasicLTI.xml
I_5d8f0b8a-50fc-3672-a7f3-a52ea2263b45_R/BasicLTI.xml
I_5d8fe9c4-dfb2-3202-9b85-299a6f9fd433_1_R/BasicLTI.xml
I_5d989d0e-2c61-320a-bfa5-1603a9461621_1_R/BasicLTI.xml
I_5d9b38bc-5d71-32a0-bbe9-4a413af928b6_1_R/BasicLTI.xml
I_5dc65096-e7ff-39d8-b304-5da9db65a98f_1_R/BasicLTI.xml
I_5de268bc-917c-34e5-9942-3dbebc7a5568_1_R/BasicLTI.xml
I_5def9a30-540f-3658-8014-fb5535e57d24_1_R/BasicLTI.xml
I_5e2709cc-95d8-3b50-8282-2b6baacc8d7c_R/BasicLTI.xml
I_5e2851a6-b83c-31fa-9b10-b8ba42852df2_1_R/BasicLTI.xml
I_5e29bffe-a5d8-37f0-9ae9-a713ebd94487_11_R/BasicLTI.xml
I_5e29bffe-a5d8-37f0-9ae9-a713ebd94487_13_R/BasicLTI.xml
I_5e29bffe-a5d8-37f0-9ae9-a713ebd94487_1_R/BasicLTI.xml
I_5e29bffe-a5d8-37f0-9ae9-a713ebd94487_3_R/BasicLTI.xml
I_5e29bffe-a5d8-37f0-9ae9-a713ebd94487_5_R/BasicLTI.xml
I_5e29bffe-a5d8-37f0-9ae9-a713ebd94487_7_R/BasicLTI.xml
I_5e29bffe-a5d8-37f0-9ae9-a713ebd94487_9_R/BasicLTI.xml
I_5e3e8361-1974-357a-996e-8d2371eb4be8_1_R/BasicLTI.xml
I_5e6c57b5-2f8e-37de-95e7-c36378ccb9ea_R/BasicLTI.xml
I_5e769920-782c-3b1c-af94-756db75da6b3_R/BasicLTI.xml
I_5eb44878-fa8c-3dbd-a42d-5b11c94e42b8_1_R/BasicLTI.xml
I_5ec3943d-863c-3b62-8abd-d54870806fdb_1_R/BasicLTI.xml
I_5ec70e7d-15b9-3e6b-ad25-684ff84e25fd_1_R/BasicLTI.xml
I_5ec70e7d-15b9-3e6b-ad25-684ff84e25fd_3_R/BasicLTI.xml
I_5ec70e7d-15b9-3e6b-ad25-684ff84e25fd_5_R/BasicLTI.xml
I_5ece7c4e-04c5-3221-a6f1-a1433aa0ec4d_1_R/BasicLTI.xml
I_5ece7c4e-04c5-3221-a6f1-a1433aa0ec4d_3_R/BasicLTI.xml
I_5ee59fd0-df36-3e77-9883-326e71ed6247_1_R/BasicLTI.xml
I_5ef2ce34-a10a-3025-b948-3f2b8131f6af_1_R/BasicLTI.xml
I_5f027e20-9282-36ab-9986-77557b1c4f6c_1_R/BasicLTI.xml
I_5f027e20-9282-36ab-9986-77557b1c4f6c_3_R/BasicLTI.xml
I_5f0df762-c591-3d8e-bcd4-558a40df3da5_R/BasicLTI.xml
I_5f13a15b-cc17-3a95-b725-a77875ebbf5d_1_R/BasicLTI.xml
I_5f1aa981-2fb2-3736-b1d4-fe41b49d87a1_R/BasicLTI.xml
I_5f29a07f-f537-3c6e-b51d-ad1caf983afc_1_R/BasicLTI.xml
I_5f29a07f-f537-3c6e-b51d-ad1caf983afc_3_R/BasicLTI.xml
I_5f45a9e4-6048-369d-a925-637e816908aa_1_R/BasicLTI.xml
I_5f4a7e88-ceff-3959-8aad-f523f2de6a44_1_R/BasicLTI.xml
I_5f5a640b-14a3-370e-b15c-5be206ca737b_R/BasicLTI.xml
I_5f60897b-2488-37a7-9dd8-73f30f8cae51_R/BasicLTI.xml
I_5f62dbd5-7c5f-3e3c-b5f8-8a4e935d51a8_1_R/BasicLTI.xml
I_5f71a8c8-ada0-374c-92d7-592693aabe65_R/BasicLTI.xml
I_5f8c1c10-e068-3aa4-8577-de08409d325d_1_R/BasicLTI.xml
I_5fbdce02-a9d0-3ad8-8038-cda7dfefdd1d_1_R/BasicLTI.xml
I_5fe39194-5b41-3176-a797-739743051919_1_R/BasicLTI.xml
I_60069968-902f-303d-8a3e-1ad43556e55f_R/BasicLTI.xml
I_6056d75d-ce0d-3333-a6f0-baf89217a503_1_R/BasicLTI.xml
I_605a641e-e693-320c-859c-827702445664_R/BasicLTI.xml
I_605afc90-fe93-3a95-83c1-46f79bb3f601_1_R/BasicLTI.xml
I_6068c76a-6f1d-36ee-adc8-445dd90bade7_1_R/BasicLTI.xml
I_6086bb75-8897-3870-8191-419abfc320fd_1_R/BasicLTI.xml
I_60931386-133f-3335-9477-e0ca6ddfc512_1_R/BasicLTI.xml
I_60b4852e-a92f-3c10-986e-d76538353d61_1_R/BasicLTI.xml
I_60b5d7ec-7973-3d23-ae92-770c0b5a4b87_1_R/BasicLTI.xml
I_60ba4a2a-3317-38ca-a66a-b348d7bad6f0_R/BasicLTI.xml
I_60bc4d76-6359-3812-880b-709eea3af1d9_R/BasicLTI.xml
I_60dc189e-4978-3e0e-87c1-fb0b938c32b1_1_R/BasicLTI.xml
I_60dfb1fb-8f65-35a1-8f7a-5155d5ebd0bb_1_R/BasicLTI.xml
I_60dfb1fb-8f65-35a1-8f7a-5155d5ebd0bb_3_R/BasicLTI.xml
I_60dfb1fb-8f65-35a1-8f7a-5155d5ebd0bb_5_R/BasicLTI.xml
I_60dfb1fb-8f65-35a1-8f7a-5155d5ebd0bb_7_R/BasicLTI.xml
I_60dfb1fb-8f65-35a1-8f7a-5155d5ebd0bb_9_R/BasicLTI.xml
I_60e0a068-1ffc-379b-b5d6-778967d4c615_1_R/BasicLTI.xml
I_60e2e635-2360-337c-a783-f872e9e6bfeb_1_R/BasicLTI.xml
I_60e54395-1cbd-37ed-95ed-ff9fee489708_R/BasicLTI.xml
I_60e9b901-57a0-3c52-83cd-65473b8032d5_R/BasicLTI.xml
I_613667b0-e12d-388c-ac0f-2121a191201b_1_R/BasicLTI.xml
I_613667b0-e12d-388c-ac0f-2121a191201b_3_R/BasicLTI.xml
I_6136e033-65b8-38b8-806c-b2a8eac1d07c_R/BasicLTI.xml
I_61390277-a211-3b81-aca0-50fe455c5552_1_R/BasicLTI.xml
I_61479de7-65a5-3cca-be25-48d8f56bdaca_1_R/BasicLTI.xml
I_616706a0-54b9-3366-8774-9fd7c1e858d7_1_R/BasicLTI.xml
I_616706a0-54b9-3366-8774-9fd7c1e858d7_3_R/BasicLTI.xml
I_6175a952-ad68-3161-9a92-5e5696878523_1_R/BasicLTI.xml
I_61b1bc76-2564-388f-8f3a-23dd22f1ee46_R/BasicLTI.xml
I_61ce8fdd-4320-3010-b91f-d6f6aae2944e_1_R/BasicLTI.xml
I_61e28e77-1206-3259-82ef-6467e7e3e6e5_1_R/BasicLTI.xml
I_622856df-7f29-310c-ad6a-ecde85467c88_1_R/BasicLTI.xml
I_622ada6f-d943-3325-ad26-a530b520884d_R/BasicLTI.xml
I_622eac99-7d2a-37ab-a920-181df0c4a1f5_R/BasicLTI.xml
I_6243c031-b68e-356a-a37a-25fd43745f32_R/BasicLTI.xml
I_626c0057-4ba2-3525-abb9-081c0961cfa5_1_R/BasicLTI.xml
I_6274a4cc-c07e-357f-b687-109680a1c936_R/BasicLTI.xml
I_6284e0b0-2563-3a99-b0c2-45f58f278768_1_R/BasicLTI.xml
I_62b49a0c-306f-3221-b49a-f479d76573b9_1_R/BasicLTI.xml
I_62c47021-26ae-37d7-aaa4-754d759f293f_R/BasicLTI.xml
I_62c99773-4178-37f8-b08c-415c187c5bb7_1_R/BasicLTI.xml
I_62ee05b9-bf5a-3196-90f3-7ef6391c1269_1_R/BasicLTI.xml
I_630d22ab-a680-3a6d-bf6e-8a8f7538aac4_1_R/BasicLTI.xml
I_630d22ab-a680-3a6d-bf6e-8a8f7538aac4_3_R/BasicLTI.xml
I_630d22ab-a680-3a6d-bf6e-8a8f7538aac4_5_R/BasicLTI.xml
I_632b4c05-747b-36c1-9593-719f4a47becb_1_R/BasicLTI.xml
I_634a9c8c-9eb6-3379-870d-9409040b6c36_1_R/BasicLTI.xml
I_634a9c8c-9eb6-3379-870d-9409040b6c36_3_R/BasicLTI.xml
I_634a9c8c-9eb6-3379-870d-9409040b6c36_5_R/BasicLTI.xml
I_6376a95a-a39a-3b36-85ea-0b638b7ee890_1_R/BasicLTI.xml
I_6393a2fe-29e2-3aac-a2fd-91ab4c046c7c_R/BasicLTI.xml
I_63a86945-947a-3b0b-b1fe-c059de42c35b_R/BasicLTI.xml
I_63e3e233-2309-3de8-8661-fee8fc0c56c8_1_R/BasicLTI.xml
I_6405c2d2-00d5-3718-b226-40b08de00932_1_R/BasicLTI.xml
I_640e320c-3ea7-315c-a056-4c7bcccc1537_1_R/BasicLTI.xml
I_640e320c-3ea7-315c-a056-4c7bcccc1537_3_R/BasicLTI.xml
I_640e320c-3ea7-315c-a056-4c7bcccc1537_5_R/BasicLTI.xml
I_640e320c-3ea7-315c-a056-4c7bcccc1537_7_R/BasicLTI.xml
I_640e320c-3ea7-315c-a056-4c7bcccc1537_9_R/BasicLTI.xml
I_64128166-69a4-3c87-a111-c07fa2fd6bd1_1_R/BasicLTI.xml
I_64128166-69a4-3c87-a111-c07fa2fd6bd1_3_R/BasicLTI.xml
I_6420b148-baab-3e2a-bf21-165c3bc74b6f_R/BasicLTI.xml
I_6425d8ac-6dcb-3881-900b-b06417556563_R/BasicLTI.xml
I_642ac698-1bc8-3374-b447-6579ebc84206_1_R/BasicLTI.xml
I_642ac698-1bc8-3374-b447-6579ebc84206_3_R/BasicLTI.xml
I_642ac698-1bc8-3374-b447-6579ebc84206_5_R/BasicLTI.xml
I_6432ced6-a8ee-33e2-a4e1-f21ba2532d36_1_R/BasicLTI.xml
I_64365680-f347-3647-8995-ecd4ee374f03_1_R/BasicLTI.xml
I_643fd8e4-615b-319f-9a2c-53cbf1c73f62_1_R/BasicLTI.xml
I_646d11e2-9fc0-3e87-a2ae-1de4257e8527_1_R/BasicLTI.xml
I_647c73f6-2ecc-3ce1-b221-1e3473ec771f_1_R/BasicLTI.xml
I_648c8423-f80c-339a-bea3-48f213409007_1_R/BasicLTI.xml
I_649b7e81-01b8-3508-82ac-58148a7b167b_1_R/BasicLTI.xml
I_649e9ee4-bd6c-3838-a840-e72fae24dade_1_R/BasicLTI.xml
I_64af51e1-9e80-35ba-af30-fc124562c9c3_R/BasicLTI.xml
I_64af700d-33dc-36a2-bf03-2a81ad89625f_R/BasicLTI.xml
I_64c28eda-cd27-388c-83f5-9d446b45341b_1_R/BasicLTI.xml
I_64c3a644-a350-39c8-8cfa-3712800eb018_1_R/BasicLTI.xml
I_64de3331-1869-333d-83db-692f42a3dfdd_R/BasicLTI.xml
I_64e1a6ae-d5e7-34d3-a67f-edb7f7bff756_1_R/BasicLTI.xml
I_64f0a6b0-8c1a-3b1d-8828-a95687fa4329_1_R/BasicLTI.xml
I_653f1c26-ff78-372b-8517-9c0b229ff77d_1_R/BasicLTI.xml
I_65a02b3a-1c7a-3e5e-88e4-f35840511edb_1_R/BasicLTI.xml
I_65b74ae1-de5f-3686-bf00-62fe0f210470_1_R/BasicLTI.xml
I_65d1fe02-bba2-3d76-b15a-b7a6f7cf3e10_1_R/BasicLTI.xml
I_65d779dd-7154-30b3-a212-3f6f175707a2_1_R/BasicLTI.xml
I_65e7651e-9248-38b4-b946-0060dc564d07_R/BasicLTI.xml
I_660402a7-036c-3688-b429-a42a7515986d_1_R/BasicLTI.xml
I_6625b88a-56a5-3aa2-a0af-7004294f1ac4_R/BasicLTI.xml
I_662f8602-7bd5-391c-b391-006033c8d968_R/BasicLTI.xml
I_6641f5d9-3c4c-3e29-b08e-43d28c2fdc3d_1_R/BasicLTI.xml
I_66558edf-1f36-3c31-aa3f-497807a6ecc3_R/BasicLTI.xml
I_665f7fe2-3f8d-3545-93ac-7d004074f6bd_R/BasicLTI.xml
I_6661d4c4-2b5d-372a-8117-75cf616a2810_R/BasicLTI.xml
I_66741d5f-99f0-36ea-90de-303b3c7d8528_11_R/BasicLTI.xml
I_66741d5f-99f0-36ea-90de-303b3c7d8528_13_R/BasicLTI.xml
I_66741d5f-99f0-36ea-90de-303b3c7d8528_1_R/BasicLTI.xml
I_66741d5f-99f0-36ea-90de-303b3c7d8528_3_R/BasicLTI.xml
I_66741d5f-99f0-36ea-90de-303b3c7d8528_5_R/BasicLTI.xml
I_66741d5f-99f0-36ea-90de-303b3c7d8528_7_R/BasicLTI.xml
I_66741d5f-99f0-36ea-90de-303b3c7d8528_9_R/BasicLTI.xml
I_667d2937-1625-37f5-b50e-f808bd81f29a_1_R/BasicLTI.xml
I_668821fb-2d2f-3560-9492-7cfca668d7e9_1_R/BasicLTI.xml
I_6698af19-9823-3006-8d88-8abc58546b9e_R/BasicLTI.xml
I_66a107b9-6f84-3bb7-8177-29811fb1e1d6_1_R/BasicLTI.xml
I_66ad8d80-a65f-3fd4-9d7b-d1ab047326c4_1_R/BasicLTI.xml
I_66f7a684-2350-34fa-a523-c70382d43f7f_1_R/BasicLTI.xml
I_66f95a77-fae1-39a1-a34d-adcf88abb9f5_R/BasicLTI.xml
I_66f9b65c-1691-34b9-9260-4977f9cea238_1_R/BasicLTI.xml
I_674e5f1e-0ce4-3d2b-9c28-b2007f209aae_1_R/BasicLTI.xml
I_676da870-febc-36b6-a046-de551a4adccc_R/BasicLTI.xml
I_67a6f579-6437-3df7-af1d-a47bfcc37699_R/BasicLTI.xml
I_67c305e8-9e35-3e8c-806d-c9044a489b56_R/BasicLTI.xml
I_67cb8622-c1ff-3403-b5e7-499775d2cf8c_1_R/BasicLTI.xml
I_67d02c74-97f8-34e1-a44a-6892b8ad0eb5_1_R/BasicLTI.xml
I_67d02c74-97f8-34e1-a44a-6892b8ad0eb5_3_R/BasicLTI.xml
I_67dcf1e9-7a2f-33dd-b13f-4d5ca0140bb2_1_R/BasicLTI.xml
I_67f0b0fd-569a-3165-a42a-4532dd95cf32_1_R/BasicLTI.xml
I_67f4499e-d961-36d0-a9cc-6b7e3992c1ae_1_R/BasicLTI.xml
I_67f680fa-e6cb-3597-89a7-9835bde489b5_1_R/BasicLTI.xml
I_67feefd8-4838-3625-aaf7-577651ca39c6_R/BasicLTI.xml
I_6806341f-f74b-386a-a590-5aa724ceca95_1_R/BasicLTI.xml
I_681a429c-eea6-3e37-bc43-ab791478fa36_1_R/BasicLTI.xml
I_681dda76-d7db-3211-a3a7-6ebc5325a9e3_R/BasicLTI.xml
I_682e9309-8518-3453-b182-d4ab5e922297_1_R/BasicLTI.xml
I_684dcd90-ec6e-3dc7-bcb1-af5823a844e2_1_R/BasicLTI.xml
I_68586c71-5254-3d43-9ab0-d21eb13ac3a4_1_R/BasicLTI.xml
I_685babb0-e58e-38a9-b221-325cfd176900_R/BasicLTI.xml
I_685ef73a-71f9-3356-a4ad-5f829acb6b38_1_R/BasicLTI.xml
I_686d625a-ee3b-3cb0-b48f-9d0550d1e730_1_R/BasicLTI.xml
I_686d625a-ee3b-3cb0-b48f-9d0550d1e730_3_R/BasicLTI.xml
I_68729b51-8a57-30dd-bfeb-abb5a72185d2_1_R/BasicLTI.xml
I_6881dd30-094a-3c8a-9287-41ded5372331_R/BasicLTI.xml
I_68823be3-8d3e-305c-9bfd-657fad3d5939_1_R/BasicLTI.xml
I_689147e3-b36e-360c-9b8b-b0107f3c4012_R/BasicLTI.xml
I_6892a29c-9511-31f0-9561-55cb0614abec_1_R/BasicLTI.xml
I_689da332-c5c3-33de-a16f-2c6cf58883b2_1_R/BasicLTI.xml
I_689e3e9e-880e-3a86-a41b-5d9ce074fa9f_1_R/BasicLTI.xml
I_68c49c90-c984-3baf-bf2c-0099e45fd593_1_R/BasicLTI.xml
I_68dc2cf6-537c-3642-b20e-2468371aaaad_R/BasicLTI.xml
I_68f4c50a-a348-3dc9-99ec-e00dfa71552c_1_R/BasicLTI.xml
I_6947abb2-c984-3eb5-b015-44c501180a0c_1_R/BasicLTI.xml
I_698a26fc-ff29-36d2-9f46-de9696ba6e99_R/BasicLTI.xml
I_69f9638f-05b0-3e84-80b9-9b26caed848c_1_R/BasicLTI.xml
I_6a280825-8cf6-3010-8467-68dfcfe24e70_R/BasicLTI.xml
I_6a2d5ca6-82f6-3487-95fd-3eb736ee03f0_1_R/BasicLTI.xml
I_6a2d5ca6-82f6-3487-95fd-3eb736ee03f0_3_R/BasicLTI.xml
I_6a2d5ca6-82f6-3487-95fd-3eb736ee03f0_5_R/BasicLTI.xml
I_6a2e2daa-a080-3734-87fa-17272355ce25_1_R/BasicLTI.xml
I_6a5686df-6a94-3762-89b9-237d23b6cb44_1_R/BasicLTI.xml
I_6a779c70-5c0d-3956-ac1f-94c4d1a936c6_R/BasicLTI.xml
I_6a82e442-4748-3942-9121-179ad07acb1f_R/BasicLTI.xml
I_6acff405-1b89-398f-b1e7-a5322f971098_1_R/BasicLTI.xml
I_6acff405-1b89-398f-b1e7-a5322f971098_3_R/BasicLTI.xml
I_6ae009e6-442a-3ab1-a9cb-423983d25cfb_1_R/BasicLTI.xml
I_6af382c9-d0dc-30ab-9d99-2cd30ddeb17c_1_R/BasicLTI.xml
I_6b0c0b6b-cfbb-3296-887d-b31fe36c6035_R/BasicLTI.xml
I_6b110d95-3564-32ff-a0fb-a0373f2fd215_1_R/BasicLTI.xml
I_6b14c32f-651a-34e7-b533-40d20b77c7a2_R/BasicLTI.xml
I_6b23fb4c-b075-3c33-8782-421e9fd4d72e_1_R/BasicLTI.xml
I_6b2647b0-e215-3c84-83a8-d9949f2138c6_R/BasicLTI.xml
I_6b30f43d-c7e2-3d08-bb62-3d4a15ab3d9e_1_R/BasicLTI.xml
I_6b3fc59d-693c-3abf-a807-d5c5e1db3586_1_R/BasicLTI.xml
I_6b4eedd9-6ae9-3914-ae3a-825b88b4aa9e_R/BasicLTI.xml
I_6b52ae7d-ead8-3f75-90a7-ba628e711b43_1_R/BasicLTI.xml
I_6b5f697d-6940-3afc-93be-59d1c54d37bf_R/BasicLTI.xml
I_6b6df93e-6497-3a64-80df-b9b5fa8c891b_1_R/BasicLTI.xml
I_6b7ed75e-394f-3779-b9d7-8398f213dac6_R/BasicLTI.xml
I_6b8f1f6e-4ca0-3c79-9bf6-c405332f59c1_1_R/BasicLTI.xml
I_6b93a1d7-3808-3061-b75c-359508bf7ac2_1_R/BasicLTI.xml
I_6b946936-5ec5-3b89-981b-0df07dc05aa8_1_R/BasicLTI.xml
I_6b970059-f18c-353d-8803-20cdc85adca0_1_R/BasicLTI.xml
I_6bb34637-b156-3d2d-a114-b7a021805c0c_1_R/BasicLTI.xml
I_6bb363b0-6eec-3cf6-a211-5077b791173c_1_R/BasicLTI.xml
I_6bd9962b-3b32-3c35-89e0-fa7d7f14707d_1_R/BasicLTI.xml
I_6bf034d0-ef05-3224-9da0-3db6853c6d79_1_R/BasicLTI.xml
I_6bf034d0-ef05-3224-9da0-3db6853c6d79_3_R/BasicLTI.xml
I_6bf034d0-ef05-3224-9da0-3db6853c6d79_5_R/BasicLTI.xml
I_6c043433-432f-377c-8fec-271cda49e125_1_R/BasicLTI.xml
I_6c139b34-c5d1-3bdf-8fbe-6b7958749122_R/BasicLTI.xml
I_6c202fbf-a3e0-34e0-a104-0bb2c1375ad7_1_R/BasicLTI.xml
I_6c2b9712-e9ad-32b9-98a9-297268d474e7_1_R/BasicLTI.xml
I_6c429d3e-21e5-3ce2-b77e-ca08dae70aa2_R/BasicLTI.xml
I_6c431431-e78f-3827-a8b9-40abbb42be06_R/BasicLTI.xml
I_6c46a3e7-8d11-3fca-81d2-f4735fd9190a_R/BasicLTI.xml
I_6c68992a-1214-3bac-8ece-0be8e0baffa2_1_R/BasicLTI.xml
I_6c8e814d-4cd5-33b2-9c70-6413bda27599_1_R/BasicLTI.xml
I_6c9517f2-8964-3962-bf94-7898b41fb1bb_1_R/BasicLTI.xml
I_6ce527c6-5820-3884-add2-152c5480a83e_R/BasicLTI.xml
I_6d045f90-e4d6-3596-a680-12a72d9e76ef_R/BasicLTI.xml
I_6d08cd9f-a468-3101-b1f9-b9fb3a7f7acc_1_R/BasicLTI.xml
I_6d29e9dd-3250-345e-9157-d02133e943c2_1_R/BasicLTI.xml
I_6d36532a-8427-366e-a92a-fc80dff0e587_R/BasicLTI.xml
I_6d3d46ab-19f4-3cbb-be52-0665ea490f32_1_R/BasicLTI.xml
I_6d95ca2d-f02f-3a98-bb2f-74d6750ec830_R/BasicLTI.xml
I_6daf3033-238d-3349-958c-00aa6e4be8c3_1_R/BasicLTI.xml
I_6db7f82c-c630-31f9-b02a-6c4ffbb88adf_1_R/BasicLTI.xml
I_6ddcd29f-a405-3801-8be7-e3a82e017748_R/BasicLTI.xml
I_6e343a76-a34f-31b4-aa46-56cc16ac91f2_1_R/BasicLTI.xml
I_6e588df8-a361-381c-83bc-84787b829e1c_R/BasicLTI.xml
I_6e6c5778-a777-3ede-9264-d6899b7f34cb_1_R/BasicLTI.xml
I_6e70144b-07e3-316f-aca0-bfc5df648132_1_R/BasicLTI.xml
I_6e71f0dc-40b8-347e-8b46-163cc3c51c5d_1_R/BasicLTI.xml
I_6e7ead0e-f353-318a-b59e-4922666d1168_1_R/BasicLTI.xml
I_6e82ceac-e4fa-3c6e-82a7-df0fc6747109_1_R/BasicLTI.xml
I_6e82f2b4-843c-3704-b759-96b1db8ae5ad_1_R/BasicLTI.xml
I_6e8b4f39-48c1-309a-83fc-76571496b28e_R/BasicLTI.xml
I_6e99db20-bb39-3e17-a0da-095ca253d995_1_R/BasicLTI.xml
I_6e9a9ce8-02e2-31ea-bdf6-0e720b896db3_1_R/BasicLTI.xml
I_6ea03ca8-df3a-369c-9fca-7bd083828900_1_R/BasicLTI.xml
I_6eabac9b-e3c8-3c45-a593-4c663f5936ee_R/BasicLTI.xml
I_6ecd2aff-2236-377d-8975-bafbd1917a8e_1_R/BasicLTI.xml
I_6ee1c401-4e15-3b38-91f8-42c125baf31f_R/BasicLTI.xml
I_6eeba2d7-efed-383f-938e-2f6e13d5a808_1_R/BasicLTI.xml
I_6f18a7f3-4b8f-37b7-808d-113d5c34d6d3_R/BasicLTI.xml
I_6f5a12d3-e7ec-3169-aebe-bd795b056fad_R/BasicLTI.xml
I_6f9d616f-7a22-3032-af30-2c0698ccc846_R/BasicLTI.xml
I_6fa2c0ec-0a1d-35f7-8f76-36ccf2f0eece_1_R/BasicLTI.xml
I_6fb41d5c-7aa5-3b37-996d-891c9e5f298d_1_R/BasicLTI.xml
I_6ff50e5f-3451-3bdc-81fc-ba870f195c7f_R/BasicLTI.xml
I_701d0ac8-a0ba-390b-8a16-2d529095d6d6_R/BasicLTI.xml
I_70240fca-4a0b-3a47-bea6-9f301a6a3389_1_R/BasicLTI.xml
I_7038d34c-d944-3a5e-93e3-eebbf2cd120b_R/BasicLTI.xml
I_704cb730-1609-32c6-a7b7-0687f3d4a6b9_1_R/BasicLTI.xml
I_704cb730-1609-32c6-a7b7-0687f3d4a6b9_3_R/BasicLTI.xml
I_704cb730-1609-32c6-a7b7-0687f3d4a6b9_5_R/BasicLTI.xml
I_70555cb8-ee1c-356c-9ef8-b001d8c0e51e_1_R/BasicLTI.xml
I_707c9e0f-249f-38b7-9e6f-63746b277fdb_1_R/BasicLTI.xml
I_70960e2c-65f8-3333-92cf-98211499ef5c_R/BasicLTI.xml
I_7097f5b5-c6c7-3a1d-84bb-cbf7bcb50371_R/BasicLTI.xml
I_70a07b58-4b96-3350-8882-fb82f512a598_1_R/BasicLTI.xml
I_70a07b58-4b96-3350-8882-fb82f512a598_3_R/BasicLTI.xml
I_70a07b58-4b96-3350-8882-fb82f512a598_5_R/BasicLTI.xml
I_70ac7945-cf50-36c0-9361-98c08f9eb2f7_R/BasicLTI.xml
I_70e0ef05-c533-3b2b-848b-20a626f3f885_R/BasicLTI.xml
I_717ac396-84ff-36d5-b749-e0e080cbdbd3_R/BasicLTI.xml
I_718f2f31-e67d-3022-a9bd-bb6ce620d827_1_R/BasicLTI.xml
I_719d0889-1f4b-3ec2-a656-c14967d9fa3e_1_R/BasicLTI.xml
I_71b660a1-1f06-33bb-be67-3dccc6e0ffa2_R/BasicLTI.xml
I_71c386cc-7e96-36e4-943f-fbbb036fe72d_1_R/BasicLTI.xml
I_71c62210-3d14-3e38-bb60-7adca430735d_1_R/BasicLTI.xml
I_71d48888-b14f-39b1-85dd-15362511181d_R/BasicLTI.xml
I_71f148a8-84cf-392e-a862-bd8c06b556bd_R/BasicLTI.xml
I_7225e685-1912-38fc-9670-c61153f8a9ea_1_R/BasicLTI.xml
I_7257ad19-7264-32b9-9127-d9dd59a15308_R/BasicLTI.xml
I_726de34c-f523-3d62-b70e-42a1f2300a7c_1_R/BasicLTI.xml
I_7276852a-2326-37a6-ab69-069ab7308e4a_1_R/BasicLTI.xml
I_727b96d3-e771-3430-a459-f00c497df39c_R/BasicLTI.xml
I_7283cdf1-c540-370a-a54b-be2b562fedfb_1_R/BasicLTI.xml
I_7283cdf1-c540-370a-a54b-be2b562fedfb_3_R/BasicLTI.xml
I_7283cdf1-c540-370a-a54b-be2b562fedfb_5_R/BasicLTI.xml
I_729a4f01-e92b-3c2b-8d85-4ecaca7f9417_1_R/BasicLTI.xml
I_72a1737f-19f2-30c2-94dc-0c85845c62fd_R/BasicLTI.xml
I_72acd962-22b7-3890-adb5-fd910b78ab6f_1_R/BasicLTI.xml
I_72d80d3d-1e04-379c-afab-881b78e71fa9_1_R/BasicLTI.xml
I_72eaae3c-0a51-38e3-8023-99a5f82cf06f_1_R/BasicLTI.xml
I_72ec4de3-b32f-30a8-a1c6-8a7c3890487e_1_R/BasicLTI.xml
I_72f63b97-8980-367c-9db0-fef5a7bbd988_1_R/BasicLTI.xml
I_72f63b97-8980-367c-9db0-fef5a7bbd988_3_R/BasicLTI.xml
I_72ff3fe8-ce04-388c-85dd-640981ba040b_1_R/BasicLTI.xml
I_732245d6-093b-3d9c-915a-b7fd52304b6c_1_R/BasicLTI.xml
I_732b1653-c7fc-31fd-93ef-7f3f200f73bf_1_R/BasicLTI.xml
I_738412ea-859d-36a0-9646-00235e8ba44b_R/BasicLTI.xml
I_73891775-4b55-34d0-aac5-937fb95ab7c7_1_R/BasicLTI.xml
I_73cf904a-6392-332d-b895-f5e077cfe787_R/BasicLTI.xml
I_73f1b527-d4d3-31e5-bd6f-9bfde3db0849_1_R/BasicLTI.xml
I_74052e7a-3820-3582-adcf-8ce9f1e8119a_R/BasicLTI.xml
I_740985a6-f786-3b38-b303-d80ec90a2d2d_1_R/BasicLTI.xml
I_740985a6-f786-3b38-b303-d80ec90a2d2d_3_R/BasicLTI.xml
I_741deaa6-8478-32bd-8ea4-c25c1deccf3b_R/BasicLTI.xml
I_74278008-67bf-3212-96c8-2a9975bd3b63_1_R/BasicLTI.xml
I_745c89c6-5976-3582-ab8d-42b42bde1a24_1_R/BasicLTI.xml
I_748d3606-e2f4-35d0-aa16-9506685a85a3_R/BasicLTI.xml
I_749a8049-ac0c-3191-863b-6c63234cf5b2_1_R/BasicLTI.xml
I_74c89e04-c591-3a07-aa10-ebea565cc07d_1_R/BasicLTI.xml
I_74cfcbd3-8f54-396e-a7e7-5dd9624e9389_1_R/BasicLTI.xml
I_74d26a25-60a7-3e85-b6e5-0e23d04e473d_1_R/BasicLTI.xml
I_750d5929-aea6-318c-932d-0d3e9061f352_R/BasicLTI.xml
I_750fca30-a494-32de-b148-af9d11f5a860_1_R/BasicLTI.xml
I_7516328c-ac58-3dce-83ec-7e04ed9ab10b_1_R/BasicLTI.xml
I_7516328c-ac58-3dce-83ec-7e04ed9ab10b_3_R/BasicLTI.xml
I_7516328c-ac58-3dce-83ec-7e04ed9ab10b_5_R/BasicLTI.xml
I_75349ad4-393e-3164-87e3-12ba16ef1a5f_1_R/BasicLTI.xml
I_75544a4d-efb6-3839-9d5d-8a70ce5893f5_R/BasicLTI.xml
I_7559917a-8469-3e33-8e4c-d19754c4d5e1_R/BasicLTI.xml
I_755be690-cc47-32d1-a7b9-798374b398e8_1_R/BasicLTI.xml
I_755ce14b-812d-399d-b8ef-be20bbf8f7bc_R/BasicLTI.xml
I_75640822-d7d2-377e-b5c4-1c70b980ca47_R/BasicLTI.xml
I_7574a0b9-0b80-30ee-bc60-d2b7b79ea633_R/BasicLTI.xml
I_758eed58-d581-38c8-8e65-3090a6cbb758_1_R/BasicLTI.xml
I_7596c705-1d98-3a93-9391-5e46d81a9caf_1_R/BasicLTI.xml
I_759ad171-accf-34b3-a4b3-20ef8801a96e_1_R/BasicLTI.xml
I_759ad171-accf-34b3-a4b3-20ef8801a96e_3_R/BasicLTI.xml
I_759ad171-accf-34b3-a4b3-20ef8801a96e_5_R/BasicLTI.xml
I_759ad171-accf-34b3-a4b3-20ef8801a96e_7_R/BasicLTI.xml
I_759ad171-accf-34b3-a4b3-20ef8801a96e_9_R/BasicLTI.xml
I_75a1beb1-ac12-3d2f-95d1-d2d994540178_1_R/BasicLTI.xml
I_75a1beb1-ac12-3d2f-95d1-d2d994540178_3_R/BasicLTI.xml
I_75a1beb1-ac12-3d2f-95d1-d2d994540178_5_R/BasicLTI.xml
I_75bbf210-0182-3858-81b0-eb9e173bfa6c_1_R/BasicLTI.xml
I_75c73d5c-a271-39bb-ab10-7bd38aad63f4_1_R/BasicLTI.xml
I_7614ce81-50fd-3a34-8ef6-fc0efec41c73_R/BasicLTI.xml
I_7629733b-70ea-3430-a14a-24762cfb1693_1_R/BasicLTI.xml
I_76633159-9308-39a0-ba24-31b8cee230e4_1_R/BasicLTI.xml
I_7681f517-fbab-37d7-b24c-caed1c9ef037_1_R/BasicLTI.xml
I_7684dec3-c21f-3591-8bec-9818ff68ef95_R/BasicLTI.xml
I_76b3e07b-ee9f-36be-86f7-aa6b3d4364bf_1_R/BasicLTI.xml
I_76bb84a9-b47a-3a67-bca4-ab980e07c415_1_R/BasicLTI.xml
I_76c2e625-41e2-321c-a8f7-8a7cd8dc726d_R/BasicLTI.xml
I_76ebbf10-eb13-3486-8e65-5515717b0821_1_R/BasicLTI.xml
I_76f5e09d-e7d4-3b15-b1ee-f7b6b96df3d6_1_R/BasicLTI.xml
I_76f5e09d-e7d4-3b15-b1ee-f7b6b96df3d6_3_R/BasicLTI.xml
I_76f99561-589c-360d-85c7-d2f17f384fe0_1_R/BasicLTI.xml
I_76f9e69a-9b89-3211-afff-0156f8dfa0e3_R/BasicLTI.xml
I_7712dc73-9b76-3737-9826-8a321f0b8e69_R/BasicLTI.xml
I_7725231f-8360-35c6-a0d9-d72115858f58_R/BasicLTI.xml
I_7729156a-c30b-31e7-b1d7-b5a7bce0287d_R/BasicLTI.xml
I_773121fa-77fd-32f0-93df-78d900e60415_R/BasicLTI.xml
I_776d80c3-fba4-3c0c-85fc-3e63c5d44497_R/BasicLTI.xml
I_7773790f-da74-3b82-a59e-b8df6c5f385b_R/BasicLTI.xml
I_7778a158-f0e9-3a0d-8ffa-04dbdf9cc6a9_R/BasicLTI.xml
I_7786985b-6987-3c80-bb8f-96d07ee61058_1_R/BasicLTI.xml
I_778c4c91-3c55-311b-be3f-26f1d83b092e_R/BasicLTI.xml
I_77c9f762-de3f-3e1c-8b38-208965dd158a_1_R/BasicLTI.xml
I_77cbdd36-becd-320d-aca0-9b91058420a3_R/BasicLTI.xml
I_77df6819-e313-360a-ba1e-28e5111362f1_R/BasicLTI.xml
I_77f385e9-391e-3c8b-8f7d-4b53de6286c3_1_R/BasicLTI.xml
I_77f385e9-391e-3c8b-8f7d-4b53de6286c3_3_R/BasicLTI.xml
I_780bab44-3011-39f1-be8f-9292fb78e63d_1_R/BasicLTI.xml
I_780bab44-3011-39f1-be8f-9292fb78e63d_3_R/BasicLTI.xml
I_780bab44-3011-39f1-be8f-9292fb78e63d_5_R/BasicLTI.xml
I_782cc4d2-5af2-322e-8f85-b484e84d8af2_1_R/BasicLTI.xml
I_7851b9c8-2f47-3886-971b-a7f967e0ce0d_R/BasicLTI.xml
I_7854f848-30d2-3eee-9ce0-8da4f88d04de_R/BasicLTI.xml
I_785b538a-6768-3ff7-b46f-e40f21e60f62_1_R/BasicLTI.xml
I_78686ad4-ae3c-348e-a88a-46d92bb3859a_1_R/BasicLTI.xml
I_786abae4-815e-39f8-8d72-e39e786d9797_R/BasicLTI.xml
I_786ebbd5-c15f-336b-a9c7-a4fc8637b92f_1_R/BasicLTI.xml
I_786ebbd5-c15f-336b-a9c7-a4fc8637b92f_3_R/BasicLTI.xml
I_788b820b-a5ad-3df9-8b32-ff0dc732665b_1_R/BasicLTI.xml
I_7891eadb-78fb-3f9c-bf4b-39cc48498d6e_1_R/BasicLTI.xml
I_78ac5067-36fc-3522-a91f-6001669191d6_1_R/BasicLTI.xml
I_78ad8127-58e3-323a-9590-bfd4de0bb076_1_R/BasicLTI.xml
I_78ad8127-58e3-323a-9590-bfd4de0bb076_3_R/BasicLTI.xml
I_78b71539-8fba-3294-a1b2-365b5010a5a9_1_R/BasicLTI.xml
I_78b71539-8fba-3294-a1b2-365b5010a5a9_3_R/BasicLTI.xml
I_78bd6a6d-b15e-3f02-a3ae-6fc5ab811212_1_R/BasicLTI.xml
I_78c8b3c4-4271-3be4-b629-b89ff9b87e14_R/BasicLTI.xml
I_78d1c14c-ceb1-3571-a748-dbd6b4303bcd_R/BasicLTI.xml
I_78f0bbdf-f8c3-34b6-ac1b-e890103a0921_R/BasicLTI.xml
I_78fcd993-1417-3341-a48c-ea3e0194ea4c_R/BasicLTI.xml
I_7924cb6d-8ddd-363f-9db7-e6f1694a78ab_R/BasicLTI.xml
I_79283d89-62fc-3124-a22a-64c921fffcff_1_R/BasicLTI.xml
I_79283d89-62fc-3124-a22a-64c921fffcff_3_R/BasicLTI.xml
I_79283d89-62fc-3124-a22a-64c921fffcff_5_R/BasicLTI.xml
I_793ca6a5-f2f8-3516-b4e1-6a4386f2eb98_R/BasicLTI.xml
I_79561bcc-fbe4-3a20-a8db-d2e94cd0a312_R/BasicLTI.xml
I_799783aa-759e-35d1-ac71-4ee91aabfddd_R/BasicLTI.xml
I_79a1ec22-dfde-3593-9edc-3fcf681ed8d1_R/BasicLTI.xml
I_79a56cd8-ad80-3420-b194-fb6635a5ad43_1_R/BasicLTI.xml
I_79d41b0f-d5ef-38b7-8eb9-a891d799f094_1_R/BasicLTI.xml
I_79e0a9f3-1548-3ee8-8c0e-0abf7cef60b1_R/BasicLTI.xml
I_7a022774-8e46-3de5-b073-48c2f9eb1b61_R/BasicLTI.xml
I_7a22db26-fa8e-3c58-971b-6e4ec463b581_1_R/BasicLTI.xml
I_7a348851-741d-3847-a150-055df33d21ea_R/BasicLTI.xml
I_7a41e70e-0cb4-3b78-ab0f-7d3c9d7f3884_1_R/BasicLTI.xml
I_7a41e70e-0cb4-3b78-ab0f-7d3c9d7f3884_3_R/BasicLTI.xml
I_7a54080a-40fa-366a-81e9-46a1ea4fdcf4_R/BasicLTI.xml
I_7a6d7a94-450f-3717-afb4-3707a9b51ba2_R/BasicLTI.xml
I_7a754962-dae3-3789-a24f-cdee83afd6fc_1_R/BasicLTI.xml
I_7a8c17e2-6680-3fd0-b220-65f91dd7e3ff_1_R/BasicLTI.xml
I_7a9a6d61-057b-3509-bbc4-b41aa3f6f81a_1_R/BasicLTI.xml
I_7a9cac7a-19ca-3954-9fac-c07454a8a06a_1_R/BasicLTI.xml
I_7a9ea3df-8061-33c5-a1c0-1e4d57c37462_1_R/BasicLTI.xml
I_7ae129a3-fb34-3a4a-94b3-fe329628f5da_R/BasicLTI.xml
I_7ae74ef1-da7d-3535-968f-358a7d5f236d_R/BasicLTI.xml
I_7b139b41-c7cc-3539-9f7a-ebeacb51f8f5_1_R/BasicLTI.xml
I_7b1a7b77-be9d-30ad-bb7f-a9d85cffe978_1_R/BasicLTI.xml
I_7b21aa16-5c01-3d0e-a15d-574beda323de_R/BasicLTI.xml
I_7b2b4f02-b8a8-3893-9acb-51562ef9a948_R/BasicLTI.xml
I_7b2c4290-9edc-33f0-96ad-69cb7bb48090_R/BasicLTI.xml
I_7b53e1a5-8ef4-347d-a3ed-52c2f8927a3f_1_R/BasicLTI.xml
I_7b90f380-95db-3635-accc-ae25259c0952_1_R/BasicLTI.xml
I_7ba0ee7c-69f0-3b44-83af-48109ac32c7c_1_R/BasicLTI.xml
I_7ba79391-4126-33f7-bbd4-4c2684a1a7e0_1_R/BasicLTI.xml
I_7ba79391-4126-33f7-bbd4-4c2684a1a7e0_3_R/BasicLTI.xml
I_7ba79391-4126-33f7-bbd4-4c2684a1a7e0_5_R/BasicLTI.xml
I_7baa2003-5bf3-3856-adfa-08884f79078c_1_R/BasicLTI.xml
I_7bba8ccb-febd-3ed8-a3a6-e337d7ecda9f_R/BasicLTI.xml
I_7bd8d85a-c1b2-35e0-ac16-e44228ab8523_1_R/BasicLTI.xml
I_7bf688e3-8ac3-3b2b-b44b-045e20017d4f_R/BasicLTI.xml
I_7bf7a030-143d-3a73-8b22-877bb4a5355a_1_R/BasicLTI.xml
I_7bfc219b-2bc3-3f8b-a2a1-8420e3b1fbb9_1_R/BasicLTI.xml
I_7bfeaf31-e4db-361e-9cd6-1e1e135cb753_R/BasicLTI.xml
I_7c1a4490-1d13-3492-8df6-bf4c45981578_R/BasicLTI.xml
I_7c585335-091c-3921-bb36-8ff4270c0aaf_1_R/BasicLTI.xml
I_7c70bdf0-97e5-3557-8985-43f4486aa931_1_R/BasicLTI.xml
I_7c853c12-09cd-3345-9b08-6a678d4bb32f_1_R/BasicLTI.xml
I_7c90b957-2e77-30d0-9e03-1f1ff3c0aa61_1_R/BasicLTI.xml
I_7cbde409-0fd2-3c38-a02c-177a9b45e87a_1_R/BasicLTI.xml
I_7ccd9b42-75d1-3456-8fad-d181d7fda6b5_1_R/BasicLTI.xml
I_7ccd9b42-75d1-3456-8fad-d181d7fda6b5_3_R/BasicLTI.xml
I_7cd85af6-b6c0-3134-935a-a751a10bc5a9_R/BasicLTI.xml
I_7cd9b292-ac88-3e22-a114-1e564cea751d_1_R/BasicLTI.xml
I_7ce2ddd6-98b5-36cc-b851-22415e84e054_R/BasicLTI.xml
I_7ceb1256-f997-3661-8310-502618e5e79b_1_R/BasicLTI.xml
I_7cf58b76-f3c3-35f2-b7ad-69e301f05032_1_R/BasicLTI.xml
I_7cfd7463-6083-3612-9fbd-de5b7cd47415_1_R/BasicLTI.xml
I_7d1a96df-5537-37f7-bac7-2a0be8ea664c_R/BasicLTI.xml
I_7d499f9c-8000-3e63-b544-8cc1bc1b8d41_R/BasicLTI.xml
I_7dc31df8-46c5-3882-a294-ab10e2529e70_R/BasicLTI.xml
I_7df7cc10-b1d3-3a81-8cdd-f8628a48dc03_1_R/BasicLTI.xml
I_7e04d06e-0e86-3554-9983-53445c8e9827_1_R/BasicLTI.xml
I_7e090c33-1c4a-318e-9491-6277a50b6264_1_R/BasicLTI.xml
I_7e0e597d-9534-39a4-9ea7-7d3bb5abae60_1_R/BasicLTI.xml
I_7e19c856-5a76-394c-bc82-2c1bcef081f9_1_R/BasicLTI.xml
I_7e2f16ee-393c-3a07-9a99-61e0e6d121db_1_R/BasicLTI.xml
I_7e329b22-6bb5-3d4c-8136-a985c112efbd_1_R/BasicLTI.xml
I_7e356454-ac72-3cf6-8766-71a8ae106e85_R/BasicLTI.xml
I_7e3564b2-e536-310f-a108-4901b4949417_R/BasicLTI.xml
I_7e6cdcc0-c86f-3373-a525-ae7b2eca5bd3_1_R/BasicLTI.xml
I_7e6fc12c-2613-313a-ba0a-cc354dfcde88_R/BasicLTI.xml
I_7e733dc2-2d45-346c-9142-ffe65bbdc368_R/BasicLTI.xml
I_7e752841-ca2f-332d-ab3d-e8b0b857959d_R/BasicLTI.xml
I_7e8bb345-0c67-330c-ba05-23bbde897ace_1_R/BasicLTI.xml
I_7e8bb345-0c67-330c-ba05-23bbde897ace_3_R/BasicLTI.xml
I_7ea91245-5ca3-3869-86e4-096ad3579d11_R/BasicLTI.xml
I_7ead4eda-9a58-3954-bc9d-271b0c28a9c8_1_R/BasicLTI.xml
I_7ed5842d-3345-3cdb-ae54-ffcdbadcdf5b_1_R/BasicLTI.xml
I_7f013671-403c-3c88-87de-205f84ab01fa_1_R/BasicLTI.xml
I_7f0c856c-145e-382e-a6dd-99d1db9f5b8d_1_R/BasicLTI.xml
I_7f1d1c5f-31cf-3728-bf1d-475f714eb8ee_R/BasicLTI.xml
I_7f3f0b76-1d18-3585-ade9-68f8314add85_R/BasicLTI.xml
I_7f534756-656b-39a9-b334-8d8e3404a7e4_1_R/BasicLTI.xml
I_7f69d17d-b49f-3b44-b7e5-69707339b452_1_R/BasicLTI.xml
I_7f69d17d-b49f-3b44-b7e5-69707339b452_3_R/BasicLTI.xml
I_7f69d17d-b49f-3b44-b7e5-69707339b452_5_R/BasicLTI.xml
I_7fa6d7a7-fe8a-39fe-b1c8-bb7354a4ff14_R/BasicLTI.xml
I_800d9718-640a-3c6b-9592-2c734a062c58_1_R/BasicLTI.xml
I_803e2f8b-d660-39f5-b258-54cb4b67049b_R/BasicLTI.xml
I_80468789-829d-3ce9-bb70-286908ed55d3_1_R/BasicLTI.xml
I_804aaf31-c2e3-3852-a275-44a317794c8d_1_R/BasicLTI.xml
I_8053d6e7-67df-3735-97b3-828274d120bc_1_R/BasicLTI.xml
I_8053d6e7-67df-3735-97b3-828274d120bc_R/BasicLTI.xml
I_8053e99c-7cc6-3801-afc0-64429bf2d38d_R/BasicLTI.xml
I_8057e73f-e57f-3c6d-a768-fa735f778573_1_R/BasicLTI.xml
I_8097f7f2-d3e4-3767-a109-599e447516e1_1_R/BasicLTI.xml
I_8097f7f2-d3e4-3767-a109-599e447516e1_3_R/BasicLTI.xml
I_8097f7f2-d3e4-3767-a109-599e447516e1_5_R/BasicLTI.xml
I_8097fc99-e4ba-31e3-8b3c-723d0517aca0_1_R/BasicLTI.xml
I_8097fc99-e4ba-31e3-8b3c-723d0517aca0_3_R/BasicLTI.xml
I_8097fc99-e4ba-31e3-8b3c-723d0517aca0_5_R/BasicLTI.xml
I_80add62d-f568-3a7c-ac16-0ce1662d45e3_1_R/BasicLTI.xml
I_80c1120b-a8be-3c7c-9333-c2684223f286_1_R/BasicLTI.xml
I_80d3e06d-dac6-3ba9-8340-87a24516c783_1_R/BasicLTI.xml
I_80e6a806-30d9-31b1-abf5-f5df55879e86_1_R/BasicLTI.xml
I_81130c89-8fc7-3fdd-b55b-2e24d0d93bd9_1_R/BasicLTI.xml
I_811d36e3-ad0d-3eb0-a3e8-c9729479a7d2_R/BasicLTI.xml
I_81244d2f-8320-3e92-b8ca-05dc6127402b_R/BasicLTI.xml
I_8164a298-4e57-396b-95fd-0ae0579c60b2_R/BasicLTI.xml
I_8169c768-b8d7-38ab-92f1-244ce67e4544_1_R/BasicLTI.xml
I_81912cbb-0099-3c68-9c10-588e167a1547_R/BasicLTI.xml
I_81a4819b-66bc-3978-9c99-b783a7d432fe_1_R/BasicLTI.xml
I_81a66052-f4d7-30d4-9c11-236a42fb5a3d_R/BasicLTI.xml
I_81d6c8e2-ebcc-324e-861a-080eac11e708_R/BasicLTI.xml
I_81dc33f7-87d4-32b8-9b55-ba0277b4206c_1_R/BasicLTI.xml
I_81f0ae9c-757c-3ed2-8729-28a2fd5f39a2_R/BasicLTI.xml
I_81f5d307-e873-3119-a542-81530c31f055_1_R/BasicLTI.xml
I_81f9327a-7f95-30e7-a41b-25f3f030fdba_R/BasicLTI.xml
I_8205269e-8a71-3a33-a326-bab3cfa29247_R/BasicLTI.xml
I_82237f81-54b2-3714-9080-85a69734c52b_1_R/BasicLTI.xml
I_8225a351-db06-30de-9360-cfc151a63163_R/BasicLTI.xml
I_82b4971d-3db4-3ff0-b385-ce556b1f54d3_1_R/BasicLTI.xml
I_82bd8204-1200-3ed4-8d57-d0a5ce35c9ce_R/BasicLTI.xml
I_82c7f2a9-f2be-33b3-89dc-0d873cefd379_1_R/BasicLTI.xml
I_82d77d86-3f7b-3437-85bf-bf979be30095_1_R/BasicLTI.xml
I_82e08b55-cad8-3fbc-b245-f93cdf2eaec8_R/BasicLTI.xml
I_82e402f0-192d-3c9e-ace8-6d02c0fe1746_1_R/BasicLTI.xml
I_82f0af14-bfaa-3a04-aee9-6701e453d93c_1_R/BasicLTI.xml
I_833aaebe-acde-3643-85ce-8d8a63efdbb6_R/BasicLTI.xml
I_833dcd83-936c-30b3-a9cb-b28d562606c4_1_R/BasicLTI.xml
I_834dd465-d047-3fc9-b558-37fe156fd861_1_R/BasicLTI.xml
I_835249b9-3b6e-31c6-8860-2acc033ae4a1_R/BasicLTI.xml
I_835d3693-8273-3e3d-a9fc-d7f11eaeec22_R/BasicLTI.xml
I_835d9def-4168-36d0-aaea-226818ed51f2_R/BasicLTI.xml
I_83634349-0867-379a-b0aa-906c615f72b8_R/BasicLTI.xml
I_83651074-73c4-3657-8592-c7b7980705d2_R/BasicLTI.xml
I_8365b53f-e3bc-3996-a75c-4f7031b3d846_R/BasicLTI.xml
I_836d49cd-8077-3cc2-86d2-625a05370d28_1_R/BasicLTI.xml
I_83887dcf-b07c-36ff-8d46-bee90e407174_1_R/BasicLTI.xml
I_838d8e59-3b9a-382b-b1b5-f11036a74853_1_R/BasicLTI.xml
I_83902dbe-5ec7-3c06-aa9a-be762ca45cb2_1_R/BasicLTI.xml
I_839f7d53-a8a5-36ee-8edb-416124d140be_R/BasicLTI.xml
I_83a007aa-4808-306b-a22e-4c74e2bd2ba5_R/BasicLTI.xml
I_83f7f09b-7bdb-3cbd-9aa6-50a3024d9b66_R/BasicLTI.xml
I_83fa5839-4cd1-30cd-940e-dca600c681c9_R/BasicLTI.xml
I_8412c3f5-f3fb-3712-a61e-bf4b10195a7a_1_R/BasicLTI.xml
I_844077a7-2c88-3112-b23d-364409285eed_1_R/BasicLTI.xml
I_8449d6c6-078c-3d34-8408-620edb9d6f93_1_R/BasicLTI.xml
I_845f3c41-7b5a-35b9-accb-ccf0ccea029d_1_R/BasicLTI.xml
I_845f3c41-7b5a-35b9-accb-ccf0ccea029d_3_R/BasicLTI.xml
I_845f3c41-7b5a-35b9-accb-ccf0ccea029d_5_R/BasicLTI.xml
I_8466fc58-feb8-32ad-b525-668b7110a20a_R/BasicLTI.xml
I_84989cd7-312f-3bb0-96f7-6ae23a68ccb0_R/BasicLTI.xml
I_84aaf493-3f1f-3d60-a249-200cfbb06e08_1_R/BasicLTI.xml
I_84c0a911-e278-312f-bb7f-7b8240463443_R/BasicLTI.xml
I_84ebba1b-e04e-3f20-a92f-e83d151a5519_1_R/BasicLTI.xml
I_84ec1f93-9aae-37b8-bec6-8193d26241c5_1_R/BasicLTI.xml
I_85155862-a2f6-32c2-b149-7b558d9d1bc4_R/BasicLTI.xml
I_852ef533-a423-3df6-89f1-79e44a7df6fb_1_R/BasicLTI.xml
I_852ef533-a423-3df6-89f1-79e44a7df6fb_3_R/BasicLTI.xml
I_852ef533-a423-3df6-89f1-79e44a7df6fb_5_R/BasicLTI.xml
I_85866b06-058d-34a1-9123-a564e7f77dbb_1_R/BasicLTI.xml
I_8598b42f-ee42-3ce8-9a1c-a18731a12170_1_R/BasicLTI.xml
I_8598b42f-ee42-3ce8-9a1c-a18731a12170_3_R/BasicLTI.xml
I_8598b42f-ee42-3ce8-9a1c-a18731a12170_5_R/BasicLTI.xml
I_85d24c5a-a531-355e-82d2-5c727c006730_1_R/BasicLTI.xml
I_85d77e2b-02ab-3335-b918-99b053f48182_1_R/BasicLTI.xml
I_85d77e2b-02ab-3335-b918-99b053f48182_3_R/BasicLTI.xml
I_85debf19-d43d-3338-8d2e-b24914fdb131_1_R/BasicLTI.xml
I_85debf19-d43d-3338-8d2e-b24914fdb131_3_R/BasicLTI.xml
I_85e79b62-4dc3-322f-a126-d592feaae402_R/BasicLTI.xml
I_85fcc64c-7cbc-3739-86e4-4c56c821aff1_R/BasicLTI.xml
I_85fd2f8f-f19f-322b-8b30-9927ecea8c48_1_R/BasicLTI.xml
I_860c78e9-40db-3235-afb8-7e2fbb4e54f1_R/BasicLTI.xml
I_8615da10-8676-3499-bcf9-f5584a30494f_R/BasicLTI.xml
I_8627ecd9-c87a-3892-9913-73fa10462ad1_R/BasicLTI.xml
I_862d9934-2d8f-364f-a4c7-d5d12505ade9_11_R/BasicLTI.xml
I_862d9934-2d8f-364f-a4c7-d5d12505ade9_13_R/BasicLTI.xml
I_862d9934-2d8f-364f-a4c7-d5d12505ade9_1_R/BasicLTI.xml
I_862d9934-2d8f-364f-a4c7-d5d12505ade9_3_R/BasicLTI.xml
I_862d9934-2d8f-364f-a4c7-d5d12505ade9_5_R/BasicLTI.xml
I_862d9934-2d8f-364f-a4c7-d5d12505ade9_7_R/BasicLTI.xml
I_862d9934-2d8f-364f-a4c7-d5d12505ade9_9_R/BasicLTI.xml
I_86705aee-0e08-399b-bbf1-756e37d686d2_1_R/BasicLTI.xml
I_8676fb5b-ad38-3193-b403-3fba1217f998_1_R/BasicLTI.xml
I_867e75f2-3ee6-3f9c-b0e2-750603ff5a94_R/BasicLTI.xml
I_86852a09-8929-3cad-abb1-14cf61e92465_R/BasicLTI.xml
I_86a3b58d-204c-3020-9861-ec152a54499d_1_R/BasicLTI.xml
I_86ad74f7-d3fb-3cbc-9a99-ebdcf6307d37_1_R/BasicLTI.xml
I_86b0f688-48a7-3db5-a406-9dfd3bfb50c7_1_R/BasicLTI.xml
I_86de3058-4d5e-32c0-8fbd-8d44702414e1_1_R/BasicLTI.xml
I_86df3501-d1fd-3c1f-92c4-a35575cbcaaa_1_R/BasicLTI.xml
I_86e59088-291d-3508-a339-b8e879674dd4_R/BasicLTI.xml
I_87016de5-e5f3-3920-ae19-948a470f491b_1_R/BasicLTI.xml
I_8714729c-0f73-30db-98bc-630a97e7f9a8_R/BasicLTI.xml
I_872834eb-8e2e-3825-b62a-c8fd593bd43a_R/BasicLTI.xml
I_873a98d2-d255-31d1-a587-788daf281b3b_R/BasicLTI.xml
I_876c4879-8dcb-3c0a-b2d6-3bda26bc3281_R/BasicLTI.xml
I_877283c0-50db-357f-8e39-32d179a4779b_1_R/BasicLTI.xml
I_87748496-908f-3a5b-b456-cd6c7749fcdc_1_R/BasicLTI.xml
I_87788343-765e-3005-9aeb-9cf0f2c7b896_R/BasicLTI.xml
I_8779d6a9-fe51-30d8-b066-4d31761db5e8_1_R/BasicLTI.xml
I_8796d5e0-b65b-3307-8af2-b696345db504_1_R/BasicLTI.xml
I_8798d090-addc-3022-bf10-1e2e0379df61_1_R/BasicLTI.xml
I_8798d090-addc-3022-bf10-1e2e0379df61_3_R/BasicLTI.xml
I_8798d090-addc-3022-bf10-1e2e0379df61_5_R/BasicLTI.xml
I_87c4e2ec-6374-365e-aba1-3903a4a25550_R/BasicLTI.xml
I_87cc3692-a406-3f14-a0a9-505cf7587bce_R/BasicLTI.xml
I_87d34479-f438-3f06-9fab-fca52f9ab46d_1_R/BasicLTI.xml
I_87d34479-f438-3f06-9fab-fca52f9ab46d_3_R/BasicLTI.xml
I_87d34479-f438-3f06-9fab-fca52f9ab46d_5_R/BasicLTI.xml
I_87e38921-8d98-32bc-8101-017805e81636_R/BasicLTI.xml
I_87e7c5f2-fbda-325a-8d42-5abccd5fd40c_1_R/BasicLTI.xml
I_87fabc54-a86a-3ae0-a77f-d72b1152d44d_R/BasicLTI.xml
I_8806af13-232f-3f82-b1ef-0f2a6ba9ba0a_R/BasicLTI.xml
I_880b9b5b-2b6a-3327-883e-a408bb2a8b41_R/BasicLTI.xml
I_881958ac-f9e5-3c5b-a066-4b71ee52173f_1_R/BasicLTI.xml
I_881958ac-f9e5-3c5b-a066-4b71ee52173f_3_R/BasicLTI.xml
I_881958ac-f9e5-3c5b-a066-4b71ee52173f_5_R/BasicLTI.xml
I_883cbbdb-d87d-34c6-b210-fd80b626c946_R/BasicLTI.xml
I_8856e1da-746d-3892-b272-07d57434d455_1_R/BasicLTI.xml
I_8856e1da-746d-3892-b272-07d57434d455_3_R/BasicLTI.xml
I_8856e1da-746d-3892-b272-07d57434d455_5_R/BasicLTI.xml
I_886cbeca-9e33-37d5-8990-186c3ad52374_1_R/BasicLTI.xml
I_887a0015-1755-3113-8321-1baa545e9a14_R/BasicLTI.xml
I_888b9e42-6fc6-3fd2-b972-c986e782605a_1_R/BasicLTI.xml
I_888b9e42-6fc6-3fd2-b972-c986e782605a_3_R/BasicLTI.xml
I_8896760e-c05d-3b18-9251-c32f910d6d30_R/BasicLTI.xml
I_88b041f8-ca51-3cbc-b5d6-7d2a6d731da3_1_R/BasicLTI.xml
I_88c53cb0-f44a-3661-998c-1b244b831d4a_R/BasicLTI.xml
I_88d2535c-2f85-3495-ad86-c19d276c59c8_R/BasicLTI.xml
I_88dc6804-407c-3245-8107-42f4fb56b9cb_R/BasicLTI.xml
I_89301cde-a225-3830-95b7-7e3a1fff73a3_R/BasicLTI.xml
I_8965baa1-3a05-3a07-a0a8-ab3225fbba3b_R/BasicLTI.xml
I_897fca38-8306-3d00-b131-ec80ec4593fb_1_R/BasicLTI.xml
I_898addaf-0db0-35ea-8087-ad7bdc0e05d8_R/BasicLTI.xml
I_899ad94e-9d34-33e3-ba71-68089e39b352_R/BasicLTI.xml
I_89bcda89-d76e-3282-9b72-076da06e857e_1_R/BasicLTI.xml
I_89c01b5d-c8e9-357d-8502-18ec7b266759_1_R/BasicLTI.xml
I_89dcf837-36cf-3537-a142-49b08a26215f_1_R/BasicLTI.xml
I_8a01e56b-b21d-3c3a-b9fb-c54d316630fd_R/BasicLTI.xml
I_8a13e318-1c3f-3b63-9114-b67843c42112_1_R/BasicLTI.xml
I_8a302cad-9b04-3798-ba6c-6afdb98ed4aa_R/BasicLTI.xml
I_8a4e2b04-efac-380e-a3c2-429dd7d6c25a_1_R/BasicLTI.xml
I_8a539da1-4342-3e75-8925-2d38c9185456_R/BasicLTI.xml
I_8a64c453-89cc-33c4-9fac-40b5173f090a_1_R/BasicLTI.xml
I_8a67a7d1-c996-3a9a-b7aa-2eb0cfa51087_R/BasicLTI.xml
I_8a6f813e-67a5-3469-b48a-b3c50c88496e_R/BasicLTI.xml
I_8a75a2eb-7861-373c-9bb8-ccf10b308101_1_R/BasicLTI.xml
I_8a9060b6-ee8a-3aa7-ac76-ed2298196dc7_R/BasicLTI.xml
I_8ab79925-3f71-3bfa-a6f6-42deb1e4f48d_1_R/BasicLTI.xml
I_8ab964d0-a143-3deb-b7be-70acb776344f_1_R/BasicLTI.xml
I_8ac4907f-1f86-39b4-8153-6dd6f437d33d_1_R/BasicLTI.xml
I_8ace051c-6bef-3ec9-be36-acbf3a89b8dc_1_R/BasicLTI.xml
I_8ae3af8e-4ff6-33a4-b453-328a10eba64a_1_R/BasicLTI.xml
I_8b074adf-2cab-3de3-9aa2-c9b9c157d7e6_1_R/BasicLTI.xml
I_8b074adf-2cab-3de3-9aa2-c9b9c157d7e6_3_R/BasicLTI.xml
I_8b074adf-2cab-3de3-9aa2-c9b9c157d7e6_5_R/BasicLTI.xml
I_8b22f54d-bb21-3a83-9251-9f51e5906af9_R/BasicLTI.xml
I_8b340b8d-a1b7-38e9-bf33-654b0c297e5c_R/BasicLTI.xml
I_8b486dae-4aec-3429-b5bf-e7351c0c2756_R/BasicLTI.xml
I_8b629d9a-accb-3904-9690-de6ac44cc9fc_1_R/BasicLTI.xml
I_8b688dd4-cd0f-3c3b-8bae-94e4c3222d73_1_R/BasicLTI.xml
I_8b6986c5-b00e-344d-8f52-b5b489a06782_R/BasicLTI.xml
I_8b9c13b6-1ec5-3de6-adb4-e6a7e9911381_R/BasicLTI.xml
I_8bacc63b-f8ff-3546-a9c0-5fa6e0660e9c_1_R/BasicLTI.xml
I_8bacc63b-f8ff-3546-a9c0-5fa6e0660e9c_3_R/BasicLTI.xml
I_8bd58d1a-dcc2-37ce-bad4-dcbeae47cf7e_R/BasicLTI.xml
I_8be8f03e-3dca-303d-8bd5-a9cc6d981038_1_R/BasicLTI.xml
I_8be8f03e-3dca-303d-8bd5-a9cc6d981038_3_R/BasicLTI.xml
I_8be8f03e-3dca-303d-8bd5-a9cc6d981038_5_R/BasicLTI.xml
I_8c10cbfa-567f-3442-82c6-c6abfdac6e6e_1_R/BasicLTI.xml
I_8c217ce8-0f06-39d9-8779-9ad729c8a64c_1_R/BasicLTI.xml
I_8c32db8b-d9ee-362e-aa85-9d31b73392dc_1_R/BasicLTI.xml
I_8c4e0b0f-6027-3ec5-8417-52d09f6b4bab_1_R/BasicLTI.xml
I_8c5aa6ed-2760-3812-9ed9-a3da32bb0ff1_R/BasicLTI.xml
I_8cd6d580-4d4f-3bac-a95c-869fd47ae044_1_R/BasicLTI.xml
I_8cd6d580-4d4f-3bac-a95c-869fd47ae044_3_R/BasicLTI.xml
I_8ce9d195-e85a-355a-9c6f-3e1e189db0dd_R/BasicLTI.xml
I_8cf0361e-4c1a-3daf-ac3c-5ae02deefa37_R/BasicLTI.xml
I_8d0effaf-6aa4-366b-a8e4-cf60dc13dbf6_R/BasicLTI.xml
I_8d2146c0-1d0f-3805-a7e3-bb4e152853cf_1_R/BasicLTI.xml
I_8d2414e9-6b4b-3777-a188-c14e24a53b3f_1_R/BasicLTI.xml
I_8d2414e9-6b4b-3777-a188-c14e24a53b3f_3_R/BasicLTI.xml
I_8d2414e9-6b4b-3777-a188-c14e24a53b3f_5_R/BasicLTI.xml
I_8d2b532b-3280-3c0e-98d3-c20537cb2ff3_R/BasicLTI.xml
I_8d4fd998-d64d-31b2-96e1-a55ab99a58b8_1_R/BasicLTI.xml
I_8d5a09f7-4442-3a61-ad2e-483b6b19ccc7_1_R/BasicLTI.xml
I_8d660573-f52e-3836-a459-9cbbed6b230d_R/BasicLTI.xml
I_8d6b8b07-d630-32d6-a376-aaceab9ee2cd_1_R/BasicLTI.xml
I_8d6b8b07-d630-32d6-a376-aaceab9ee2cd_3_R/BasicLTI.xml
I_8d6b8b07-d630-32d6-a376-aaceab9ee2cd_5_R/BasicLTI.xml
I_8d7e9a02-199a-375c-9cfe-714cbf7ba0cc_1_R/BasicLTI.xml
I_8d835339-14ba-32d8-9171-2d44333a0ba1_R/BasicLTI.xml
I_8d8c4360-3438-32b1-b96b-56e8dae0d1eb_1_R/BasicLTI.xml
I_8da6b014-2006-337c-896e-1bcbb5c1eaf9_R/BasicLTI.xml
I_8dbaa627-ae90-30fa-b5cb-fd98d6f6fa37_1_R/BasicLTI.xml
I_8dbd0edb-2d59-3a92-8de7-d0f08df6acac_1_R/BasicLTI.xml
I_8dbd0edb-2d59-3a92-8de7-d0f08df6acac_3_R/BasicLTI.xml
I_8de4c138-d9d0-3c52-9eda-346037d6975f_1_R/BasicLTI.xml
I_8df45ef5-e1ee-3599-a118-e1e5a605fcfc_1_R/BasicLTI.xml
I_8df56a4a-b36e-3507-9a66-05ee108b9172_R/BasicLTI.xml
I_8e0b3839-d0d2-3b4b-9857-64b941a0e4e3_1_R/BasicLTI.xml
I_8e1a6f0e-93ec-39c5-8591-5177bc7c1a53_R/BasicLTI.xml
I_8e2ba0d2-0201-31fe-b16e-ef5aeadd3d14_R/BasicLTI.xml
I_8e39fa1e-a553-3a29-9b43-e7aa34f7327f_R/BasicLTI.xml
I_8e46a76b-3a4b-394b-b90b-3589ed4f9990_1_R/BasicLTI.xml
I_8e4725b0-0765-3045-9f47-7590e9ff6e53_R/BasicLTI.xml
I_8e4ceda4-3b2c-3268-80ec-c4b7152837cf_1_R/BasicLTI.xml
I_8e5c2987-e929-3be3-be94-69481c04b3c7_1_R/BasicLTI.xml
I_8e5c6678-4bb6-386b-94f5-daef0ca9fab9_R/BasicLTI.xml
I_8e61a6cf-39e5-3a1e-8ad3-03e45179e014_1_R/BasicLTI.xml
I_8e71261b-1016-380d-b7bd-ace54bcea286_R/BasicLTI.xml
I_8e715f3f-ffcb-30b0-95b1-7bb426554c54_R/BasicLTI.xml
I_8e93ab7d-dc6e-363e-a962-922e3d87766b_1_R/BasicLTI.xml
I_8e959582-cfeb-386f-a706-657bb4a97d4e_1_R/BasicLTI.xml
I_8ea34c2d-0757-3e06-ae8b-2587e4a108c4_R/BasicLTI.xml
I_8eaba391-03cd-3280-bd70-a8864bc45929_1_R/BasicLTI.xml
I_8eaba391-03cd-3280-bd70-a8864bc45929_2_R/BasicLTI.xml
I_8eaba391-03cd-3280-bd70-a8864bc45929_R/BasicLTI.xml
I_8eb586f1-f08f-3ed4-a34e-76a961c39422_R/BasicLTI.xml
I_8ec0ec95-f8fc-37cb-8237-58622f35eba9_R/BasicLTI.xml
I_8ec53f3f-851b-3646-b9c2-5d6a6ba0645e_1_R/BasicLTI.xml
I_8ef0acdc-b0f0-3fa0-bcdf-b5b4628dbef8_R/BasicLTI.xml
I_8f0615ab-e0d2-3307-8290-144e8202854d_1_R/BasicLTI.xml
I_8f15b8c5-2903-3445-8728-4baeccaa5c16_R/BasicLTI.xml
I_8f228b20-6be3-32a2-a2f5-82a3dedb1b0c_1_R/BasicLTI.xml
I_8f31c57e-81b4-3dc2-8c95-cda9b92a0e77_1_R/BasicLTI.xml
I_8f512273-7b57-3899-97f4-e573b7b542ef_1_R/BasicLTI.xml
I_8f762fe9-00e2-3a17-be15-bb5b82ac51ea_1_R/BasicLTI.xml
I_8f92dc2f-24d5-356a-935a-3ef316b66338_R/BasicLTI.xml
I_8f93d59c-1884-3d3a-90a2-43d206102b4e_R/BasicLTI.xml
I_8f95fb52-1e3d-36af-9e66-0411142beee4_R/BasicLTI.xml
I_8fc6ecf2-9532-3f44-90fb-a6cd214c625a_1_R/BasicLTI.xml
I_8fcb929b-1427-3145-a19c-ed882ad9395d_1_R/BasicLTI.xml
I_8fcb929b-1427-3145-a19c-ed882ad9395d_3_R/BasicLTI.xml
I_8fcb929b-1427-3145-a19c-ed882ad9395d_5_R/BasicLTI.xml
I_8fcb929b-1427-3145-a19c-ed882ad9395d_7_R/BasicLTI.xml
I_8fcb929b-1427-3145-a19c-ed882ad9395d_9_R/BasicLTI.xml
I_8febe1c3-b217-33f6-9615-e59dd7d92a47_1_R/BasicLTI.xml
I_8ff312bd-9911-3227-94a7-4effc15bfc72_1_R/BasicLTI.xml
I_8ff4e42a-5210-3c12-a9d7-4712f99da199_R/BasicLTI.xml
I_90011e2a-84e3-332b-a1bb-3cc3682cacbb_R/BasicLTI.xml
I_9007f8f6-511a-3290-ac7c-74538bccae41_1_R/BasicLTI.xml
I_9007f8f6-511a-3290-ac7c-74538bccae41_R/BasicLTI.xml
I_90080b1e-6d1d-37b9-a79a-301c8455d56f_R/BasicLTI.xml
I_9009da2c-b521-308d-92a4-f9a62e816882_1_R/BasicLTI.xml
I_900a14fd-e0ed-3882-9390-d841bead60ee_1_R/BasicLTI.xml
I_900a14fd-e0ed-3882-9390-d841bead60ee_3_R/BasicLTI.xml
I_900a14fd-e0ed-3882-9390-d841bead60ee_5_R/BasicLTI.xml
I_900a14fd-e0ed-3882-9390-d841bead60ee_7_R/BasicLTI.xml
I_900a14fd-e0ed-3882-9390-d841bead60ee_9_R/BasicLTI.xml
I_900abe4e-3218-31f7-8343-ce9178d6b31f_1_R/BasicLTI.xml
I_90195a29-5ab3-366d-9be6-e705f349cbd1_R/BasicLTI.xml
I_9021abe6-d68e-3d39-a0cd-39735b6898d1_R/BasicLTI.xml
I_90579729-15cf-34e5-b09d-e10609d90eac_1_R/BasicLTI.xml
I_906e3ea3-e25b-3085-a86d-5e891ff04c21_R/BasicLTI.xml
I_90896174-403d-38b1-ad79-6589905f4cad_R/BasicLTI.xml
I_9091bc71-6319-3415-aaf6-e57bcfb63615_1_R/BasicLTI.xml
I_909de3a9-c772-39d8-971c-ea05019bdc01_1_R/BasicLTI.xml
I_90b7d536-9fe6-3a94-81ef-30a7aebe2df6_R/BasicLTI.xml
I_90f29fe4-24ac-315f-ab01-e5452152a22e_1_R/BasicLTI.xml
I_9108aaff-c91f-3f81-800c-0c2510bb6352_1_R/BasicLTI.xml
I_9129cf8c-8b02-3972-b7b6-89f7540e8dd0_1_R/BasicLTI.xml
I_91369948-8009-30c1-badf-35357228c684_1_R/BasicLTI.xml
I_9152eb27-96e1-3ca0-8e19-ccc90a263435_R/BasicLTI.xml
I_915474fe-33da-3d77-887d-4f149e9fec53_1_R/BasicLTI.xml
I_91a88501-d6f1-36ff-8143-52799ef365bc_1_R/BasicLTI.xml
I_91afa542-df20-3fca-bb6c-384e7d3defab_1_R/BasicLTI.xml
I_91c359b0-aa2e-3cd2-9e61-b5c5b49ca696_1_R/BasicLTI.xml
I_91c45f1d-aa13-344f-87d9-f82e19acd4d5_1_R/BasicLTI.xml
I_91fe07da-e338-311d-91c8-00e22ff5b9f3_1_R/BasicLTI.xml
I_92057b0b-47a3-3650-8e8d-b6afe7619c17_R/BasicLTI.xml
I_922590e3-1838-3b90-a9c1-df880b1ab7a6_1_R/BasicLTI.xml
I_922d1e0a-bf98-3413-b456-f02891293ffa_1_R/BasicLTI.xml
I_9238a493-acae-3fa7-8958-abdb027a5ad5_1_R/BasicLTI.xml
I_9238bdd0-e060-3617-9894-23d1408564cd_R/BasicLTI.xml
I_92450b50-dc8e-3ca1-8f46-7d9494186f79_R/BasicLTI.xml
I_9247667e-badb-38ae-a0ba-5a0c537b9d99_1_R/BasicLTI.xml
I_9253ec14-0500-3dde-b65a-cbb9c1362032_1_R/BasicLTI.xml
I_92587066-157f-31b3-8ade-2b4848e6f906_1_R/BasicLTI.xml
I_92b08447-7b1a-3758-92fd-08233d4154a2_R/BasicLTI.xml
I_92b0db0d-a729-3e4c-af3d-4e6439007fda_1_R/BasicLTI.xml
I_92d83c69-ec8d-3c3a-a84e-604567b2931a_1_R/BasicLTI.xml
I_92e17a58-5b0c-3bf6-9966-f446b152ebc6_1_R/BasicLTI.xml
I_92eca139-b201-3085-a366-e04cd284d6c0_1_R/BasicLTI.xml
I_931ff01d-78cf-3ecc-a35f-e153660d44fa_1_R/BasicLTI.xml
I_9341d835-d7d0-35c9-9e38-d29f77c29506_R/BasicLTI.xml
I_934e2329-6cc1-3b59-ad51-6301e4f0006b_R/BasicLTI.xml
I_9351f193-9ee3-39dd-b3c0-2834e2777e12_R/BasicLTI.xml
I_93584bb4-8443-31e7-8e4a-b0bca1e8bd41_1_R/BasicLTI.xml
I_93584bb4-8443-31e7-8e4a-b0bca1e8bd41_3_R/BasicLTI.xml
I_9367f4d9-9451-3a3c-a5dd-260d2a157cf3_1_R/BasicLTI.xml
I_936aefef-073b-383a-8368-2b1bda2596de_1_R/BasicLTI.xml
I_937349fe-d6c4-3fbf-82a1-b55ed9e1162d_R/BasicLTI.xml
I_9382f3e4-9b89-300e-b53e-17d9edd3ae27_R/BasicLTI.xml
I_938b28d3-b002-3606-a1f1-abb37e2e5fe8_R/BasicLTI.xml
I_938ef29c-5422-3546-9cf5-573cdb6c797f_1_R/BasicLTI.xml
I_939406ea-7ab2-33f9-8e65-6e6ad0903853_1_R/BasicLTI.xml
I_93a8c630-d270-38e6-a3b1-41858770e827_1_R/BasicLTI.xml
I_93a8c630-d270-38e6-a3b1-41858770e827_3_R/BasicLTI.xml
I_93b14f87-49db-3ba3-9f1a-224cfe9670d7_R/BasicLTI.xml
I_93ba8902-3540-3787-ac8a-f5c34a743e30_1_R/BasicLTI.xml
I_93d656d6-d8b8-3346-b862-2be39ed86d9c_1_R/BasicLTI.xml
I_93e13d24-87b8-376d-b141-ad1a55fe6471_1_R/BasicLTI.xml
I_93e13d24-87b8-376d-b141-ad1a55fe6471_3_R/BasicLTI.xml
I_93e13d24-87b8-376d-b141-ad1a55fe6471_5_R/BasicLTI.xml
I_93e44895-3c5e-3c1d-8065-9227e5884319_1_R/BasicLTI.xml
I_93e44895-3c5e-3c1d-8065-9227e5884319_3_R/BasicLTI.xml
I_93e44895-3c5e-3c1d-8065-9227e5884319_5_R/BasicLTI.xml
I_93ee67d0-709a-3ac9-9376-f3f974ac0052_1_R/BasicLTI.xml
I_93f3a78f-ca6d-334e-93db-c10ef4906059_1_R/BasicLTI.xml
I_94003f83-d63f-30aa-a8e0-450f4b976e33_R/BasicLTI.xml
I_9414cfc1-8215-3054-b7d7-8d5f8924d6eb_R/BasicLTI.xml
I_942df014-f70b-38bf-8a10-ba61cc0f1e59_R/BasicLTI.xml
I_94320a21-a44e-3a02-898d-3203be7151dd_1_R/BasicLTI.xml
I_943a3406-a468-3932-a9a6-383d9591460b_1_R/BasicLTI.xml
I_943a3406-a468-3932-a9a6-383d9591460b_3_R/BasicLTI.xml
I_943a3406-a468-3932-a9a6-383d9591460b_5_R/BasicLTI.xml
I_944747e7-da69-3a70-b059-52f6c975970c_1_R/BasicLTI.xml
I_944747e7-da69-3a70-b059-52f6c975970c_3_R/BasicLTI.xml
I_9462a2ac-76bc-3b74-9f34-3dc0dbb8b3df_11_R/BasicLTI.xml
I_9462a2ac-76bc-3b74-9f34-3dc0dbb8b3df_13_R/BasicLTI.xml
I_9462a2ac-76bc-3b74-9f34-3dc0dbb8b3df_1_R/BasicLTI.xml
I_9462a2ac-76bc-3b74-9f34-3dc0dbb8b3df_3_R/BasicLTI.xml
I_9462a2ac-76bc-3b74-9f34-3dc0dbb8b3df_5_R/BasicLTI.xml
I_9462a2ac-76bc-3b74-9f34-3dc0dbb8b3df_7_R/BasicLTI.xml
I_9462a2ac-76bc-3b74-9f34-3dc0dbb8b3df_9_R/BasicLTI.xml
I_948342c8-9f4f-348a-a303-1320ea28c28e_1_R/BasicLTI.xml
I_94861c59-bb5a-35c2-bdfc-5140419af0a6_R/BasicLTI.xml
I_94977ce8-101e-391c-8464-4a1d4dafc2e6_1_R/BasicLTI.xml
I_94977ce8-101e-391c-8464-4a1d4dafc2e6_3_R/BasicLTI.xml
I_94977ce8-101e-391c-8464-4a1d4dafc2e6_5_R/BasicLTI.xml
I_94a6d588-5910-32bc-bf3b-d875afbdd2c6_1_R/BasicLTI.xml
I_94c0a0b6-d0be-31c9-aeb6-a2bea8d8d446_1_R/BasicLTI.xml
I_94c13e94-a4f1-34aa-924e-3d17f0b206d1_R/BasicLTI.xml
I_94e1fe59-88b3-3abf-b063-9a917f491b5e_R/BasicLTI.xml
I_94e34a1e-682e-3f2f-8879-be717850f977_R/BasicLTI.xml
I_94eea24e-1a00-31f2-b437-e7e072a1beb6_1_R/BasicLTI.xml
I_94eea24e-1a00-31f2-b437-e7e072a1beb6_3_R/BasicLTI.xml
I_94f927dd-f386-392e-ac09-744dd3d70b2a_R/BasicLTI.xml
I_95455e14-4937-3996-8948-36f8a54a722b_1_R/BasicLTI.xml
I_95485ba7-23e0-36fc-b013-4846349fb8f1_1_R/BasicLTI.xml
I_95485ba7-23e0-36fc-b013-4846349fb8f1_3_R/BasicLTI.xml
I_95508ec4-edff-3c7b-a238-9fc2806dd988_1_R/BasicLTI.xml
I_957cb60a-a79e-3a68-bca2-64e125acff17_1_R/BasicLTI.xml
I_9591c80d-0249-392d-bee5-7b53a755ea88_R/BasicLTI.xml
I_95a955dd-5d0e-3173-98c5-10222a1e1c83_1_R/BasicLTI.xml
I_95a955dd-5d0e-3173-98c5-10222a1e1c83_3_R/BasicLTI.xml
I_95b2118e-9a62-3ab6-af57-2ec6169d9a11_1_R/BasicLTI.xml
I_95b50ad0-08d9-398a-a83e-593d238ba59d_R/BasicLTI.xml
I_95dafa1d-701a-3a53-8c89-ecc47b9fe4f9_1_R/BasicLTI.xml
I_95ee4afb-7f66-3f98-8b6f-d0d40f34a8f3_1_R/BasicLTI.xml
I_96186ace-b54f-33b8-9e06-9b417fbaed1e_1_R/BasicLTI.xml
I_96321004-be5b-389a-805a-4871df97f352_R/BasicLTI.xml
I_96364eee-2762-3e36-b173-b8e41a9fb4c6_1_R/BasicLTI.xml
I_963ef116-f596-33b7-bb3e-8bb369ad8096_R/BasicLTI.xml
I_963f4eba-e8e7-3156-ba93-31a9796a6a52_1_R/BasicLTI.xml
I_964776e6-6f8f-3d8a-a7ad-56935bce72d0_R/BasicLTI.xml
I_96724b2f-a463-3844-9876-6677cee2285b_1_R/BasicLTI.xml
I_969b12f0-b7ca-3a93-9410-b2ce9d6b8053_1_R/BasicLTI.xml
I_969d5d63-4e9e-36ec-9e05-792396e4c59b_1_R/BasicLTI.xml
I_96a30b79-c179-382d-b9fe-c5b009971676_1_R/BasicLTI.xml
I_96a30b79-c179-382d-b9fe-c5b009971676_3_R/BasicLTI.xml
I_96a30b79-c179-382d-b9fe-c5b009971676_5_R/BasicLTI.xml
I_96e1877c-ace7-35c7-a38c-e91b92bb1d6e_1_R/BasicLTI.xml
I_96e1877c-ace7-35c7-a38c-e91b92bb1d6e_3_R/BasicLTI.xml
I_96f3dbf3-70bd-33b0-80fe-b8de163dc93c_R/BasicLTI.xml
I_970a4354-76b1-3b28-8047-0ac3088ef884_1_R/BasicLTI.xml
I_970b14f5-4b90-3161-a4d5-9818679b8f3b_R/BasicLTI.xml
I_97203699-41fa-3c0a-bee4-239e0f59413c_R/BasicLTI.xml
I_975cc806-8e2c-3e8d-b443-e4595c5c05c6_1_R/BasicLTI.xml
I_975cc806-8e2c-3e8d-b443-e4595c5c05c6_3_R/BasicLTI.xml
I_976bd6e9-eea3-35ce-9be8-ebd80265b97c_R/BasicLTI.xml
I_9771a260-1cf1-3695-b1cd-c7970f320b8b_R/BasicLTI.xml
I_977640d0-50cf-3e7e-bec6-5b71ad9341c1_1_R/BasicLTI.xml
I_977640d0-50cf-3e7e-bec6-5b71ad9341c1_3_R/BasicLTI.xml
I_977640d0-50cf-3e7e-bec6-5b71ad9341c1_5_R/BasicLTI.xml
I_977ee1b3-36d8-32d0-894f-f0e8847c70b7_1_R/BasicLTI.xml
I_978139e2-61ba-3324-afe0-68ed7a4cb9f8_1_R/BasicLTI.xml
I_97877a7c-f4bc-34ac-84bf-d1ca5629125f_1_R/BasicLTI.xml
I_979e7ce6-af92-3ba9-b376-ac2a79a6deac_1_R/BasicLTI.xml
I_97b8e3ae-00b4-3185-9240-58f90687c744_1_R/BasicLTI.xml
I_97d8084a-055a-3a27-a10d-7bcd03d77ccc_R/BasicLTI.xml
I_97d97c88-bfa7-39fc-8532-18c85bec8a8b_R/BasicLTI.xml
I_97dbae6c-ade2-3e83-a818-53566d877446_1_R/BasicLTI.xml
I_97dbae6c-ade2-3e83-a818-53566d877446_3_R/BasicLTI.xml
I_97fa72a7-da37-3fe1-a554-4ccf65363c1b_1_R/BasicLTI.xml
I_9825305a-08a7-3885-872a-3145e08d39e3_R/BasicLTI.xml
I_982c0dcc-9667-3d47-a88c-b15d78db2017_R/BasicLTI.xml
I_98384a37-abb5-3aa5-a72a-4a38f68f48f1_1_R/BasicLTI.xml
I_983fdd17-4cbb-331b-870c-aa9e65157301_1_R/BasicLTI.xml
I_98a2066c-bba4-374e-bdf1-8e23619a4b41_1_R/BasicLTI.xml
I_98ba6f88-1576-3ad6-8b92-477e3beb7d74_R/BasicLTI.xml
I_98bd7255-289d-35d1-91df-95fff4ab5cc2_R/BasicLTI.xml
I_98c0b96c-dcb8-32fe-b535-7007289bb8e5_1_R/BasicLTI.xml
I_9906a855-1a6c-334e-95ff-8db57a5c189d_1_R/BasicLTI.xml
I_9920e6ce-3e20-353d-97e4-50f746ed0e6b_1_R/BasicLTI.xml
I_9920e6ce-3e20-353d-97e4-50f746ed0e6b_3_R/BasicLTI.xml
I_9920e6ce-3e20-353d-97e4-50f746ed0e6b_5_R/BasicLTI.xml
I_9927980e-4330-3974-b0b9-9de2851b117e_R/BasicLTI.xml
I_9939b8f5-2f32-3225-86aa-cfe9bbe15a23_1_R/BasicLTI.xml
I_99673668-f2da-37c4-a04c-8f6d265ec43c_1_R/BasicLTI.xml
I_99963589-1103-3f2a-ba92-b3fcbc644f4c_R/BasicLTI.xml
I_999d70fa-e1c5-3923-94aa-553113cb656d_R/BasicLTI.xml
I_99bcb420-cecb-3b0a-8c04-beb0c494cb6f_R/BasicLTI.xml
I_99cec662-98a9-3fd5-8a52-45297677ccdd_R/BasicLTI.xml
I_9a233bf6-a5f3-3603-a414-0aa8b40701b3_1_R/BasicLTI.xml
I_9a2f5534-19e0-3e1c-9761-35b97d62260f_1_R/BasicLTI.xml
I_9a5600a8-3ee6-399e-80f3-f313c127964b_1_R/BasicLTI.xml
I_9a622974-3fa3-316c-bd83-0a283f8335d3_1_R/BasicLTI.xml
I_9a6f333d-46b7-3be5-b9c2-702f45573e34_1_R/BasicLTI.xml
I_9a74e756-0d2f-32d7-a4c9-511cc269c02d_1_R/BasicLTI.xml
I_9a928f75-dd84-3a5a-8008-83fffa16f822_R/BasicLTI.xml
I_9a9a1a05-bc8f-3bf7-af9e-5e1eaeb8c176_R/BasicLTI.xml
I_9aa83ee1-fdca-370c-a12a-1efe8d9e8201_R/BasicLTI.xml
I_9abf7ee0-983b-39b0-b60f-9f1823085ecd_1_R/BasicLTI.xml
I_9abf8ec5-9058-3e19-8362-006fad380902_R/BasicLTI.xml
I_9ad6f0c6-f741-3ede-91d0-e572ab1f1bbb_R/BasicLTI.xml
I_9aed0a37-b707-3842-8e6c-d36a16d78e65_1_R/BasicLTI.xml
I_9af4d1eb-e54b-3e65-a0b9-614469544e0e_1_R/BasicLTI.xml
I_9afc449e-dce1-3a96-809e-8248568d5284_R/BasicLTI.xml
I_9b09f680-2356-3dde-b521-8eb56b3fea3b_1_R/BasicLTI.xml
I_9b213195-93a4-352e-a16a-5774effca5d7_1_R/BasicLTI.xml
I_9b2414bb-2b90-3e18-99de-a05504465409_R/BasicLTI.xml
I_9b863bdc-52d5-3d56-8ecd-f0aaa5fd5bda_R/BasicLTI.xml
I_9b9b37e2-b937-3c82-90b3-f97f2c741983_1_R/BasicLTI.xml
I_9ba5cd19-03d6-3795-b632-a1b55eba31c5_1_R/BasicLTI.xml
I_9bbd8e0f-4e9c-370e-ad37-f6b6eefd0e4d_1_R/BasicLTI.xml
I_9bbfa65b-f93f-3b3e-adae-a6ffabac4175_R/BasicLTI.xml
I_9bc35ce7-dfb8-33a1-af5d-d1cc694d1da2_1_R/BasicLTI.xml
I_9bc7705c-6b4f-34ee-a63e-7cd2982442bb_1_R/BasicLTI.xml
I_9bca9d0a-e168-3340-8063-352e6f86234c_1_R/BasicLTI.xml
I_9bd5e59b-da37-39bf-993a-0ad81b96dd24_1_R/BasicLTI.xml
I_9be645f6-7b12-3ead-bcf6-656116d0dac2_R/BasicLTI.xml
I_9c0187eb-b991-36d7-a51d-69bd9444871d_R/BasicLTI.xml
I_9c458a45-60cd-3718-a44b-9d8738ed51d8_1_R/BasicLTI.xml
I_9c6414e6-1e44-34e5-97f5-24598bac00cc_1_R/BasicLTI.xml
I_9c6414e6-1e44-34e5-97f5-24598bac00cc_3_R/BasicLTI.xml
I_9ca02d5c-5806-381a-8451-5f9ba5aa4836_1_R/BasicLTI.xml
I_9ca02d5c-5806-381a-8451-5f9ba5aa4836_3_R/BasicLTI.xml
I_9cbbfcd5-b4be-3fc4-b857-76b38b1ac9ef_1_R/BasicLTI.xml
I_9cc5c88f-b405-35ad-9292-95e51fb24b72_1_R/BasicLTI.xml
I_9cc5c88f-b405-35ad-9292-95e51fb24b72_3_R/BasicLTI.xml
I_9cc5c88f-b405-35ad-9292-95e51fb24b72_5_R/BasicLTI.xml
I_9cde2e89-3f54-35e7-8fca-cc22a1ceea7f_1_R/BasicLTI.xml
I_9cde2e89-3f54-35e7-8fca-cc22a1ceea7f_3_R/BasicLTI.xml
I_9cde2e89-3f54-35e7-8fca-cc22a1ceea7f_5_R/BasicLTI.xml
I_9ce6ee11-98cf-33d4-962a-92cef9e66d78_R/BasicLTI.xml
I_9cea0c67-f29d-33e5-83fd-654c8c3125f4_R/BasicLTI.xml
I_9cfe6eb6-f59f-331a-8e8e-c538564430e9_R/BasicLTI.xml
I_9cffde51-d2d2-39e5-bc00-38dbc68071d5_R/BasicLTI.xml
I_9d00b05b-1d8d-39bd-a121-e6d5e3835cc5_1_R/BasicLTI.xml
I_9d6b24a2-812e-3676-b5d4-2217a10caaea_1_R/BasicLTI.xml
I_9d7f1752-7a75-3e61-9da1-e25a186bcfeb_R/BasicLTI.xml
I_9d837aaf-0d62-3ec9-97a8-adf2befe624b_1_R/BasicLTI.xml
I_9da499e8-b1ab-3a38-b948-6d8ae084db2e_1_R/BasicLTI.xml
I_9db67134-8a31-35d3-82cb-6750ca8d66fe_R/BasicLTI.xml
I_9dbcffcb-938d-3e0b-bab3-debf3f9fa525_R/BasicLTI.xml
I_9dce731b-e968-3609-9a53-20a73b7639aa_R/BasicLTI.xml
I_9dd79daf-d806-345f-bb35-93128ab7dab8_R/BasicLTI.xml
I_9df73dfe-6202-3279-aa54-9dd08ca40bb1_1_R/BasicLTI.xml
I_9df73dfe-6202-3279-aa54-9dd08ca40bb1_3_R/BasicLTI.xml
I_9e0022a4-31f6-39ad-8194-845b5d7cffa4_1_R/BasicLTI.xml
I_9e058e95-f367-3f6e-b593-4dc99841143e_1_R/BasicLTI.xml
I_9e0960ed-6e29-31ac-8357-70cc5f086f4c_1_R/BasicLTI.xml
I_9e1c2ea1-da84-31b4-a7d4-1d72b390ec1a_R/BasicLTI.xml
I_9e2a748e-bb98-3d29-9395-fa57ad075184_1_R/BasicLTI.xml
I_9e3c3241-5ed5-368f-85d5-35e77304ea98_R/BasicLTI.xml
I_9e4f8820-c7fb-3227-9042-dae2c1d13f8b_R/BasicLTI.xml
I_9e50d0fd-cbb0-358a-8f7d-284791863445_R/BasicLTI.xml
I_9e5b0254-2886-3d59-b926-e46b5abb7b06_1_R/BasicLTI.xml
I_9e89935c-157e-3256-9a5f-895514cba8ee_R/BasicLTI.xml
I_9e945968-2d2d-3272-b9d9-0ab698ae40c5_1_R/BasicLTI.xml
I_9e96d7c1-6e69-3339-ada7-59fb870b3595_1_R/BasicLTI.xml
I_9eb51829-fb45-3bbc-a13c-1e10bea72e82_1_R/BasicLTI.xml
I_9ed19ba7-bea5-355a-884c-ed42f9503705_1_R/BasicLTI.xml
I_9ee89c95-5572-3e17-b2ef-5e6e20d1d828_1_R/BasicLTI.xml
I_9ee8bac5-1e54-37cb-a3db-66c2c99e337c_R/BasicLTI.xml
I_9ef9c443-1ba0-3925-b9ff-d71dbe1e8964_1_R/BasicLTI.xml
I_9f26de41-9940-3be5-86d1-1dcb893ebf51_R/BasicLTI.xml
I_9f2e3825-6190-36d7-87e3-f10a073a666a_11_R/BasicLTI.xml
I_9f2e3825-6190-36d7-87e3-f10a073a666a_13_R/BasicLTI.xml
I_9f2e3825-6190-36d7-87e3-f10a073a666a_1_R/BasicLTI.xml
I_9f2e3825-6190-36d7-87e3-f10a073a666a_3_R/BasicLTI.xml
I_9f2e3825-6190-36d7-87e3-f10a073a666a_5_R/BasicLTI.xml
I_9f2e3825-6190-36d7-87e3-f10a073a666a_7_R/BasicLTI.xml
I_9f2e3825-6190-36d7-87e3-f10a073a666a_9_R/BasicLTI.xml
I_9f3af2e6-d3c7-3cd9-8a2e-b764b3a3dcfe_1_R/BasicLTI.xml
I_9f5bb8a5-ebbb-36d3-8196-14121f3a3d1d_1_R/BasicLTI.xml
I_9f68f690-aec3-3d6e-8d5b-5caf8c1cc627_1_R/BasicLTI.xml
I_9f6b1062-d60c-358d-82d3-20dd5e8e28a5_1_R/BasicLTI.xml
I_9f762f18-2b51-3df6-ae39-a3bdb7423466_1_R/BasicLTI.xml
I_9fa3acff-eeb5-3080-b549-01156f575c55_1_R/BasicLTI.xml
I_9fab5544-1b74-31b7-98a3-b234c22ff35c_1_R/BasicLTI.xml
I_9fd31fd0-ba8e-314b-8c01-85cd78af6088_1_R/BasicLTI.xml
I_9fdda833-f1af-33fe-9c90-f9d4fe84dcfb_1_R/BasicLTI.xml
I_9fdda833-f1af-33fe-9c90-f9d4fe84dcfb_3_R/BasicLTI.xml
I_9fdda833-f1af-33fe-9c90-f9d4fe84dcfb_5_R/BasicLTI.xml
I_9fe28fe0-4cf7-39d6-a065-c1c0ac2d1a94_R/BasicLTI.xml
I_a02274b3-1f44-34ea-ab58-73ecf5351a91_R/BasicLTI.xml
I_a06c33d2-6cfc-333c-9e3c-406bca856519_R/BasicLTI.xml
I_a07e242c-d2ea-3317-bc74-5e24192ec550_1_R/BasicLTI.xml
I_a0ac7bd0-9f74-3653-a0c9-48f5d3a45fb9_1_R/BasicLTI.xml
I_a0b16517-685c-3bfc-aae5-02f3fd79cc7c_1_R/BasicLTI.xml
I_a0be6466-526c-34ea-8a07-60866c9cae33_1_R/BasicLTI.xml
I_a0d7bb2e-df61-3365-afcd-e3b3ce04b5a9_R/BasicLTI.xml
I_a0fb9a13-41e3-3c9b-8dae-325e1ffd6cb5_R/BasicLTI.xml
I_a0ff92eb-c84d-3945-8ec1-fe630decd328_1_R/BasicLTI.xml
I_a10612dd-f292-3435-852f-b6b4f08c33d5_1_R/BasicLTI.xml
I_a110e495-b515-352b-a53c-bc475ff3da04_1_R/BasicLTI.xml
I_a11f9142-22d2-3e40-ad2c-9ada57219569_1_R/BasicLTI.xml
I_a14d5ecc-0753-3631-8dc0-4264591ca89f_1_R/BasicLTI.xml
I_a16d339d-e9fd-36f2-832d-7fd26772385c_R/BasicLTI.xml
I_a17213ed-0908-395e-87ab-002387316d54_1_R/BasicLTI.xml
I_a173ff8b-59c9-3ec2-8a63-6634c6357f96_1_R/BasicLTI.xml
I_a188aaed-05ba-3607-b4c6-a9a44849a79c_1_R/BasicLTI.xml
I_a1d0f558-faaf-3319-9270-93de3f8212b0_1_R/BasicLTI.xml
I_a1d84148-9bfa-39bd-a7c1-98177bf6c87d_R/BasicLTI.xml
I_a1e46c78-cb73-398c-9707-7c20e53e6507_1_R/BasicLTI.xml
I_a1f02f35-5204-3b18-a47e-e7ea6bf38a41_R/BasicLTI.xml
I_a22d216c-6628-3e32-b1e2-2f388e1da8be_1_R/BasicLTI.xml
I_a2325d81-56a1-387c-9b28-66873d7b19fb_1_R/BasicLTI.xml
I_a2344b45-9777-3a4c-8f08-000e8356b10a_1_R/BasicLTI.xml
I_a23c931e-96c3-35c3-8f46-31df9b675d1b_1_R/BasicLTI.xml
I_a2433274-4a79-372c-8988-3e3743c23702_1_R/BasicLTI.xml
I_a2477286-17c3-3dd7-9a83-d66e65d7c159_1_R/BasicLTI.xml
I_a2978f94-80f2-39ce-b9e3-1ed8c1de67eb_1_R/BasicLTI.xml
I_a29a1fa6-ab95-320d-a9ad-47d56c56702d_1_R/BasicLTI.xml
I_a2a11bff-5220-3de9-8661-cf40bf5a80fb_1_R/BasicLTI.xml
I_a2b186e5-f49d-3661-8b42-e2fc725024ff_1_R/BasicLTI.xml
I_a2b186e5-f49d-3661-8b42-e2fc725024ff_3_R/BasicLTI.xml
I_a2bbb65d-f45f-3569-8e4b-a1a2a5ff2b83_R/BasicLTI.xml
I_a2de180c-d1ff-3c89-be81-fd294d14b1b3_R/BasicLTI.xml
I_a2dedb45-264c-3fbf-a009-5fe317b81bf0_R/BasicLTI.xml
I_a2e2ab55-75f4-30cd-9aaf-85a0d6c70d04_1_R/BasicLTI.xml
I_a2e2ab55-75f4-30cd-9aaf-85a0d6c70d04_3_R/BasicLTI.xml
I_a2e2ab55-75f4-30cd-9aaf-85a0d6c70d04_5_R/BasicLTI.xml
I_a2f2c32e-60bc-304e-8697-ee3db5892433_R/BasicLTI.xml
I_a2fa88c3-6d58-3fa1-a486-e0cb73a0ffbd_1_R/BasicLTI.xml
I_a30271cd-2e4d-3962-8310-8fd278e68659_1_R/BasicLTI.xml
I_a30271cd-2e4d-3962-8310-8fd278e68659_3_R/BasicLTI.xml
I_a30271cd-2e4d-3962-8310-8fd278e68659_5_R/BasicLTI.xml
I_a312cb54-1ca2-31fc-b43a-82783799d139_1_R/BasicLTI.xml
I_a31cc2b5-825b-3586-bdc4-d4495c1db14d_1_R/BasicLTI.xml
I_a31cc2b5-825b-3586-bdc4-d4495c1db14d_3_R/BasicLTI.xml
I_a32b2fd3-7573-30f0-90e9-7972f82955f7_R/BasicLTI.xml
I_a33e847a-c597-3be3-bdcb-b77cf509e457_1_R/BasicLTI.xml
I_a349d0ed-28de-37d3-926a-a89db4f0c300_1_R/BasicLTI.xml
I_a364063b-9cd4-3511-9076-046cf5a8289e_R/BasicLTI.xml
I_a37636fa-2c9d-3a2f-b566-00e4b38b3332_1_R/BasicLTI.xml
I_a39f5fd6-cb9d-39a7-9650-ec4834fde90a_R/BasicLTI.xml
I_a3a40954-b48d-3c36-a7cf-0b637dc7f8b2_1_R/BasicLTI.xml
I_a3b970ec-ba1b-30e8-9535-778c4a8e4355_1_R/BasicLTI.xml
I_a3cb2fc6-ff06-3cc0-9e63-4a07a5b7985d_R/BasicLTI.xml
I_a3f1a079-a643-35db-9fee-492001a1c9e2_1_R/BasicLTI.xml
I_a3f1a079-a643-35db-9fee-492001a1c9e2_3_R/BasicLTI.xml
I_a3f36230-9671-3154-bb0d-9d0d7ba1fc86_R/BasicLTI.xml
I_a418c4b9-43fe-3702-b8de-9f8e5e596dc4_1_R/BasicLTI.xml
I_a437137c-550d-3a36-8876-25516aa6e7eb_R/BasicLTI.xml
I_a43d871b-6406-36d3-8a3c-033f22d66938_1_R/BasicLTI.xml
I_a43f8056-1521-3585-8bbc-e79890d7e158_R/BasicLTI.xml
I_a4668c50-ceda-3408-b274-dd6304317fdd_1_R/BasicLTI.xml
I_a46851a4-d391-3838-9a67-e0fbf06bdf99_R/BasicLTI.xml
I_a46f29a3-5195-38b2-a709-992e94db7730_1_R/BasicLTI.xml
I_a477649f-d609-3f05-b444-1ffd12a71693_R/BasicLTI.xml
I_a4823961-8263-32e8-b244-7715bf1de919_R/BasicLTI.xml
I_a491f937-c3b8-3d89-959a-730148cd72a9_1_R/BasicLTI.xml
I_a4ae298c-eae1-36bc-83e4-8e38c9fb11d4_1_R/BasicLTI.xml
I_a501c570-a4c6-3fd0-b1ce-fc1b57884e2b_1_R/BasicLTI.xml
I_a526a0af-de46-3d7a-ace8-c9095f00e366_1_R/BasicLTI.xml
I_a528dca1-9b59-34bf-b89b-e5989e49ccc2_R/BasicLTI.xml
I_a52a519f-403c-3917-8183-718a442b69af_1_R/BasicLTI.xml
I_a544d901-bc21-33b2-899b-c4d4e8ab7ae3_1_R/BasicLTI.xml
I_a548fe35-19eb-33d7-85ec-4425bfd4332b_1_R/BasicLTI.xml
I_a548fe35-19eb-33d7-85ec-4425bfd4332b_3_R/BasicLTI.xml
I_a548fe35-19eb-33d7-85ec-4425bfd4332b_5_R/BasicLTI.xml
I_a55108bc-95a3-368e-9bd8-219272ac36fd_R/BasicLTI.xml
I_a57b7bb0-d2b7-3a5d-9f54-24559b6c07da_R/BasicLTI.xml
I_a58db885-6c27-3302-accc-8640edebb06a_R/BasicLTI.xml
I_a5b76a58-fbe3-32a1-8aad-d0f40596ecc3_1_R/BasicLTI.xml
I_a5bcfe46-288b-3098-a082-5a8a4641b8a2_R/BasicLTI.xml
I_a5c901de-5ad6-3a8d-80d4-d7b5ccb07066_R/BasicLTI.xml
I_a5ca2cd0-a78b-3299-842d-7c08d8403726_1_R/BasicLTI.xml
I_a5cbaa10-fc70-366d-b5f9-a2612358ee2f_R/BasicLTI.xml
I_a5d4396a-f23f-3bad-a530-c2398a520eb8_R/BasicLTI.xml
I_a5e4b125-a30b-336a-a81a-a237d792937a_1_R/BasicLTI.xml
I_a603437e-c802-3f92-b13a-27a727c83f94_R/BasicLTI.xml
I_a6098d0d-3ec0-3cb7-8ca5-923e73e2dee9_R/BasicLTI.xml
I_a6440436-7424-3950-9ba1-5adbda617e8c_1_R/BasicLTI.xml
I_a6440436-7424-3950-9ba1-5adbda617e8c_3_R/BasicLTI.xml
I_a6440436-7424-3950-9ba1-5adbda617e8c_5_R/BasicLTI.xml
I_a646af91-d40b-329d-8009-760e36c351bb_R/BasicLTI.xml
I_a64ae53b-11cb-390f-b623-ca382dcfc5f1_1_R/BasicLTI.xml
I_a66713e8-149c-3dee-82ca-2283223fc932_1_R/BasicLTI.xml
I_a66713e8-149c-3dee-82ca-2283223fc932_3_R/BasicLTI.xml
I_a678a06c-a7ad-3135-b545-481a493331ab_1_R/BasicLTI.xml
I_a67ffb7f-c65e-32e9-9991-a528bd243b64_R/BasicLTI.xml
I_a6b7d08f-2ae4-3428-9e9c-0639128348c9_1_R/BasicLTI.xml
I_a6bf164c-dac2-320d-a6d9-38ffe7dd7d07_1_R/BasicLTI.xml
I_a6c31b5f-c693-3518-a362-df7d75534582_1_R/BasicLTI.xml
I_a6de4fe1-af4b-31d8-958f-b98e4623f62c_1_R/BasicLTI.xml
I_a6e4d297-d10a-3241-a56b-2535a4a5a417_1_R/BasicLTI.xml
I_a7230d89-a922-3ec8-ae6f-317c41c2d02b_1_R/BasicLTI.xml
I_a72b5500-a8c9-3d3a-b62c-728c7de4069f_1_R/BasicLTI.xml
I_a72be6b9-f194-3cf4-b26f-e0601636d563_1_R/BasicLTI.xml
I_a74330fc-4be5-345e-a65a-2e364b98e943_R/BasicLTI.xml
I_a74d83ca-2632-355b-8d74-b55fbecb9539_1_R/BasicLTI.xml
I_a75c9eb0-8603-32d3-9da0-a6c80ba8dcc7_1_R/BasicLTI.xml
I_a75d174d-57f3-3307-8b9c-340e6fcfc528_R/BasicLTI.xml
I_a762e6eb-fc1e-3149-b14c-27a95f0cd1c3_R/BasicLTI.xml
I_a7772c30-6d03-3518-80cc-dfd90219f9bb_R/BasicLTI.xml
I_a7779d5f-e1c3-3bfc-9bf1-09e13f8058c9_1_R/BasicLTI.xml
I_a77e508a-dd2b-370b-82c8-58c28f37f5bb_1_R/BasicLTI.xml
I_a7dc2b06-c515-3128-a10a-2a917c30b66a_R/BasicLTI.xml
I_a7f34586-780f-3c04-a27e-6efdeefb80fa_R/BasicLTI.xml
I_a809b206-e2ba-380b-9fde-f7c26785de78_1_R/BasicLTI.xml
I_a8101fb7-ef36-3646-b816-3d6ae356ea46_1_R/BasicLTI.xml
I_a8141084-6e3f-309e-be0e-5f9ca5d516bc_R/BasicLTI.xml
I_a82da754-66c5-3052-baa3-800ae61e4c61_R/BasicLTI.xml
I_a84d3c4b-81fc-3046-8ff8-321e2aaed37c_1_R/BasicLTI.xml
I_a86952a0-8b19-3e60-bf87-a3c5b16f46c3_1_R/BasicLTI.xml
I_a8c4e59e-5224-36b0-b311-672de3b735f5_1_R/BasicLTI.xml
I_a8c4e59e-5224-36b0-b311-672de3b735f5_3_R/BasicLTI.xml
I_a8f862a9-7ee7-3eae-b9aa-f5bd65e27b09_R/BasicLTI.xml
I_a8fbf081-31a5-34b2-b55c-16dd26bbb1d3_1_R/BasicLTI.xml
I_a91c5dd9-8593-36bf-b4ea-d58c61947dcf_1_R/BasicLTI.xml
I_a92cd391-55df-3a02-b7b6-f9094a10c0f5_1_R/BasicLTI.xml
I_a932d4bf-bb3c-326b-9901-b15b5ca53fab_R/BasicLTI.xml
I_a95c16f3-595f-3fe7-b6ea-f2ee5926b648_R/BasicLTI.xml
I_a98c0454-cadd-3d6e-9993-4acdea7eb708_R/BasicLTI.xml
I_a99c477b-9da5-3dbd-9688-b9f90f6f36ab_1_R/BasicLTI.xml
I_a9d81245-8bc4-373f-af9f-35466bac5fc0_R/BasicLTI.xml
I_aa13f820-f3ae-309c-b0c4-c33bb0f5193e_R/BasicLTI.xml
I_aa2032fb-7ae0-30c6-8369-883f082ee5a4_1_R/BasicLTI.xml
I_aa3f0d36-c22f-33e0-b902-c50861bbeba1_R/BasicLTI.xml
I_aa662cc8-3a26-32d5-82a9-60bccec2ba2d_1_R/BasicLTI.xml
I_aa706ab9-cba7-3e19-a4e9-24c434cf2fe8_1_R/BasicLTI.xml
I_aa706ab9-cba7-3e19-a4e9-24c434cf2fe8_3_R/BasicLTI.xml
I_aa75aa88-bdd9-3e71-9d0b-533388edb512_R/BasicLTI.xml
I_aa7a513c-5a26-337f-a9e5-199f9dc48e31_R/BasicLTI.xml
I_aab066ae-a81d-3fc3-b71f-44675bfcd4df_1_R/BasicLTI.xml
I_aad3dd57-f458-39e6-82ea-f38dd5102030_1_R/BasicLTI.xml
I_ab12f2ea-2f32-3e84-9406-ff933c4f657a_R/BasicLTI.xml
I_ab12f788-476a-3875-b816-89dd6eb60d05_R/BasicLTI.xml
I_ab204616-37dd-3bdc-ba94-fcaa581f4044_1_R/BasicLTI.xml
I_ab204616-37dd-3bdc-ba94-fcaa581f4044_3_R/BasicLTI.xml
I_ab204616-37dd-3bdc-ba94-fcaa581f4044_5_R/BasicLTI.xml
I_ab4a5d7f-4695-3bc3-9175-db8ab67d5079_1_R/BasicLTI.xml
I_ab4e41ac-0b68-3c71-8dd5-708c7ceb20b3_R/BasicLTI.xml
I_ab91fa3c-ca3e-315a-b8cc-75b9253cfcbd_R/BasicLTI.xml
I_ab9a16e0-0aed-310e-a5b6-6711a17800b8_1_R/BasicLTI.xml
I_abb1ed8e-faa7-316b-bd11-0c91c0bb6686_R/BasicLTI.xml
I_abd5dd93-a048-32ac-8743-d2f6e221e603_1_R/BasicLTI.xml
I_ac03f611-f9af-3076-ba86-5fd701ead701_R/BasicLTI.xml
I_ac044c4d-faa6-32f6-a738-5a1e091f894e_1_R/BasicLTI.xml
I_ac2df058-d64e-3350-8d73-ffd203913513_1_R/BasicLTI.xml
I_ac6df1d9-c600-3511-99c9-118f192a703e_1_R/BasicLTI.xml
I_ac6f059f-5b5b-375e-bf84-1334317bfac2_R/BasicLTI.xml
I_acc85df2-1000-31cb-bf18-be558658427f_R/BasicLTI.xml
I_ace33264-0fbe-3dfb-bae7-62e4ec6a577e_1_R/BasicLTI.xml
I_ad01e9a0-09a2-30ad-a45a-14737d5d7ef9_R/BasicLTI.xml
I_ad7ca788-1f2f-35ce-811e-0384933c3c2d_1_R/BasicLTI.xml
I_ad8065b9-695c-3e55-a19a-809c9ddf63f4_1_R/BasicLTI.xml
I_ad83f532-64e1-3664-b8c5-83df6f08d5c3_1_R/BasicLTI.xml
I_ada0ad8f-7ed1-32dd-9a0d-ce49474fa88c_1_R/BasicLTI.xml
I_adae23bd-c807-325b-a764-f370197db2cd_1_R/BasicLTI.xml
I_adae23bd-c807-325b-a764-f370197db2cd_3_R/BasicLTI.xml
I_adafd00c-6c1a-30fa-bf88-fa9c6481420d_1_R/BasicLTI.xml
I_adafd00c-6c1a-30fa-bf88-fa9c6481420d_3_R/BasicLTI.xml
I_adb41e56-656e-3c90-8448-b8ead84aa9f9_R/BasicLTI.xml
I_add30213-bc61-35f1-ad92-e1b55d07a117_1_R/BasicLTI.xml
I_ade52b79-811f-316d-a168-7d1f01ee65e3_R/BasicLTI.xml
I_ae0e2b23-e72a-345e-b088-d14dbaa1e8e9_1_R/BasicLTI.xml
I_ae1b0e03-96ee-3eb3-8aad-72d106893c96_1_R/BasicLTI.xml
I_ae22896f-ddbe-39bf-aeb8-2d8fadbfc557_1_R/BasicLTI.xml
I_ae2568b8-9aa4-3d32-917c-27d503ef77b4_1_R/BasicLTI.xml
I_ae2568b8-9aa4-3d32-917c-27d503ef77b4_3_R/BasicLTI.xml
I_ae2568b8-9aa4-3d32-917c-27d503ef77b4_5_R/BasicLTI.xml
I_ae2e115f-3671-3663-8124-2c63607f21f0_R/BasicLTI.xml
I_ae3f0c7d-62e4-37b8-8b88-a0adfde5c75b_1_R/BasicLTI.xml
I_ae3f0c7d-62e4-37b8-8b88-a0adfde5c75b_3_R/BasicLTI.xml
I_ae3f0c7d-62e4-37b8-8b88-a0adfde5c75b_5_R/BasicLTI.xml
I_ae4e2164-33e8-3332-b49e-e6c1ed868c4a_R/BasicLTI.xml
I_ae603b99-2482-36f9-b361-25570aac041f_1_R/BasicLTI.xml
I_ae6b3525-1115-3b58-a669-43682580997e_1_R/BasicLTI.xml
I_ae72294c-3fbc-328b-bf27-e37a7e6b6c1e_1_R/BasicLTI.xml
I_ae72294c-3fbc-328b-bf27-e37a7e6b6c1e_3_R/BasicLTI.xml
I_aebe52fe-fd2e-3e5e-9435-958611a4c177_R/BasicLTI.xml
I_aeec7948-7d3b-3ba0-9524-ee1fbf806b47_R/BasicLTI.xml
I_aef2db45-1183-3905-8608-4bce962d9069_1_R/BasicLTI.xml
I_aefcad19-6b35-37fb-8d44-b1009f08608c_1_R/BasicLTI.xml
I_af18dba6-3a73-39cf-9775-0056a80a8a58_1_R/BasicLTI.xml
I_af18dba6-3a73-39cf-9775-0056a80a8a58_3_R/BasicLTI.xml
I_af18dba6-3a73-39cf-9775-0056a80a8a58_5_R/BasicLTI.xml
I_af3b17d8-7de2-3637-905a-40c7dcc81209_1_R/BasicLTI.xml
I_af400bba-ca6c-3c62-99f5-d9f44bcafb84_R/BasicLTI.xml
I_af449ba8-2a23-31ef-a280-431c0d6d4e75_R/BasicLTI.xml
I_af4ee2c8-3844-367b-b842-737eadc34d66_R/BasicLTI.xml
I_af8295cd-d899-3624-a67a-9071a558b19f_1_R/BasicLTI.xml
I_afa93e6b-1be0-31f0-9065-9a570c81a85c_R/BasicLTI.xml
I_afe06659-3d26-3875-8d15-30e16344dabd_R/BasicLTI.xml
I_afead57e-3dce-3188-97f2-0c957bd767c7_R/BasicLTI.xml
I_afeb059d-0195-3ffe-bffe-6b6606e736d5_1_R/BasicLTI.xml
I_aff078f2-6119-34f1-b433-cbcf85a92384_1_R/BasicLTI.xml
I_b00a5432-5c6f-3da0-b301-9b66161aea0e_R/BasicLTI.xml
I_b0219fd4-f74e-3cc9-b2b3-978fa21b2802_1_R/BasicLTI.xml
I_b0389213-0b32-3ee1-8a1b-a1a463c08280_R/BasicLTI.xml
I_b062fb84-b667-301c-8390-d40ea3cb3647_1_R/BasicLTI.xml
I_b062fb84-b667-301c-8390-d40ea3cb3647_3_R/BasicLTI.xml
I_b0736df4-f902-3a73-991b-d0b6843fc1c0_1_R/BasicLTI.xml
I_b08532ec-adb8-3545-b323-e409604bd7c0_1_R/BasicLTI.xml
I_b09cda42-a838-3f59-9c67-915abca12d91_1_R/BasicLTI.xml
I_b0b1a9c5-ec50-3738-a607-c4af210fbac6_1_R/BasicLTI.xml
I_b0b1a9c5-ec50-3738-a607-c4af210fbac6_3_R/BasicLTI.xml
I_b0b1a9c5-ec50-3738-a607-c4af210fbac6_5_R/BasicLTI.xml
I_b0c154f5-09a9-3b8c-ab80-8968caaba6c9_1_R/BasicLTI.xml
I_b13debc4-0a21-3545-bda4-05edecbeeb4a_1_R/BasicLTI.xml
I_b15409b6-e3f7-3288-8baf-476781f428a9_R/BasicLTI.xml
I_b162410f-52ff-3215-9d1a-b2101d89530d_1_R/BasicLTI.xml
I_b16dee92-421c-33b1-ab77-565312550780_1_R/BasicLTI.xml
I_b1cb89a9-98c9-383d-8a78-656847633800_R/BasicLTI.xml
I_b1e83020-fc52-34c5-8a95-9d1d3dcfc325_1_R/BasicLTI.xml
I_b1ec293f-1174-39c5-9972-7e8be257c4aa_1_R/BasicLTI.xml
I_b1ec293f-1174-39c5-9972-7e8be257c4aa_3_R/BasicLTI.xml
I_b1ec293f-1174-39c5-9972-7e8be257c4aa_5_R/BasicLTI.xml
I_b1ec293f-1174-39c5-9972-7e8be257c4aa_7_R/BasicLTI.xml
I_b1ec293f-1174-39c5-9972-7e8be257c4aa_9_R/BasicLTI.xml
I_b1f89b35-4eb3-345a-9fa5-e0af92bd3e36_1_R/BasicLTI.xml
I_b20519dc-8c34-3118-a688-04b9210a0e7e_1_R/BasicLTI.xml
I_b25096e1-7372-3318-a63d-d11dd22dff56_1_R/BasicLTI.xml
I_b27e9213-404a-39e8-807e-697ff38503b5_1_R/BasicLTI.xml
I_b290f318-7250-3345-8283-9c83b5fa0222_R/BasicLTI.xml
I_b2aa9c6d-d285-3b2a-896f-812885bc1975_1_R/BasicLTI.xml
I_b2d164b3-0be1-31b3-a274-02f42e2cd1b8_R/BasicLTI.xml
I_b2d65898-3290-3079-a7cb-5657d0761a96_1_R/BasicLTI.xml
I_b2d65898-3290-3079-a7cb-5657d0761a96_3_R/BasicLTI.xml
I_b2d7f1c7-a166-3ce1-a592-14fc1b97d1a1_R/BasicLTI.xml
I_b2ecb243-bb33-3d5a-916b-c0ab1c4448de_1_R/BasicLTI.xml
I_b3060a7d-88a3-35cf-a5e5-b6cc98902c10_1_R/BasicLTI.xml
I_b316be6d-cd70-33a7-964c-2d5fecdae5c2_R/BasicLTI.xml
I_b3275e0d-81fa-3e69-9061-e20401cc87ae_1_R/BasicLTI.xml
I_b34e178e-a192-338f-b26d-950608807fdc_1_R/BasicLTI.xml
I_b35ec8e4-d725-3013-ae21-4f9e1759c89f_R/BasicLTI.xml
I_b393b593-8fa6-3a22-b8bb-148d4c283348_R/BasicLTI.xml
I_b3956f5f-10a7-316f-bea8-24467d641466_1_R/BasicLTI.xml
I_b3cebc81-e238-3f0e-a771-6fe076690b64_R/BasicLTI.xml
I_b3f6d861-706c-352a-a19a-bf2d7c1b6eb3_R/BasicLTI.xml
I_b4456840-4368-3c8e-b13b-5352f7960930_1_R/BasicLTI.xml
I_b4554638-feab-33b5-b4ad-fb4a2046647b_R/BasicLTI.xml
I_b46d884a-6408-301d-8f91-7c1497ef0117_1_R/BasicLTI.xml
I_b486da75-503c-3240-af48-75b550e4d5f4_R/BasicLTI.xml
I_b49d6b55-8038-370e-b958-d05970a9bc8c_R/BasicLTI.xml
I_b4a704c1-9ed0-3c1b-8372-89bda9c3805a_1_R/BasicLTI.xml
I_b4c01594-40ec-3804-8476-eeac4114abab_R/BasicLTI.xml
I_b4d918ae-3878-3034-b272-b74c991b4918_R/BasicLTI.xml
I_b50757a3-676b-39f0-905f-f01458de0975_1_R/BasicLTI.xml
I_b513aff1-9113-31a3-836a-5bc567a120c1_1_R/BasicLTI.xml
I_b52c1e0c-cfe1-39c6-a6f8-4f3a604824f8_R/BasicLTI.xml
I_b55ef7f8-3fb7-3958-a27c-1ef5d7d7e77a_R/BasicLTI.xml
I_b563a6fb-1ba9-3c26-8327-7ea901443659_1_R/BasicLTI.xml
I_b59bb381-964d-3d3a-a527-135c8eeccb56_1_R/BasicLTI.xml
I_b5c43827-7a7a-3fe1-9149-233e2af6477c_R/BasicLTI.xml
I_b5c73490-0d1f-3a91-be98-921898102ac6_1_R/BasicLTI.xml
I_b5da5076-3934-3263-b140-55ae3b17ab50_1_R/BasicLTI.xml
I_b6027de0-2dce-339e-b17a-a3f2e4e0dc23_1_R/BasicLTI.xml
I_b60fec11-a6cf-31f3-9bc5-3f02146595a4_1_R/BasicLTI.xml
I_b60fec11-a6cf-31f3-9bc5-3f02146595a4_3_R/BasicLTI.xml
I_b60fec11-a6cf-31f3-9bc5-3f02146595a4_5_R/BasicLTI.xml
I_b61a071f-2dc2-3ad4-87da-1d79ea201cbd_1_R/BasicLTI.xml
I_b61a7b37-636b-3908-88ac-022e58476c7c_1_R/BasicLTI.xml
I_b630be75-8322-3b13-9db8-ac166e18afef_R/BasicLTI.xml
I_b643deef-785a-327a-a6f5-e31464885d49_1_R/BasicLTI.xml
I_b67c37e9-1690-330e-8aaf-435f6d3f04d5_1_R/BasicLTI.xml
I_b67e30b4-38e0-39f8-a73c-59d8773e3f63_1_R/BasicLTI.xml
I_b689b72d-6c5c-30ff-8110-99fbcdfb1269_R/BasicLTI.xml
I_b69ce66b-316d-3f56-bb7c-58bd0ad4f3c6_R/BasicLTI.xml
I_b6c9b6c9-fd6c-3df7-ba78-b65c98bcef0a_R/BasicLTI.xml
I_b6cb6244-1aaf-3705-afdb-35c65239bb80_11_R/BasicLTI.xml
I_b6cb6244-1aaf-3705-afdb-35c65239bb80_13_R/BasicLTI.xml
I_b6cb6244-1aaf-3705-afdb-35c65239bb80_1_R/BasicLTI.xml
I_b6cb6244-1aaf-3705-afdb-35c65239bb80_3_R/BasicLTI.xml
I_b6cb6244-1aaf-3705-afdb-35c65239bb80_5_R/BasicLTI.xml
I_b6cb6244-1aaf-3705-afdb-35c65239bb80_7_R/BasicLTI.xml
I_b6cb6244-1aaf-3705-afdb-35c65239bb80_9_R/BasicLTI.xml
I_b6cceb88-86b8-3630-8949-9949f6d07afb_1_R/BasicLTI.xml
I_b6cf9f2f-d840-3f0e-a550-827ded78bb37_1_R/BasicLTI.xml
I_b6e6acf9-782c-39aa-bafa-b30e5677f50a_1_R/BasicLTI.xml
I_b72ae18a-0cd9-3fb9-9d6a-bb981309d8c5_1_R/BasicLTI.xml
I_b72b5143-d2a1-32bc-bd59-190aca783984_1_R/BasicLTI.xml
I_b746a999-ed9d-3f1c-9501-661c3ba4d794_1_R/BasicLTI.xml
I_b75b89cd-ac31-3f13-86a1-9f03874b1954_1_R/BasicLTI.xml
I_b76c92ae-2405-34c3-8ffb-4d1a8412ffea_R/BasicLTI.xml
I_b773ef5d-000e-35dc-8951-a8040a2489ee_1_R/BasicLTI.xml
I_b7794627-58de-3e98-a9a9-b704aa14ee0b_R/BasicLTI.xml
I_b780c39c-aeab-33c1-9c29-b24be50d49d5_R/BasicLTI.xml
I_b7b228ec-512c-3dc0-bddd-5014d7fe0420_1_R/BasicLTI.xml
I_b7b84fea-2a81-3f4b-8e04-022067906ba2_1_R/BasicLTI.xml
I_b7c11c63-6ba3-37b6-8ad5-f5d10efeb4dc_R/BasicLTI.xml
I_b7e1111e-f65e-38d2-8e87-a50579aa7f33_1_R/BasicLTI.xml
I_b7e1111e-f65e-38d2-8e87-a50579aa7f33_3_R/BasicLTI.xml
I_b812c410-9638-3233-9238-472b890262ab_1_R/BasicLTI.xml
I_b81c0429-8166-3b61-80e7-6d0e8eadbeb5_R/BasicLTI.xml
I_b828de20-d9ce-31eb-a60d-085c814eb0ea_R/BasicLTI.xml
I_b831c43a-030d-3ff7-967f-ffe98b60b712_1_R/BasicLTI.xml
I_b8353290-57d4-30c7-99bb-7aed22f0046e_1_R/BasicLTI.xml
I_b83e93e1-830b-3c75-b36a-052364b2c4f0_1_R/BasicLTI.xml
I_b848eeb9-f922-3abc-9d60-f860f97aa371_1_R/BasicLTI.xml
I_b855bbb5-117d-3054-839c-2c314d55dc08_R/BasicLTI.xml
I_b869eb87-4371-32e9-8fa5-08e271e57e83_R/BasicLTI.xml
I_b894d4dc-2697-3fa4-8789-e71d96e1c950_1_R/BasicLTI.xml
I_b8a0e2a4-af07-33a5-ba80-427e1073080e_R/BasicLTI.xml
I_b8b7e3c4-9e8f-362e-9960-26e4294cb4bb_1_R/BasicLTI.xml
I_b8b83a0c-7dee-30a7-bee1-f1f3fefe0302_1_R/BasicLTI.xml
I_b8bbf496-7b89-31e3-86f7-fb1cc3c09f4f_1_R/BasicLTI.xml
I_b8c71615-2b5a-3303-b550-0a766417cb9e_1_R/BasicLTI.xml
I_b8c71615-2b5a-3303-b550-0a766417cb9e_3_R/BasicLTI.xml
I_b8c71615-2b5a-3303-b550-0a766417cb9e_5_R/BasicLTI.xml
I_b9133e37-2c6b-3dcd-a165-6569429ff4bb_1_R/BasicLTI.xml
I_b92f6b9f-f4cc-322c-9187-1579d50dc243_1_R/BasicLTI.xml
I_b94a4312-011a-3a7c-a316-34219c056765_R/BasicLTI.xml
I_b9860f1f-ff12-35a3-8280-963283e11406_R/BasicLTI.xml
I_b9992540-e6e5-3206-a421-96e2aea47f96_1_R/BasicLTI.xml
I_b9a0ec8d-816b-3c9c-9666-26d193176cf3_1_R/BasicLTI.xml
I_b9a6565c-1964-3cc5-9018-cb3062748ab0_R/BasicLTI.xml
I_b9bd3f6e-b6cb-3378-bc0f-7bcb4af89f34_R/BasicLTI.xml
I_b9c13263-d92c-3cb0-bab4-04bce33a8103_R/BasicLTI.xml
I_b9c3fbed-fab0-3dbb-a9b0-e746ee14e703_1_R/BasicLTI.xml
I_ba01485c-8467-33f8-9c63-3bb094745577_R/BasicLTI.xml
I_ba264ba8-2093-30fc-9ef3-9a334f7b491a_R/BasicLTI.xml
I_ba2f2eec-4230-3208-bc72-076fa5627d59_1_R/BasicLTI.xml
I_ba2f2eec-4230-3208-bc72-076fa5627d59_3_R/BasicLTI.xml
I_ba2f2eec-4230-3208-bc72-076fa5627d59_5_R/BasicLTI.xml
I_ba2f2eec-4230-3208-bc72-076fa5627d59_7_R/BasicLTI.xml
I_ba2f2eec-4230-3208-bc72-076fa5627d59_9_R/BasicLTI.xml
I_ba695826-41e7-3437-bc18-523f3a22706e_1_R/BasicLTI.xml
I_ba71e000-e453-34e5-a14e-2371545a52da_R/BasicLTI.xml
I_ba80b491-c322-37ee-9513-b732837371e1_R/BasicLTI.xml
I_ba9960d1-cfba-3cb5-a968-6880658f52d3_R/BasicLTI.xml
I_bab24607-5063-3f22-8f6f-22994d849507_1_R/BasicLTI.xml
I_bad5ba86-6c56-33e6-a223-a12c4a8cdad0_1_R/BasicLTI.xml
I_bae78d24-1677-3d35-b983-65fc4572225e_R/BasicLTI.xml
I_baeb236a-ec24-3427-b8c2-411593e757ec_R/BasicLTI.xml
I_baf7369a-7489-3c79-a97a-5a91583fc00a_11_R/BasicLTI.xml
I_baf7369a-7489-3c79-a97a-5a91583fc00a_13_R/BasicLTI.xml
I_baf7369a-7489-3c79-a97a-5a91583fc00a_1_R/BasicLTI.xml
I_baf7369a-7489-3c79-a97a-5a91583fc00a_3_R/BasicLTI.xml
I_baf7369a-7489-3c79-a97a-5a91583fc00a_5_R/BasicLTI.xml
I_baf7369a-7489-3c79-a97a-5a91583fc00a_7_R/BasicLTI.xml
I_baf7369a-7489-3c79-a97a-5a91583fc00a_9_R/BasicLTI.xml
I_bb076f7e-89a5-3cee-ba38-7169f034338f_1_R/BasicLTI.xml
I_bb23ae9f-b2c4-358c-bcc4-879887aed8dc_1_R/BasicLTI.xml
I_bb361149-7ddc-3b61-8e16-de5e9bab3ada_1_R/BasicLTI.xml
I_bb378098-4cf4-3731-9fb6-5692ccd6b2b9_1_R/BasicLTI.xml
I_bb4cc88d-e7ca-32d3-a817-0ded130aa309_1_R/BasicLTI.xml
I_bb5b54f7-330b-3c5f-829b-c13e061ca568_1_R/BasicLTI.xml
I_bb5d04db-13f6-3ccf-a42d-f58c8b3f7caa_1_R/BasicLTI.xml
I_bb690a35-9b63-3acf-b1fb-7f308ec16e7a_1_R/BasicLTI.xml
I_bb781b42-e75d-3a14-959c-2899dee84fdb_R/BasicLTI.xml
I_bb83bdbe-0c7d-38a0-9a11-256aa5303097_R/BasicLTI.xml
I_bb8ae7e6-d10b-3557-9c9c-43ea43d8e9a7_R/BasicLTI.xml
I_bb93470e-1451-3db4-90d4-9fc608ccd4cb_R/BasicLTI.xml
I_bbc83413-9b9f-32a4-966d-1448ec4ccc5a_R/BasicLTI.xml
I_bc1ebd1b-a167-353a-aac5-6ffe5232f443_1_R/BasicLTI.xml
I_bc42e6a8-9ce3-3406-aa32-6aa03abca4f5_1_R/BasicLTI.xml
I_bc486d91-9622-32bc-af68-e28531db9f0b_R/BasicLTI.xml
I_bc5598f4-056d-31ae-a411-d69700de70a8_1_R/BasicLTI.xml
I_bc9477ef-c519-344a-a277-27ae83badd56_R/BasicLTI.xml
I_bc9f3853-2038-3df0-96cf-d090f34883e7_R/BasicLTI.xml
I_bcd0df2f-4486-3ab5-a26a-d7b7f2f44d62_R/BasicLTI.xml
I_bcdacc52-913c-3645-9526-095639a9d0cf_1_R/BasicLTI.xml
I_bce66c62-ce07-3934-a71c-b3ad5285d7c0_1_R/BasicLTI.xml
I_bce66c62-ce07-3934-a71c-b3ad5285d7c0_3_R/BasicLTI.xml
I_bceb603a-4354-3adf-94c9-855ca69d89aa_1_R/BasicLTI.xml
I_bcf5d70b-801c-3366-8493-a89c685d8c83_1_R/BasicLTI.xml
I_bd13199a-e97e-30b6-8b9f-c7ed2f44fb43_R/BasicLTI.xml
I_bd42ae61-ed8d-3107-b977-e34a93a5d319_1_R/BasicLTI.xml
I_bd58ba6a-df84-378d-86be-4437d2bcea19_R/BasicLTI.xml
I_bd6f2372-9f8e-3543-a73d-18a659aba986_R/BasicLTI.xml
I_bd937855-bb02-39f6-9fd7-0dc4598cd98c_R/BasicLTI.xml
I_bdc6bdea-67ec-3aa2-9785-53d9616f756f_R/BasicLTI.xml
I_bde92012-7a27-3190-a12e-c727edaf407b_1_R/BasicLTI.xml
I_be050b63-fe47-34af-8c88-b51aab93d8f1_R/BasicLTI.xml
I_be1deee6-c77d-33c8-8265-06cebbc9447e_R/BasicLTI.xml
I_be26e21b-4f19-35f2-b5a7-1839d677e3ec_1_R/BasicLTI.xml
I_be45a336-6e11-36f7-847e-4926f2dd67ae_1_R/BasicLTI.xml
I_be45a336-6e11-36f7-847e-4926f2dd67ae_3_R/BasicLTI.xml
I_be546b6d-5411-3678-a78f-a964361629b7_R/BasicLTI.xml
I_be7d48d5-a6df-3354-aaf7-d77f7f628c77_1_R/BasicLTI.xml
I_be8c9d9d-e66e-31b7-919f-d877a5a396e9_R/BasicLTI.xml
I_bea1b631-e9f9-3591-9033-120ead741560_R/BasicLTI.xml
I_bea4642f-676d-3e6c-8be2-08edf2815276_1_R/BasicLTI.xml
I_beae0aa0-c04d-35ba-9cf5-5e3815144124_1_R/BasicLTI.xml
I_bec2c5a6-0f8f-378b-9d96-1fbb1780238e_R/BasicLTI.xml
I_bef4ca47-3ed9-37e2-9b5c-f519e26d30b2_1_R/BasicLTI.xml
I_bf1aff41-677a-3d07-9588-682719aeedb4_R/BasicLTI.xml
I_bf1eaa4b-a7df-35c3-b5d5-9a6a2f80909a_1_R/BasicLTI.xml
I_bf498731-6729-3646-9cef-1707456c7be9_1_R/BasicLTI.xml
I_bf90cfaa-b9ce-384f-be6e-349394bf0f2d_1_R/BasicLTI.xml
I_bf9ac69e-1b9c-385b-a52b-5aecef88e9e6_R/BasicLTI.xml
I_bfbdc171-0e13-375d-9d2b-46d1865ee3e7_1_R/BasicLTI.xml
I_bfbf30f0-a93c-36eb-b1bb-9e2f2037f51d_R/BasicLTI.xml
I_bfc8b729-055c-39ab-a7f8-17b713eb77db_1_R/BasicLTI.xml
I_bff4eaec-4aab-3e12-874e-e1f4e0fe62d9_1_R/BasicLTI.xml
I_c002847b-c86e-3971-8780-fb28b1bc99d2_1_R/BasicLTI.xml
I_c01e8ac2-7c2b-344a-b772-212c26b68cd3_1_R/BasicLTI.xml
I_c01e8ac2-7c2b-344a-b772-212c26b68cd3_3_R/BasicLTI.xml
I_c03c8199-1fd2-347e-86c4-f8f2ca321065_1_R/BasicLTI.xml
I_c045f2be-92af-34b9-8262-a85dd8e0971a_R/BasicLTI.xml
I_c05bd8f9-0271-379f-93d3-9c83774483b2_R/BasicLTI.xml
I_c0627511-f6e2-3b44-9759-90263c8ba0e5_1_R/BasicLTI.xml
I_c06776c3-dbf5-3a79-95b1-f31bd34bebe2_1_R/BasicLTI.xml
I_c0697a9b-c7e3-3752-912a-15dec76abb56_R/BasicLTI.xml
I_c07cd55f-e23b-3595-8689-1dd99be5413e_1_R/BasicLTI.xml
I_c07d0675-5460-3efc-8548-cf56219dfec0_1_R/BasicLTI.xml
I_c087e512-dca2-37c6-8ea1-442e59c87c47_R/BasicLTI.xml
I_c0b12019-1b7e-3ead-a77b-e79df5553f23_R/BasicLTI.xml
I_c0cadfb7-8eed-3aab-8f82-b5c8f1752131_1_R/BasicLTI.xml
I_c0d362c7-195b-359c-8788-cf9f46d9280a_1_R/BasicLTI.xml
I_c0d362c7-195b-359c-8788-cf9f46d9280a_3_R/BasicLTI.xml
I_c0f1b870-55cd-3a4b-b3ed-57c030158495_R/BasicLTI.xml
I_c11631d7-7d89-3135-bcb2-5ac0315ff99c_1_R/BasicLTI.xml
I_c126a285-4340-360d-bab8-94e88fddddd9_R/BasicLTI.xml
I_c143198a-6d00-3a4a-9668-64e32c3adb5a_R/BasicLTI.xml
I_c14cad16-ff16-3aa2-b5e8-a41cbfb6c944_R/BasicLTI.xml
I_c152db63-a14b-3e30-a541-25de631eb654_R/BasicLTI.xml
I_c15bfba4-8427-3c66-adf7-46e82f268efc_1_R/BasicLTI.xml
I_c1bdf6f8-d6bb-3cf2-8395-e4021e1782b0_1_R/BasicLTI.xml
I_c1c87ad5-30f5-3c26-84e4-8b84c812e68e_R/BasicLTI.xml
I_c1f3147e-a982-3100-aa51-ed40fef10245_R/BasicLTI.xml
I_c20fe4dd-33e9-3d35-bade-17d703ed14a1_R/BasicLTI.xml
I_c2289bb3-6dd0-3801-b5b0-6bf9707271a4_1_R/BasicLTI.xml
I_c22edf98-b68c-3527-9f0d-d8cee0ef6ce6_R/BasicLTI.xml
I_c2590b64-7477-3eea-908d-fdd377b64308_1_R/BasicLTI.xml
I_c266c051-77b4-37fe-86da-757a772fb516_1_R/BasicLTI.xml
I_c29acfa9-c85c-3cec-a219-2a2902317525_R/BasicLTI.xml
I_c2d0eba2-2bba-3008-a848-98299286b4ab_R/BasicLTI.xml
I_c2d6b496-c1c5-3508-b9e5-4a1889763314_R/BasicLTI.xml
I_c2d6f04b-58ff-374a-a6ca-0e8e4ded4582_1_R/BasicLTI.xml
I_c30a22e6-1168-3481-b25d-905ec65ab824_1_R/BasicLTI.xml
I_c30a22e6-1168-3481-b25d-905ec65ab824_3_R/BasicLTI.xml
I_c30a22e6-1168-3481-b25d-905ec65ab824_5_R/BasicLTI.xml
I_c32b3f6b-9881-3461-bd8f-2f9fe5cc8c2e_1_R/BasicLTI.xml
I_c32bb1c0-f0c7-3382-9601-2e136b8e0189_1_R/BasicLTI.xml
I_c32bb1c0-f0c7-3382-9601-2e136b8e0189_3_R/BasicLTI.xml
I_c32bb1c0-f0c7-3382-9601-2e136b8e0189_5_R/BasicLTI.xml
I_c33bd982-a69e-386c-86ac-a2406833ae61_11_R/BasicLTI.xml
I_c33bd982-a69e-386c-86ac-a2406833ae61_13_R/BasicLTI.xml
I_c33bd982-a69e-386c-86ac-a2406833ae61_1_R/BasicLTI.xml
I_c33bd982-a69e-386c-86ac-a2406833ae61_3_R/BasicLTI.xml
I_c33bd982-a69e-386c-86ac-a2406833ae61_5_R/BasicLTI.xml
I_c33bd982-a69e-386c-86ac-a2406833ae61_7_R/BasicLTI.xml
I_c33bd982-a69e-386c-86ac-a2406833ae61_9_R/BasicLTI.xml
I_c3434540-8baa-3b3f-b8be-c8ba3e43f85a_1_R/BasicLTI.xml
I_c3479b41-7f15-3744-bfa6-1c0ef7385a3f_1_R/BasicLTI.xml
I_c347c8eb-f518-3076-8c24-2563189245f5_1_R/BasicLTI.xml
I_c36dee38-6614-322b-a25c-9b364c9b5f6b_R/BasicLTI.xml
I_c386eec2-a628-395d-98fa-6a67214eeb06_1_R/BasicLTI.xml
I_c386eec2-a628-395d-98fa-6a67214eeb06_3_R/BasicLTI.xml
I_c386eec2-a628-395d-98fa-6a67214eeb06_5_R/BasicLTI.xml
I_c390edf4-8d10-3e9d-bbcd-04a439fc0a3f_1_R/BasicLTI.xml
I_c39a17c9-ecb4-3cc2-ac34-f743a6bb7dc8_R/BasicLTI.xml
I_c3a09f37-9dce-38ae-af5b-c124f1d52a86_R/BasicLTI.xml
I_c3c2da95-0a44-3fad-8b09-5d675702dc96_1_R/BasicLTI.xml
I_c3c929d8-5b60-3ac5-abab-bc5e8061d0c9_R/BasicLTI.xml
I_c3d1a802-c963-3fb1-9320-a760fa4963d2_R/BasicLTI.xml
I_c3d76fd7-7609-38ef-b2c6-e949a6560c26_R/BasicLTI.xml
I_c3f8638d-bd97-3f1b-ac85-4d0f6deb004d_1_R/BasicLTI.xml
I_c404aa9d-f02a-3361-bf37-40eb053de9b4_R/BasicLTI.xml
I_c4147479-1ae1-3598-a3c4-f5b940275e25_R/BasicLTI.xml
I_c41c6ad1-bb1a-36e8-8680-48404f6c29be_R/BasicLTI.xml
I_c43a9f27-de05-3ab4-b43d-39ddd796590b_R/BasicLTI.xml
I_c43be187-a43b-3668-a683-85ef7df1c7c6_1_R/BasicLTI.xml
I_c46836f3-c969-38f3-960e-64e79d756011_R/BasicLTI.xml
I_c46cb69b-6b57-37c8-a32a-dc9c15980e59_R/BasicLTI.xml
I_c47a2242-7969-3e58-94b1-48abd9b571a4_1_R/BasicLTI.xml
I_c4902442-74cf-34f6-8846-7b2290dbc7f6_R/BasicLTI.xml
I_c49e2660-45fc-380a-8872-89bf75c62012_R/BasicLTI.xml
I_c4a44994-1aea-39c3-85be-b597615135a9_R/BasicLTI.xml
I_c4e867e5-6430-3c29-8bd6-89a499d8acb5_1_R/BasicLTI.xml
I_c4ffceaa-e983-38b2-82dd-2a748d365b40_R/BasicLTI.xml
I_c534a337-20b5-3ad9-9a59-c3f65e9b5a89_R/BasicLTI.xml
I_c540ebff-bd4e-3b4d-bd01-ce09c06dca26_1_R/BasicLTI.xml
I_c5556b72-d552-3c4e-8597-8fdbc4708a84_1_R/BasicLTI.xml
I_c5556b72-d552-3c4e-8597-8fdbc4708a84_3_R/BasicLTI.xml
I_c5556b72-d552-3c4e-8597-8fdbc4708a84_5_R/BasicLTI.xml
I_c55646ac-1693-39e4-867a-e9f101914255_1_R/BasicLTI.xml
I_c55de9a8-7d93-3142-bfdf-3003cb6f98d4_R/BasicLTI.xml
I_c589b118-a10a-361a-85b6-f0e6e2a80856_R/BasicLTI.xml
I_c5a1a3ad-7441-3b4a-8ad4-c283e79f1fdf_R/BasicLTI.xml
I_c5ded50b-a285-3a34-b444-9e4ad2d7852c_R/BasicLTI.xml
I_c5e56dd9-3b37-32fd-92e1-f790280d46ca_1_R/BasicLTI.xml
I_c5f7577c-c10f-33f0-930f-e146800cfc18_1_R/BasicLTI.xml
I_c61086d2-460b-3cdc-a08f-02b0a693b619_1_R/BasicLTI.xml
I_c617f7f9-3d01-372c-8db8-2be5c9c7e809_1_R/BasicLTI.xml
I_c6273479-48bd-36d8-bb71-4a05bdc6db4e_1_R/BasicLTI.xml
I_c655d855-4f51-3e4b-b412-2c823eec6768_1_R/BasicLTI.xml
I_c661f1f7-9ced-3191-9c58-9f6f263f63cb_1_R/BasicLTI.xml
I_c69841cd-404a-3961-9a71-0f796fa71ab4_R/BasicLTI.xml
I_c6a8e902-7cca-3834-a2fc-0d24029833be_1_R/BasicLTI.xml
I_c6b3fe39-7c43-3af9-b23f-cc8a4354f1a7_1_R/BasicLTI.xml
I_c6d840bb-d836-3408-9121-a33defa8a49c_1_R/BasicLTI.xml
I_c6d84472-18a8-3706-96cd-b0a4b330dba7_1_R/BasicLTI.xml
I_c6eb7183-0246-36a2-ba8d-0d09656c94b7_R/BasicLTI.xml
I_c6eddaa7-2081-32f3-863f-20b40ebeff25_R/BasicLTI.xml
I_c6f55fec-d931-3cda-81fa-c3fad097a6dc_1_R/BasicLTI.xml
I_c6f55fec-d931-3cda-81fa-c3fad097a6dc_3_R/BasicLTI.xml
I_c6f55fec-d931-3cda-81fa-c3fad097a6dc_5_R/BasicLTI.xml
I_c6f99516-c243-3adf-bd77-877562ee1cd4_R/BasicLTI.xml
I_c6f9a1e0-e593-34d2-b636-89762cb16e5a_R/BasicLTI.xml
I_c71284cf-e475-3735-bba4-1307cd9e08e4_R/BasicLTI.xml
I_c7316ec3-dde6-304b-aa64-432a3f36a148_1_R/BasicLTI.xml
I_c7316ec3-dde6-304b-aa64-432a3f36a148_3_R/BasicLTI.xml
I_c733bffe-a54f-3e8c-9b55-a395b4cefad1_1_R/BasicLTI.xml
I_c77bbc41-0aab-30a1-9ba2-4fa260a5a9a0_1_R/BasicLTI.xml
I_c785c085-8a12-3f5f-b99a-ddf2f50cb38b_1_R/BasicLTI.xml
I_c7aa21f4-2078-3f0e-ad90-89842b4599af_R/BasicLTI.xml
I_c7ac3441-bdad-32dd-8402-f38d9c482931_1_R/BasicLTI.xml
I_c7ac3441-bdad-32dd-8402-f38d9c482931_3_R/BasicLTI.xml
I_c7afe98c-34aa-38af-9b16-eb6aa508c6c5_1_R/BasicLTI.xml
I_c7be4ff6-f9a1-340c-a8da-bba59c2ac4c6_1_R/BasicLTI.xml
I_c7c04a68-33f7-3c22-aa48-c6829ad8162c_R/BasicLTI.xml
I_c7c5c088-a84b-3e30-b752-9e322748bb0b_1_R/BasicLTI.xml
I_c7d22e9f-5268-3745-b187-e1da917d7760_1_R/BasicLTI.xml
I_c7f015ed-fee9-329e-bc98-83f8bf47c152_1_R/BasicLTI.xml
I_c7f95cc1-16c9-395e-8b9a-588c1ba67e26_R/BasicLTI.xml
I_c80a2bf8-e40d-34f0-bc9c-58ccb337c3da_1_R/BasicLTI.xml
I_c8240f0f-506e-3dd5-8b83-3995915b19d5_1_R/BasicLTI.xml
I_c84b66a0-4479-345a-81bb-e5c5e848efde_1_R/BasicLTI.xml
I_c85c06a2-2815-3e55-a13c-6d015053ac99_R/BasicLTI.xml
I_c865ebf7-058d-33be-9d30-122488160b0d_1_R/BasicLTI.xml
I_c865ebf7-058d-33be-9d30-122488160b0d_R/BasicLTI.xml
I_c8780473-2750-3aac-bd70-1ff2a3449c16_R/BasicLTI.xml
I_c892994d-de30-393f-8b27-fae476e47e9a_1_R/BasicLTI.xml
I_c898077e-98ea-33e7-a538-5426dcb4ef87_R/BasicLTI.xml
I_c8c1be9e-6d69-39fe-a5ed-3263b9ac6a8c_1_R/BasicLTI.xml
I_c8d700e1-cc43-3673-a2be-2acb06f81c4a_1_R/BasicLTI.xml
I_c8ddf226-c05a-3c80-a847-2868bb918e3a_1_R/BasicLTI.xml
I_c93e2743-6190-33c8-ab42-fb9a1033c188_R/BasicLTI.xml
I_c974c193-7f7b-33c3-8eb8-cefe2d57cb1b_R/BasicLTI.xml
I_c9763507-9c0d-3a1b-9739-db7b4ff948c5_1_R/BasicLTI.xml
I_c977328f-dd97-3716-9619-cdf474d0e27b_1_R/BasicLTI.xml
I_c98105f7-f3f2-33dd-b73a-94a7216ad198_1_R/BasicLTI.xml
I_c98ebe95-f72f-3561-8882-c0e4311ce841_1_R/BasicLTI.xml
I_c99607c0-6b75-3321-8cfc-a287d90c0b75_1_R/BasicLTI.xml
I_c9c949a1-81f3-33b8-bd82-00bf301edad2_R/BasicLTI.xml
I_c9e26639-2598-3dc5-8f94-d3619036d693_1_R/BasicLTI.xml
I_c9ed3af5-57cf-3da7-b8de-37a7f13649ad_R/BasicLTI.xml
I_ca0b3e6f-02ab-3b48-847e-678888384245_1_R/BasicLTI.xml
I_ca3de527-bd29-34fa-892a-f46a6f44b593_1_R/BasicLTI.xml
I_ca5a8481-d201-3d35-9637-a0a3c1722dad_1_R/BasicLTI.xml
I_ca5cdd5a-ebb0-320b-9d26-96e4ed14c48e_R/BasicLTI.xml
I_ca640602-365d-3bf2-9072-4894badf780d_R/BasicLTI.xml
I_ca87be6d-588d-37d3-a4f9-1a04bd0c40cb_R/BasicLTI.xml
I_ca93074a-23ef-385b-a363-7f6077fdc29c_1_R/BasicLTI.xml
I_ca9e286e-0b22-320b-8704-13fddd7b4207_R/BasicLTI.xml
I_ca9eab21-2b30-32de-bd35-599cf362dc40_R/BasicLTI.xml
I_caac3201-cfee-3d8d-b0b7-819fd4b5c223_R/BasicLTI.xml
I_cabfee3e-f085-3e65-8ee7-ccb6ae8f5e7a_1_R/BasicLTI.xml
I_caf5c9e2-ead1-34b1-8f3b-1ada3771df78_1_R/BasicLTI.xml
I_caf5c9e2-ead1-34b1-8f3b-1ada3771df78_3_R/BasicLTI.xml
I_cb487494-5b54-3f1c-b9d4-85aad0e022b1_R/BasicLTI.xml
I_cb67f1d0-b9df-3e93-9938-8413a3eda674_1_R/BasicLTI.xml
I_cb693b8a-70ab-3b1e-9afd-16c74e2ebfbf_R/BasicLTI.xml
I_cb6f3da7-bc10-3935-a082-fd26f1fca115_R/BasicLTI.xml
I_cb6f62e4-3958-3a58-aa0c-11e16ebc83cf_R/BasicLTI.xml
I_cb930f86-6aee-34fe-9a33-5188266f36fb_1_R/BasicLTI.xml
I_cb930f86-6aee-34fe-9a33-5188266f36fb_3_R/BasicLTI.xml
I_cb93cdf3-7f15-387e-a4ff-60d6e718513a_R/BasicLTI.xml
I_cba865ee-90e1-3dfd-9146-6cc846feaeeb_1_R/BasicLTI.xml
I_cba9983d-536e-3ea2-9771-6e9104f0e455_R/BasicLTI.xml
I_cbbe4ea4-5da7-33ce-b6aa-e245622f0983_1_R/BasicLTI.xml
I_cbce1b42-8df6-306b-9306-8b5404db0a02_1_R/BasicLTI.xml
I_cbd01106-d886-3f5b-b8d6-b0f24c458ddb_1_R/BasicLTI.xml
I_cbfbc1c5-aaf5-3b4e-a92d-1b1a97a9528f_R/BasicLTI.xml
I_cc05fc3c-50f2-395a-89f1-6cb7014ba409_R/BasicLTI.xml
I_cc56c13b-505d-3597-a303-7d07ca56bb2a_1_R/BasicLTI.xml
I_cc9184b2-e237-3af4-9218-2dc6acfdf806_1_R/BasicLTI.xml
I_cc9725a4-88b2-3f07-b44b-f87583f2ce78_1_R/BasicLTI.xml
I_cc979ded-9aeb-3c4c-b0e4-c51ad1b1b113_R/BasicLTI.xml
I_ccafba37-eb1d-363a-b1d3-f8890c9cfc69_1_R/BasicLTI.xml
I_ccbb2dea-88d5-3751-ab55-09cef996271a_1_R/BasicLTI.xml
I_ccc17761-1e81-3324-8131-486defa76224_1_R/BasicLTI.xml
I_ccc42502-4e23-3b8a-9af9-6809d5b085a5_1_R/BasicLTI.xml
I_cccec990-6109-3b49-b196-e3867b081ab1_1_R/BasicLTI.xml
I_ccef2b95-7124-36a6-8f58-7c9fb7ea4f06_R/BasicLTI.xml
I_ccfbadf4-b453-3da9-97ad-59c6abba52b0_1_R/BasicLTI.xml
I_cd0a118b-2be2-3b88-ac28-c27071470080_1_R/BasicLTI.xml
I_cd0a118b-2be2-3b88-ac28-c27071470080_3_R/BasicLTI.xml
I_cd11f0c8-7956-388a-86a4-8a3ed7d5afad_1_R/BasicLTI.xml
I_cd1802e3-3169-370d-b552-463a69e16382_R/BasicLTI.xml
I_cd3b151b-6a29-3e93-8d04-1342ddb16f60_R/BasicLTI.xml
I_cd3be67f-fb85-32c0-97ec-d978cbdac8b3_R/BasicLTI.xml
I_cd61eefe-5d82-3dbf-b5df-d233c8472d2f_1_R/BasicLTI.xml
I_cd7a8de2-86ef-3d93-ae9e-f3b1e0031f22_1_R/BasicLTI.xml
I_cd7a8de2-86ef-3d93-ae9e-f3b1e0031f22_2_R/BasicLTI.xml
I_cd7a8de2-86ef-3d93-ae9e-f3b1e0031f22_R/BasicLTI.xml
I_cd7ee86f-741d-3ecf-bfd2-6abaf2b98523_1_R/BasicLTI.xml
I_cd94a1bd-77a5-3138-92d1-89a74ea6eb99_1_R/BasicLTI.xml
I_cdd2413a-a29f-3eef-bb17-08f643351207_R/BasicLTI.xml
I_cdd43ada-1887-38d9-89d6-6c80bf3bfc95_1_R/BasicLTI.xml
I_cdd43ada-1887-38d9-89d6-6c80bf3bfc95_3_R/BasicLTI.xml
I_cddc6016-40a6-3a3a-97ff-acad7d5f1a51_R/BasicLTI.xml
I_cdf274ef-385e-3f36-b1bb-75390c496394_1_R/BasicLTI.xml
I_cdfa3f61-3ef7-37c2-b700-2f4f3c1a2849_R/BasicLTI.xml
I_cdfe4cb2-424f-3c33-b16c-3512bddd9c89_R/BasicLTI.xml
I_ce001052-f052-38c2-bb37-bda849041fb8_R/BasicLTI.xml
I_ce1ded85-a6cf-3409-a016-26f22dbb5035_R/BasicLTI.xml
I_ce28659d-8829-3457-a060-224c4908f1b9_1_R/BasicLTI.xml
I_ce304264-0350-39a9-8f1d-b3e86b9c9820_1_R/BasicLTI.xml
I_ce4ac963-4a99-3fe6-9df0-28de0bc51890_R/BasicLTI.xml
I_ce595a56-b26f-3772-ab28-468a550cb230_1_R/BasicLTI.xml
I_ce5d285c-e872-3da6-a881-ee92bb004ee1_R/BasicLTI.xml
I_ce62d889-fa66-37ee-9f91-7a581c652658_1_R/BasicLTI.xml
I_ce6580f4-8994-3a34-9ce3-5208f4192dd6_1_R/BasicLTI.xml
I_ce99f68a-ada0-35ed-8e5a-88837137ce95_R/BasicLTI.xml
I_cecd20f3-35e4-3a11-9fe7-d929e56a72e2_1_R/BasicLTI.xml
I_ced5b66f-b67f-3ecc-8896-aa7b0361e58c_1_R/BasicLTI.xml
I_cedfeac4-caab-32cf-a7d2-f3d36d052985_R/BasicLTI.xml
I_ceedad1d-2f81-3111-b0a5-68bae26e0397_R/BasicLTI.xml
I_cefaf7e4-e4aa-336c-b250-1ab0c1a3598a_1_R/BasicLTI.xml
I_cf17a8e3-2aa1-362f-b156-c7ce03d84af0_1_R/BasicLTI.xml
I_cf17a8e3-2aa1-362f-b156-c7ce03d84af0_3_R/BasicLTI.xml
I_cf17a8e3-2aa1-362f-b156-c7ce03d84af0_5_R/BasicLTI.xml
I_cf17a8e3-2aa1-362f-b156-c7ce03d84af0_7_R/BasicLTI.xml
I_cf17a8e3-2aa1-362f-b156-c7ce03d84af0_9_R/BasicLTI.xml
I_cf4863bf-47d9-3367-bfd7-31b6a9857d33_R/BasicLTI.xml
I_cf554010-d3e2-3d1d-878d-3edf73f6dc02_R/BasicLTI.xml
I_cf5a0038-6e0f-3e9f-be1e-41793518e617_1_R/BasicLTI.xml
I_cf5a0038-6e0f-3e9f-be1e-41793518e617_3_R/BasicLTI.xml
I_cf5a0038-6e0f-3e9f-be1e-41793518e617_5_R/BasicLTI.xml
I_cf6acfa6-3f90-3567-b931-483a962700ee_1_R/BasicLTI.xml
I_cf6acfa6-3f90-3567-b931-483a962700ee_3_R/BasicLTI.xml
I_cf73c6df-d799-3108-bdfd-05a9ebd2cc29_R/BasicLTI.xml
I_cf94f843-939f-30fe-a2f2-de7e00a5a7db_R/BasicLTI.xml
I_cfa35b17-9945-30e6-ab61-f4e8bcf100a3_1_R/BasicLTI.xml
I_cfbe9aa9-ad61-3373-ad40-5157d08bf61f_R/BasicLTI.xml
I_cfd0b21f-114e-3b33-95cb-17a5d34843b1_1_R/BasicLTI.xml
I_cfdd719d-3ddd-361f-a86a-056c2ebdf9a4_1_R/BasicLTI.xml
I_cfeecf8b-8221-32a4-ab5d-405264f841b4_1_R/BasicLTI.xml
I_cfffbe5f-1ec1-35c8-84a6-64a5c8d9acc9_R/BasicLTI.xml
I_d023920e-c69b-377d-a49b-66a99d183c58_1_R/BasicLTI.xml
I_d023920e-c69b-377d-a49b-66a99d183c58_3_R/BasicLTI.xml
I_d03abc0a-8485-3db4-9176-900672c1b3c1_R/BasicLTI.xml
I_d04a2012-af2b-3b50-ab55-f02882df304e_R/BasicLTI.xml
I_d0d612a8-8f94-35a6-8eb2-9c3fe1ffdbea_1_R/BasicLTI.xml
I_d0f27e38-19e3-3922-b191-72b824c766c0_1_R/BasicLTI.xml
I_d0f3dd43-6304-3eb1-811a-9408abd7b427_1_R/BasicLTI.xml
I_d1139cd6-5c33-3b16-8319-57660beb8e68_R/BasicLTI.xml
I_d121ab78-0216-3635-9352-aecce173e542_R/BasicLTI.xml
I_d12e753a-8505-3551-a930-33a492fe240e_1_R/BasicLTI.xml
I_d13364c0-b5b8-356d-b76d-8fe33bbed785_1_R/BasicLTI.xml
I_d14599ac-7a2d-37df-b2b8-c583f2f914c9_1_R/BasicLTI.xml
I_d17ef4a2-ebd3-39ef-b804-44354ef91b62_1_R/BasicLTI.xml
I_d17ef4a2-ebd3-39ef-b804-44354ef91b62_3_R/BasicLTI.xml
I_d17ef4a2-ebd3-39ef-b804-44354ef91b62_5_R/BasicLTI.xml
I_d18ef643-3025-34b0-9266-c24f42e773ab_R/BasicLTI.xml
I_d1995674-e88b-3f09-9b93-7b1b00c25324_R/BasicLTI.xml
I_d1adff59-53b0-3629-821f-990f5a1703b9_1_R/BasicLTI.xml
I_d1dbbac9-4094-3ca2-a697-095676bf0cfd_1_R/BasicLTI.xml
I_d1e27dc8-a7fc-3dc4-8c7a-f09a38ca3601_1_R/BasicLTI.xml
I_d1eff263-4ca8-35d0-9cb6-50aec0888a05_1_R/BasicLTI.xml
I_d1eff263-4ca8-35d0-9cb6-50aec0888a05_3_R/BasicLTI.xml
I_d20654c7-b346-33b0-8d1d-c00dfc5ae301_R/BasicLTI.xml
I_d2098585-1ce4-3b97-aaea-4ae07540c7b7_1_R/BasicLTI.xml
I_d2379c40-b322-3aca-a222-487675f736bf_1_R/BasicLTI.xml
I_d23dec36-6154-377d-b2a2-d69cf91eed70_1_R/BasicLTI.xml
I_d25d8192-681b-3b26-8378-e368e1de32d9_1_R/BasicLTI.xml
I_d25d8192-681b-3b26-8378-e368e1de32d9_3_R/BasicLTI.xml
I_d25d8192-681b-3b26-8378-e368e1de32d9_5_R/BasicLTI.xml
I_d25d8192-681b-3b26-8378-e368e1de32d9_7_R/BasicLTI.xml
I_d25d8192-681b-3b26-8378-e368e1de32d9_9_R/BasicLTI.xml
I_d2933997-fd45-3f08-b25e-1630597a119b_1_R/BasicLTI.xml
I_d2a73d35-f983-3fcb-8b18-70d1c4d26743_1_R/BasicLTI.xml
I_d2cd12f8-8200-3f48-b30c-b546a3e8c0b5_R/BasicLTI.xml
I_d2e49780-cabc-34d1-b8fb-31ae171c5213_1_R/BasicLTI.xml
I_d2e7bb39-3ef5-3d66-8b1d-88d3fb6ae441_1_R/BasicLTI.xml
I_d2f1e67a-f45f-3bab-a829-02c1c62c866f_1_R/BasicLTI.xml
I_d2f1e67a-f45f-3bab-a829-02c1c62c866f_3_R/BasicLTI.xml
I_d2f970f1-b49e-3b10-b55f-71589636046e_R/BasicLTI.xml
I_d3123157-8a63-3845-a4ca-45481d95fded_1_R/BasicLTI.xml
I_d38b9eb6-e325-3883-b360-3e7bc6e41bd9_1_R/BasicLTI.xml
I_d3a2a04a-bd44-3dab-939c-b1ee35465e89_1_R/BasicLTI.xml
I_d3ae9609-00fc-3dcf-acce-ec3c111da190_1_R/BasicLTI.xml
I_d3b173cb-92d1-3086-ace8-3a7a190c292b_1_R/BasicLTI.xml
I_d3d131de-a159-3434-b671-6d871d5e78b6_R/BasicLTI.xml
I_d3df2e0b-d98e-3275-a053-552f48d09179_1_R/BasicLTI.xml
I_d3df2e0b-d98e-3275-a053-552f48d09179_3_R/BasicLTI.xml
I_d3df2e0b-d98e-3275-a053-552f48d09179_5_R/BasicLTI.xml
I_d3fe1eb6-10e7-300d-9a5a-5db85e16863b_1_R/BasicLTI.xml
I_d400dfac-3f90-3ea5-a10e-48080dbdc603_R/BasicLTI.xml
I_d440ebc4-a818-359d-8069-4860a3c1917d_R/BasicLTI.xml
I_d44a3668-90f5-3b9d-bdb3-806eca989758_1_R/BasicLTI.xml
I_d44b2315-f5da-3b0e-b540-4ae404b09eda_R/BasicLTI.xml
I_d45a4c0f-9fb9-384b-891c-56432a7bfd6c_R/BasicLTI.xml
I_d45a9862-6b86-3e53-9d2c-8896217abca7_1_R/BasicLTI.xml
I_d4698d5e-96e6-3c7c-8fad-1140b986ac0f_1_R/BasicLTI.xml
I_d46ce2ff-d0c0-3b94-8f60-ec23ded7c10c_1_R/BasicLTI.xml
I_d4b0d1f6-7d25-3b51-956d-983d3d9b3f78_1_R/BasicLTI.xml
I_d4baf5fd-d5de-30be-a100-61f9881ad6b1_R/BasicLTI.xml
I_d4e393fc-6960-3cbb-bffd-cb4144db8ff5_1_R/BasicLTI.xml
I_d4efba3c-477a-30d6-b79b-06ea2039e7d7_1_R/BasicLTI.xml
I_d4f15716-dfcc-3a01-bc22-b0a76368a415_1_R/BasicLTI.xml
I_d4f15716-dfcc-3a01-bc22-b0a76368a415_3_R/BasicLTI.xml
I_d4f15716-dfcc-3a01-bc22-b0a76368a415_5_R/BasicLTI.xml
I_d5084a9c-0598-39a3-82f7-c769bf1f3c9f_1_R/BasicLTI.xml
I_d5245f8b-5691-349c-881c-ff395cce219f_R/BasicLTI.xml
I_d52cf795-388f-34d0-85d4-ac2711475610_R/BasicLTI.xml
I_d52eb8e9-51fb-3dff-8e68-32c24cb2944c_R/BasicLTI.xml
I_d52f891e-f750-321a-8bcb-d4ebbabb45ff_R/BasicLTI.xml
I_d5465ecf-c705-341f-8995-391b84dab685_R/BasicLTI.xml
I_d5600156-7e29-3399-81cb-b84d06cab5c3_R/BasicLTI.xml
I_d57053f9-6e0f-3fbd-b7f9-06696aea057c_R/BasicLTI.xml
I_d58ed684-a1cb-31cd-8596-c48189c00ba7_1_R/BasicLTI.xml
I_d58f87ca-cd5e-3b09-846f-84e89353a3e0_R/BasicLTI.xml
I_d59cdda3-386e-39c0-8de1-8ebe1d0b5cd0_R/BasicLTI.xml
I_d5b2a6c6-c0a1-3ca1-9200-f06ef61d7c45_R/BasicLTI.xml
I_d5cd7478-6c48-3d02-a3ea-d62f090ef56d_1_R/BasicLTI.xml
I_d5d18f6c-258e-318f-a42f-44ef6f130122_R/BasicLTI.xml
I_d5d586bf-855c-36a2-8a69-3df977286bb1_R/BasicLTI.xml
I_d5d5ac2f-92d5-33b5-9b3d-eaa1409f91a6_1_R/BasicLTI.xml
I_d5d5ac2f-92d5-33b5-9b3d-eaa1409f91a6_3_R/BasicLTI.xml
I_d5d5ac2f-92d5-33b5-9b3d-eaa1409f91a6_5_R/BasicLTI.xml
I_d5d99d4d-0335-30ab-8e55-aa590ff2978a_1_R/BasicLTI.xml
I_d5d99d4d-0335-30ab-8e55-aa590ff2978a_3_R/BasicLTI.xml
I_d5e6c0ac-9e88-3e8a-91f8-a106d9682df6_1_R/BasicLTI.xml
I_d5ebd541-42b3-372c-9e5c-653a69795ca4_1_R/BasicLTI.xml
I_d628ee23-3e13-3eee-b5dd-a95b9a93064c_1_R/BasicLTI.xml
I_d628ee23-3e13-3eee-b5dd-a95b9a93064c_3_R/BasicLTI.xml
I_d6639a07-d2ad-3100-988c-a47dfd56b87e_R/BasicLTI.xml
I_d680fe44-c0c2-3ca7-be0d-1bccfbcfc9f8_R/BasicLTI.xml
I_d6dc0fa1-0747-34ee-8924-6bf851e5a424_R/BasicLTI.xml
I_d6e8a027-6a96-3699-9db0-349554e2c4d7_1_R/BasicLTI.xml
I_d6ea7326-b240-3c56-8cce-52b56dd73fcf_R/BasicLTI.xml
I_d70ab03a-39f1-3bcd-9784-3baca9c0f90d_1_R/BasicLTI.xml
I_d71233be-9b3a-39cc-988c-4e2d4e7ba985_R/BasicLTI.xml
I_d73237fc-7ef6-3e85-99e6-b0a59a17f590_1_R/BasicLTI.xml
I_d7325ccc-45f2-33fb-94a5-b4cb510ea6b8_1_R/BasicLTI.xml
I_d74410bd-e661-33ad-92c5-a4303b81cfc7_1_R/BasicLTI.xml
I_d74410bd-e661-33ad-92c5-a4303b81cfc7_3_R/BasicLTI.xml
I_d770d10c-7a75-3862-b095-34c776fe7b08_1_R/BasicLTI.xml
I_d770d10c-7a75-3862-b095-34c776fe7b08_3_R/BasicLTI.xml
I_d7727435-3309-3755-9954-95dbd67c6d5e_1_R/BasicLTI.xml
I_d7812c40-bf2c-351c-8e46-6b661e65e609_1_R/BasicLTI.xml
I_d7812c40-bf2c-351c-8e46-6b661e65e609_3_R/BasicLTI.xml
I_d7878fe2-3de5-3a94-b8a7-7a3a42707b82_1_R/BasicLTI.xml
I_d79034a3-6052-3bab-9d23-8dcf6ce9c9e4_1_R/BasicLTI.xml
I_d79034a3-6052-3bab-9d23-8dcf6ce9c9e4_3_R/BasicLTI.xml
I_d79034a3-6052-3bab-9d23-8dcf6ce9c9e4_5_R/BasicLTI.xml
I_d79095f3-986f-3f05-86c1-6f370d606b5b_1_R/BasicLTI.xml
I_d7bdf77f-6923-3a95-b90c-44157131766e_R/BasicLTI.xml
I_d7cd66ce-79c9-377a-b31b-ae6df5fc113b_R/BasicLTI.xml
I_d7ee5ca2-7383-3d5d-a4ab-88f7a39634b8_1_R/BasicLTI.xml
I_d8022aba-51e4-37da-834e-83a38f850466_R/BasicLTI.xml
I_d80615b9-4184-3a31-bd9b-11d8b5699ad3_R/BasicLTI.xml
I_d806dc19-c67b-3f18-b8d1-89f297c73fb6_R/BasicLTI.xml
I_d8119dbf-26b8-3211-be8f-73b704afd85f_R/BasicLTI.xml
I_d834e3d9-11df-375d-9e8c-17f2a9d59670_1_R/BasicLTI.xml
I_d83f91e6-41d7-3a67-ad5a-741bccb9c222_1_R/BasicLTI.xml
I_d8529083-9dbc-3471-bec0-80af94e5fbcf_1_R/BasicLTI.xml
I_d8548a6a-4647-36ca-9a36-1de5c52937d4_1_R/BasicLTI.xml
I_d879801b-1b75-3799-867f-a4f0b24ee315_R/BasicLTI.xml
I_d8842121-1a13-3d4b-b4b3-b14645591cce_R/BasicLTI.xml
I_d88a32e4-88ad-3081-828f-9f253ab90667_R/BasicLTI.xml
I_d89a5886-804f-3946-a120-2a9e38ac36cd_1_R/BasicLTI.xml
I_d89adefa-5b88-3316-bfe6-2453643194d2_1_R/BasicLTI.xml
I_d89adefa-5b88-3316-bfe6-2453643194d2_3_R/BasicLTI.xml
I_d89adefa-5b88-3316-bfe6-2453643194d2_5_R/BasicLTI.xml
I_d89adefa-5b88-3316-bfe6-2453643194d2_7_R/BasicLTI.xml
I_d89adefa-5b88-3316-bfe6-2453643194d2_9_R/BasicLTI.xml
I_d8ab8cf4-85a4-344e-b930-f0c5813f1e72_1_R/BasicLTI.xml
I_d8b296cd-6678-3f2b-afd0-773da2edb41c_1_R/BasicLTI.xml
I_d8e2f3fd-7d26-30be-ae10-0c4703c5542b_1_R/BasicLTI.xml
I_d906d391-7672-3cfc-927a-4f5464a0d146_R/BasicLTI.xml
I_d90ab20c-2f1e-3891-97eb-651100140815_1_R/BasicLTI.xml
I_d947cb7b-4e3c-387d-be78-ca0c7b42f01f_R/BasicLTI.xml
I_d96b3b25-f45c-3f93-a067-8efa4b713e99_R/BasicLTI.xml
I_d997024d-c28f-3375-a005-df7a8502fc7b_R/BasicLTI.xml
I_d9bf393c-611b-3459-b562-1aacaa69c416_1_R/BasicLTI.xml
I_d9bf393c-611b-3459-b562-1aacaa69c416_3_R/BasicLTI.xml
I_d9bf393c-611b-3459-b562-1aacaa69c416_5_R/BasicLTI.xml
I_d9bf7a00-95bb-32fb-b66a-5f684855ed50_1_R/BasicLTI.xml
I_d9bf7a00-95bb-32fb-b66a-5f684855ed50_3_R/BasicLTI.xml
I_d9bf7a00-95bb-32fb-b66a-5f684855ed50_5_R/BasicLTI.xml
I_d9bf7a00-95bb-32fb-b66a-5f684855ed50_7_R/BasicLTI.xml
I_d9bf7a00-95bb-32fb-b66a-5f684855ed50_9_R/BasicLTI.xml
I_d9ca33b8-5fea-35b8-808f-70afeca5b372_1_R/BasicLTI.xml
I_da042a41-aa55-34f5-a8af-eddd4dad66d8_R/BasicLTI.xml
I_da051fb1-2119-3ce4-b732-a5ddb3cf84f4_1_R/BasicLTI.xml
I_da39b25e-1e6a-338b-96c6-2c941648ae4c_1_R/BasicLTI.xml
I_da39b25e-1e6a-338b-96c6-2c941648ae4c_3_R/BasicLTI.xml
I_da39b25e-1e6a-338b-96c6-2c941648ae4c_5_R/BasicLTI.xml
I_da60e922-41cb-39c4-abca-838e85c28bf8_R/BasicLTI.xml
I_da77afb2-4523-3a37-81a8-22d617a9af32_R/BasicLTI.xml
I_da7889c8-92cb-317e-9265-243cb0c8632a_1_R/BasicLTI.xml
I_da88eedf-a460-3ae9-ab0f-aa48e39bdf24_R/BasicLTI.xml
I_da98844f-8d9d-3a87-850a-957177f7a98b_1_R/BasicLTI.xml
I_dab14412-5026-31b2-a950-9449156a55e4_1_R/BasicLTI.xml
I_dab62c83-d357-3273-b4b1-cd6f454517a8_1_R/BasicLTI.xml
I_dab62c83-d357-3273-b4b1-cd6f454517a8_3_R/BasicLTI.xml
I_dab62c83-d357-3273-b4b1-cd6f454517a8_5_R/BasicLTI.xml
I_dae4edbd-f871-3665-a1d8-a00d184391ee_1_R/BasicLTI.xml
I_daec0b2a-7ceb-3cd2-bab8-e4328347c42d_1_R/BasicLTI.xml
I_dafa2448-57fd-3874-a463-e805ad87f3f3_R/BasicLTI.xml
I_db01df37-3c1e-3afe-ab88-3f7112767c20_R/BasicLTI.xml
I_db055628-819f-381c-8102-bd30ed1ea75d_1_R/BasicLTI.xml
I_db1e647a-7bd2-3425-874b-7c5da6b378eb_1_R/BasicLTI.xml
I_db61b28e-5ab8-3690-b5c2-5fa27c7096a1_1_R/BasicLTI.xml
I_db61b28e-5ab8-3690-b5c2-5fa27c7096a1_3_R/BasicLTI.xml
I_db61b28e-5ab8-3690-b5c2-5fa27c7096a1_5_R/BasicLTI.xml
I_db6999a7-3acd-3a3b-9062-e395e79f52ae_1_R/BasicLTI.xml
I_db6abdc5-fda0-38cd-a44d-43ee682770d3_1_R/BasicLTI.xml
I_db7149e8-e4e2-340a-960e-0c11d89bbc26_1_R/BasicLTI.xml
I_db7d9a3e-7b07-3e43-a0b9-6abcef1a49e3_R/BasicLTI.xml
I_db80d095-0c6e-3827-a767-d1a7c0e12a06_1_R/BasicLTI.xml
I_db845100-0226-30bc-88b2-9df3ade4603f_1_R/BasicLTI.xml
I_db9cd8f3-3c57-3cbc-9409-39f3db260864_R/BasicLTI.xml
I_db9f0097-739a-35e5-b2f6-d4cc83d88a2d_R/BasicLTI.xml
I_dba33e29-12cf-333b-9294-282361aed237_R/BasicLTI.xml
I_dbb30fef-8cc8-3e9a-a098-359267b24034_1_R/BasicLTI.xml
I_dbb30fef-8cc8-3e9a-a098-359267b24034_3_R/BasicLTI.xml
I_dbb30fef-8cc8-3e9a-a098-359267b24034_5_R/BasicLTI.xml
I_dbba5c0d-a358-3662-a236-0df29de8c111_1_R/BasicLTI.xml
I_dbcaa6f4-50f7-3075-a809-f31ace9b0789_1_R/BasicLTI.xml
I_dbcd6b78-55ee-3bd8-97a8-6625c4b0af7b_1_R/BasicLTI.xml
I_dbcf58bf-9ab3-3712-91a6-a8247182ed9d_R/BasicLTI.xml
I_dbd6d863-a158-3a27-88b0-d4d318823de7_1_R/BasicLTI.xml
I_dbdb8b64-e876-384b-b46a-8bb11a70b8b9_R/BasicLTI.xml
I_dc017401-a9f8-3fe4-aafd-8d84d95068cf_R/BasicLTI.xml
I_dc1e8aca-7943-330f-8703-1d6df9c42b43_R/BasicLTI.xml
I_dc23ab0f-7674-3c1a-ad7f-5b16cf2aefd5_1_R/BasicLTI.xml
I_dc388857-c8ef-3ce2-8047-451b9c746b25_R/BasicLTI.xml
I_dc3c2019-b20c-3a57-87f6-97ace8d64046_R/BasicLTI.xml
I_dc501057-5d3a-3dbd-9b25-8aa7969a6ba0_1_R/BasicLTI.xml
I_dc501057-5d3a-3dbd-9b25-8aa7969a6ba0_3_R/BasicLTI.xml
I_dc501057-5d3a-3dbd-9b25-8aa7969a6ba0_5_R/BasicLTI.xml
I_dc53495d-99b3-3fc6-910e-f77ae369529d_R/BasicLTI.xml
I_dc571f8b-c323-366a-932c-99e1563e7c05_R/BasicLTI.xml
I_dc6672b9-2126-3e93-94ce-f2857e4dabff_1_R/BasicLTI.xml
I_dc754f14-1d4f-3028-bd46-f5a0991d578a_R/BasicLTI.xml
I_dc89f525-3736-37c7-af41-97a024eb1507_1_R/BasicLTI.xml
I_dc93a542-180d-3da3-922a-6181214b0d19_R/BasicLTI.xml
I_dcb3c012-3304-3a12-a31a-bf3443856472_R/BasicLTI.xml
I_dcc9a919-e733-3835-b4ca-eeaf0e437f31_1_R/BasicLTI.xml
I_dcda37ba-0103-36e3-9484-9a42572a2721_1_R/BasicLTI.xml
I_dcdeefb1-983a-39e3-aa24-19141b59504e_1_R/BasicLTI.xml
I_dce7216d-551b-3194-8148-d64a738567b7_R/BasicLTI.xml
I_dceea12d-7bad-3c8d-b285-3fe5c1688a58_1_R/BasicLTI.xml
I_dceea12d-7bad-3c8d-b285-3fe5c1688a58_3_R/BasicLTI.xml
I_dd09d105-193e-3bb5-9ce4-fd5e204c01b8_1_R/BasicLTI.xml
I_dd11e4d1-03a5-3cf8-81cc-5bc5e3ad638d_R/BasicLTI.xml
I_dd5acf82-8cae-3e8f-8e1a-2065522a8b36_R/BasicLTI.xml
I_dd628829-49ed-3ef8-b821-d4ffda1c4d1e_1_R/BasicLTI.xml
I_dd628829-49ed-3ef8-b821-d4ffda1c4d1e_3_R/BasicLTI.xml
I_dd628829-49ed-3ef8-b821-d4ffda1c4d1e_5_R/BasicLTI.xml
I_dd912b30-f36f-3a45-9381-80316701a5c6_1_R/BasicLTI.xml
I_dd933f6a-5d83-3210-83fe-68e1a2a29983_R/BasicLTI.xml
I_ddcd149c-6a94-32be-9972-eddb4f1fc702_R/BasicLTI.xml
I_ddd39df2-8da2-36e1-bbff-7b66a1e03adc_1_R/BasicLTI.xml
I_ddd39df2-8da2-36e1-bbff-7b66a1e03adc_R/BasicLTI.xml
I_dddbcf41-6172-3ee1-b45f-249309fc3afb_11_R/BasicLTI.xml
I_dddbcf41-6172-3ee1-b45f-249309fc3afb_13_R/BasicLTI.xml
I_dddbcf41-6172-3ee1-b45f-249309fc3afb_1_R/BasicLTI.xml
I_dddbcf41-6172-3ee1-b45f-249309fc3afb_3_R/BasicLTI.xml
I_dddbcf41-6172-3ee1-b45f-249309fc3afb_5_R/BasicLTI.xml
I_dddbcf41-6172-3ee1-b45f-249309fc3afb_7_R/BasicLTI.xml
I_dddbcf41-6172-3ee1-b45f-249309fc3afb_9_R/BasicLTI.xml
I_dddc02f9-bdc7-3955-bf0e-fc4d345b35b9_R/BasicLTI.xml
I_ddea6c11-a963-3da6-bfab-a6c2fd2855b4_1_R/BasicLTI.xml
I_de0d0f1d-0b9c-32a1-994b-755510db7800_1_R/BasicLTI.xml
I_de0d0f1d-0b9c-32a1-994b-755510db7800_R/BasicLTI.xml
I_de10005d-a386-3fc8-8106-9d3d9e438952_1_R/BasicLTI.xml
I_de4eb5b3-56e6-35f5-aec7-1933ca883c2c_R/BasicLTI.xml
I_de66b18d-d52d-38d4-8832-5036d8b81290_1_R/BasicLTI.xml
I_de79628d-c3d7-3e68-8b1c-d8b4a0a381c8_R/BasicLTI.xml
I_de7f329b-8042-3e73-9d62-cb541aa96ac8_1_R/BasicLTI.xml
I_de7f329b-8042-3e73-9d62-cb541aa96ac8_3_R/BasicLTI.xml
I_de8e7172-8d9c-3bc6-9185-6632e5998863_1_R/BasicLTI.xml
I_deabcc50-de57-3a4d-ab44-f015720419ae_R/BasicLTI.xml
I_debed023-ab20-3429-ace4-3971e2643f3a_1_R/BasicLTI.xml
I_dec1bcd7-ebf2-3111-beb4-627de4a82ed8_1_R/BasicLTI.xml
I_dec4e505-ef84-3004-ada8-a714adc42335_R/BasicLTI.xml
I_dec948bf-35e4-387b-89a7-78202ed34970_R/BasicLTI.xml
I_ded59a0b-0317-3371-908c-6152606e7502_1_R/BasicLTI.xml
I_df2aca9d-ecde-3ae6-8106-a06fbbe1ef92_1_R/BasicLTI.xml
I_df4cbfb8-bd4a-329b-b902-55af60947098_R/BasicLTI.xml
I_df560378-0074-3970-b003-c016f1428b36_1_R/BasicLTI.xml
I_df756e2d-4e63-3082-9531-e3a74c52b75b_1_R/BasicLTI.xml
I_df756e2d-4e63-3082-9531-e3a74c52b75b_R/BasicLTI.xml
I_df75ad60-0ec8-30ea-b5ea-5739624f6ccf_R/BasicLTI.xml
I_df7c17d7-adc8-3e60-9ffd-43cefa155553_R/BasicLTI.xml
I_df9aff0d-9add-3208-a666-8eeea845b512_R/BasicLTI.xml
I_dfdf36e1-6fd2-3324-99bd-da0a370eda1f_1_R/BasicLTI.xml
I_dfdf36e1-6fd2-3324-99bd-da0a370eda1f_R/BasicLTI.xml
I_dfe3b8a6-1e3a-3fdc-ad62-ba1c66f70f10_R/BasicLTI.xml
I_dfe50e8e-b6dd-34b5-ac17-7b34d5939d93_R/BasicLTI.xml
I_dfed29fa-bed4-380f-b0ad-2a0a379f7bd5_1_R/BasicLTI.xml
I_dffc9f53-8c4f-314c-ad22-d54fcf5ae624_R/BasicLTI.xml
I_e048027b-db52-3fe2-94e2-3f5aeb49568d_1_R/BasicLTI.xml
I_e0589f60-107c-32ab-8acd-e4bc4485dbe3_1_R/BasicLTI.xml
I_e080fb5a-d38a-31d0-b2c0-030daf0bbc7b_1_R/BasicLTI.xml
I_e08a24f4-d3df-3ab3-83b0-226d4723fe3b_R/BasicLTI.xml
I_e093bd23-12ce-3821-b396-a1830a2182e2_1_R/BasicLTI.xml
I_e095d38e-d20d-38f4-85f0-e5e1909fd819_R/BasicLTI.xml
I_e0ae080f-34e0-3411-9ee2-ae3a9134725b_1_R/BasicLTI.xml
I_e0bc69e4-b1db-3510-8fe5-8eceb07deba7_R/BasicLTI.xml
I_e0c43b50-2bc4-3264-b1e3-bf287ff801ac_1_R/BasicLTI.xml
I_e0ca7814-df67-391e-9f58-f2d81cad7aef_1_R/BasicLTI.xml
I_e0cb282f-adb8-3b3e-934b-a4faa337a94a_1_R/BasicLTI.xml
I_e0d0ebb5-e548-3c2b-93d5-ac52df53f187_1_R/BasicLTI.xml
I_e0d0ebb5-e548-3c2b-93d5-ac52df53f187_3_R/BasicLTI.xml
I_e0d0ebb5-e548-3c2b-93d5-ac52df53f187_5_R/BasicLTI.xml
I_e0eb3d55-2503-3f82-a0e9-3110c4a9f38c_1_R/BasicLTI.xml
I_e11d7c56-7e85-394c-9ce9-62c65bbc8421_1_R/BasicLTI.xml
I_e12069f2-722f-3faf-901b-3e52559d3cd0_1_R/BasicLTI.xml
I_e1351a52-9d42-3b4a-9d15-4cec9ffd5fbe_R/BasicLTI.xml
I_e14c686f-78e7-3694-a224-12330f8b4ac0_1_R/BasicLTI.xml
I_e1541002-2994-3337-b137-80ffcaac15ff_R/BasicLTI.xml
I_e1836304-b60d-3695-b156-04729a83de3a_1_R/BasicLTI.xml
I_e1970b8e-674c-3b0b-9266-f1ac7d2c0cb2_R/BasicLTI.xml
I_e198e349-2633-3b8c-b428-458423efad8f_1_R/BasicLTI.xml
I_e19f61e6-1be9-30dd-8c3c-3367d8c4bc41_R/BasicLTI.xml
I_e1a2caa1-59c1-38cf-94fc-636d9673f680_R/BasicLTI.xml
I_e1a52e95-68b0-3381-8f91-4eae653ab3cd_R/BasicLTI.xml
I_e1b422d7-a093-3af7-9985-afffa3eec253_1_R/BasicLTI.xml
I_e1c94803-48a9-3a76-b8fe-7664d53fd3f2_R/BasicLTI.xml
I_e1e8ba88-d0f7-3f94-8678-dc427275f408_R/BasicLTI.xml
I_e1eba570-3c92-3e0e-a415-63493f873416_1_R/BasicLTI.xml
I_e1eba570-3c92-3e0e-a415-63493f873416_3_R/BasicLTI.xml
I_e1eba570-3c92-3e0e-a415-63493f873416_5_R/BasicLTI.xml
I_e1ef273f-ad7a-3f88-8944-6e5547f00d87_1_R/BasicLTI.xml
I_e1fb72da-9b0c-3382-b6d6-c803dc1e80fe_1_R/BasicLTI.xml
I_e22524a7-8e7a-3f28-b95b-b44c16262585_1_R/BasicLTI.xml
I_e2a14ef5-8076-35d4-8ed6-7cee98424009_R/BasicLTI.xml
I_e2a53ca6-b7de-33e8-b0c6-969fe5c1be7e_R/BasicLTI.xml
I_e2b17883-b5fd-3036-b1f3-b161ea6ac90e_R/BasicLTI.xml
I_e2b6b2b4-bd57-3a31-b67d-257270bf35eb_1_R/BasicLTI.xml
I_e2b6b2b4-bd57-3a31-b67d-257270bf35eb_3_R/BasicLTI.xml
I_e2b6b2b4-bd57-3a31-b67d-257270bf35eb_5_R/BasicLTI.xml
I_e2c74497-48e7-3a3b-b2ee-1fd713612aaa_1_R/BasicLTI.xml
I_e2d305c6-0e17-357d-96ab-b0a3582ed36e_1_R/BasicLTI.xml
I_e2da3d3d-19b0-3492-965e-606e31b4f275_R/BasicLTI.xml
I_e2da74ca-3355-3018-aef5-063104105b9a_R/BasicLTI.xml
I_e30d4d56-e90f-3b9d-b1b3-d1bd90db6989_R/BasicLTI.xml
I_e31070c1-c98a-3054-afea-e97c86ff58dc_R/BasicLTI.xml
I_e3204f14-485a-38f9-9f7f-8329b43c3f22_1_R/BasicLTI.xml
I_e321e32f-fdc9-39d5-a15e-ade22fddd0d8_R/BasicLTI.xml
I_e3241127-7218-3106-a955-c381fcb77fa5_R/BasicLTI.xml
I_e32e08df-131d-396f-9d6c-e3ffa6f98bd3_1_R/BasicLTI.xml
I_e3307da2-1131-3ab7-b2c1-e677aa743715_1_R/BasicLTI.xml
I_e3385f20-8824-365c-a81e-fa4fb4d9482e_R/BasicLTI.xml
I_e33c297a-0353-3f69-b19d-f5b0a49cdcab_R/BasicLTI.xml
I_e340a5dc-17e8-3e39-89f8-8c11d9e41085_1_R/BasicLTI.xml
I_e344b6af-0513-3734-947d-864d2f9f546d_1_R/BasicLTI.xml
I_e345c967-56f4-3cd7-8af5-bfc0fd22f2bd_1_R/BasicLTI.xml
I_e38a3e15-9ad1-379b-b82f-0774624158ac_R/BasicLTI.xml
I_e38c3000-8624-30df-ab92-4d752402ed07_1_R/BasicLTI.xml
I_e397f360-9dc1-3aa1-817c-a6ef93908d4c_1_R/BasicLTI.xml
I_e3a6590c-7559-3d0e-8f94-73f3ac2ebb89_1_R/BasicLTI.xml
I_e3b8d248-e979-34e4-8369-d135541f3596_1_R/BasicLTI.xml
I_e3c017ec-1cdb-3f06-9364-f72fd73d8453_1_R/BasicLTI.xml
I_e3cd5db8-d403-3455-9160-3c18670b071e_1_R/BasicLTI.xml
I_e3d0ee38-3a73-3dce-847d-adf25f904aad_1_R/BasicLTI.xml
I_e3e06753-9ca5-34fb-9337-5dfd0139823f_1_R/BasicLTI.xml
I_e4184106-4191-31a6-8548-f66f28966777_1_R/BasicLTI.xml
I_e4184106-4191-31a6-8548-f66f28966777_3_R/BasicLTI.xml
I_e42fcd8b-47cf-3d17-af0c-984746ae1ce0_1_R/BasicLTI.xml
I_e44295a6-0b43-36c0-b48f-42e3eed522db_R/BasicLTI.xml
I_e445c888-6b2b-3e78-8104-9b41805636e7_1_R/BasicLTI.xml
I_e445c888-6b2b-3e78-8104-9b41805636e7_3_R/BasicLTI.xml
I_e445c888-6b2b-3e78-8104-9b41805636e7_5_R/BasicLTI.xml
I_e45c13de-d626-344f-9a03-661a8f934e3d_R/BasicLTI.xml
I_e466a2bf-228f-3f66-b927-b867742344d1_1_R/BasicLTI.xml
I_e47c1d90-3999-3c5c-af99-8d5e4d20c0c1_1_R/BasicLTI.xml
I_e47d56ee-375b-34b3-82a9-f95047fd1247_R/BasicLTI.xml
I_e4c15a0d-b3f7-328b-beb6-6d592f0a5084_1_R/BasicLTI.xml
I_e4c5e39d-11ce-3d7d-8d4f-75c41ec802f9_1_R/BasicLTI.xml
I_e4cd060f-ca60-3745-9363-6a6f8d7e78f7_R/BasicLTI.xml
I_e4cf696a-ad83-368c-b062-aaa0a1e63516_1_R/BasicLTI.xml
I_e4ebd99a-3114-3877-8e72-6a9e07c2c65a_R/BasicLTI.xml
I_e53185a0-19d9-3e46-9882-36f1054d1757_R/BasicLTI.xml
I_e53808c3-23ff-38d4-95cb-288b61104de1_R/BasicLTI.xml
I_e53eead2-f0b8-3135-b026-92e4d09739fe_R/BasicLTI.xml
I_e54b709f-6a7a-3ee6-8be2-3ab56bf84aaa_1_R/BasicLTI.xml
I_e54c7528-645b-3d59-8493-2e848915a276_1_R/BasicLTI.xml
I_e560b631-c392-3b35-943e-cf631cf4d5ba_R/BasicLTI.xml
I_e56427c6-e8bd-3f82-ad3f-eddc7dd18ddc_1_R/BasicLTI.xml
I_e57fba44-4d45-3797-86fd-466220e6e70f_1_R/BasicLTI.xml
I_e592cd36-77fb-3334-9f60-0eb247f7efa9_R/BasicLTI.xml
I_e5aac875-89b9-3359-aa70-e98110c5ebd3_1_R/BasicLTI.xml
I_e5aac875-89b9-3359-aa70-e98110c5ebd3_3_R/BasicLTI.xml
I_e5aac875-89b9-3359-aa70-e98110c5ebd3_5_R/BasicLTI.xml
I_e5be262f-ec20-335a-971c-e7f18edb2a72_R/BasicLTI.xml
I_e5d0a602-2261-3bca-897a-a7c03e4e88bd_R/BasicLTI.xml
I_e5d3140b-230c-3e85-9509-fced62aca6e5_1_R/BasicLTI.xml
I_e5d3140b-230c-3e85-9509-fced62aca6e5_3_R/BasicLTI.xml
I_e5d3140b-230c-3e85-9509-fced62aca6e5_5_R/BasicLTI.xml
I_e5d687fe-933e-331e-8855-0287967b9924_1_R/BasicLTI.xml
I_e5dda8da-69d3-35ff-b39a-842e93a4df2a_R/BasicLTI.xml
I_e5de39e4-a7a3-3655-885d-0cb6287a0856_R/BasicLTI.xml
I_e5ed8a65-3bd5-346a-a0d3-b6cb0fa02854_R/BasicLTI.xml
I_e5f419be-4563-3d55-8cc0-6e673f24295a_R/BasicLTI.xml
I_e5f98033-4f95-37a8-8c24-0acda588d89b_1_R/BasicLTI.xml
I_e6079025-b26b-3298-bc41-43f960eaf5bd_1_R/BasicLTI.xml
I_e61bdc4a-dc2b-3012-b921-7de22627d759_R/BasicLTI.xml
I_e642e97c-66a4-3597-8e8f-67ad59a1a123_R/BasicLTI.xml
I_e64b6c0c-c31b-30b9-ba4d-649e16936f08_1_R/BasicLTI.xml
I_e65cf69d-5340-3221-ad3b-7f8437daa68b_R/BasicLTI.xml
I_e6620309-a5cc-3281-a3fa-66c6ace10f63_1_R/BasicLTI.xml
I_e6680976-4ea1-3887-8734-6458af929e03_1_R/BasicLTI.xml
I_e6af3b36-7b92-3a5b-8adc-82310ebf1c3d_R/BasicLTI.xml
I_e6c51363-4c06-38fb-8ddf-e2f81e1c6ccb_1_R/BasicLTI.xml
I_e6d57d34-c783-3a5c-8819-6733626c6917_1_R/BasicLTI.xml
I_e6e3634a-be46-30ac-828e-c02637352eba_1_R/BasicLTI.xml
I_e6e3efde-c996-3a79-8d17-a3998ea190b8_1_R/BasicLTI.xml
I_e6e3efde-c996-3a79-8d17-a3998ea190b8_3_R/BasicLTI.xml
I_e6e3efde-c996-3a79-8d17-a3998ea190b8_5_R/BasicLTI.xml
I_e6f344dc-cecd-3bd3-9628-8c035b50cb42_1_R/BasicLTI.xml
I_e7172154-1452-3119-834a-8da615109222_R/BasicLTI.xml
I_e72224e0-a40c-37c6-a0f0-e82d25f58d86_1_R/BasicLTI.xml
I_e7253657-3ba3-36ac-a628-67566885c237_1_R/BasicLTI.xml
I_e7401e36-2864-3075-a9c7-3167a02940b2_R/BasicLTI.xml
I_e76dfef4-fb65-3e93-aa85-e000cfeff990_1_R/BasicLTI.xml
I_e7703c60-131d-32ee-983f-73f701134641_1_R/BasicLTI.xml
I_e77b602a-34e8-305f-ac2d-f6e8afdce65e_R/BasicLTI.xml
I_e78be9af-7d51-3881-bc0e-70fab7c011dc_1_R/BasicLTI.xml
I_e7a53224-49d5-30e4-b873-cf798637df70_1_R/BasicLTI.xml
I_e7e08fcf-5a02-3d5f-aafd-2372eb55f547_1_R/BasicLTI.xml
I_e7ef2ae3-943a-3be5-bef4-dfa4e3eb0ebd_R/BasicLTI.xml
I_e832c8cf-bfbc-3b31-8110-5761056942b9_R/BasicLTI.xml
I_e84ba24d-e6c4-38ec-bc95-e0bbc9ea03be_1_R/BasicLTI.xml
I_e85b36d2-0858-37ec-aa45-e8c4c9378590_R/BasicLTI.xml
I_e8ae3f55-5da3-32f2-8227-8d8f24dbbb4c_1_R/BasicLTI.xml
I_e8b00a93-e514-3e40-ad37-2c449918e2cc_1_R/BasicLTI.xml
I_e8e46fef-5bc4-3bba-8ae5-31ee695fb11b_1_R/BasicLTI.xml
I_e8ef9a2f-3d96-32f7-bc4e-b63d6602bd6f_1_R/BasicLTI.xml
I_e8ef9a2f-3d96-32f7-bc4e-b63d6602bd6f_3_R/BasicLTI.xml
I_e8ef9a2f-3d96-32f7-bc4e-b63d6602bd6f_5_R/BasicLTI.xml
I_e9373bb1-d049-3ff5-aa79-3bb516161ed6_1_R/BasicLTI.xml
I_e93a4b72-fe35-383c-9011-266ecfe8f328_1_R/BasicLTI.xml
I_e950c804-9ad3-3a4c-a720-4c966ac41ea4_1_R/BasicLTI.xml
I_e9709161-46bb-3186-81a3-f6bb8384a16f_R/BasicLTI.xml
I_e996520b-2d90-329c-8800-c2447cde06da_1_R/BasicLTI.xml
I_e996520b-2d90-329c-8800-c2447cde06da_3_R/BasicLTI.xml
I_e99814c0-879d-3217-aa0f-d3af2eb8ed56_1_R/BasicLTI.xml
I_e99ebf34-fd72-32df-b2d0-8597e25c6a40_1_R/BasicLTI.xml
I_e9b80229-8e2b-3630-9312-291b500d64dd_R/BasicLTI.xml
I_e9c4d1d3-c193-33b2-940a-34740c06e06a_1_R/BasicLTI.xml
I_e9c74d98-db5d-37bb-9a80-fad3e60422e3_1_R/BasicLTI.xml
I_e9d227aa-44df-3cd7-b8a0-e52dfbb91e56_1_R/BasicLTI.xml
I_e9d5cbe5-5a71-3267-ab5a-f6891c207b52_R/BasicLTI.xml
I_e9dd4a57-849d-3f60-95f8-06e84f87ea29_1_R/BasicLTI.xml
I_e9e4edc4-5109-31d8-814b-86093c8440aa_R/BasicLTI.xml
I_e9eb8de1-ffd1-3cc2-8927-a31edce3c4e7_R/BasicLTI.xml
I_e9fcdb45-b123-3385-b5fa-e99513edce0c_1_R/BasicLTI.xml
I_ea4c4d19-93b5-3f95-9322-6c968fe3d95e_R/BasicLTI.xml
I_ea6b19d0-8657-357a-ab9c-59029f8fbd2f_11_R/BasicLTI.xml
I_ea6b19d0-8657-357a-ab9c-59029f8fbd2f_13_R/BasicLTI.xml
I_ea6b19d0-8657-357a-ab9c-59029f8fbd2f_1_R/BasicLTI.xml
I_ea6b19d0-8657-357a-ab9c-59029f8fbd2f_3_R/BasicLTI.xml
I_ea6b19d0-8657-357a-ab9c-59029f8fbd2f_5_R/BasicLTI.xml
I_ea6b19d0-8657-357a-ab9c-59029f8fbd2f_7_R/BasicLTI.xml
I_ea6b19d0-8657-357a-ab9c-59029f8fbd2f_9_R/BasicLTI.xml
I_ea6ed27a-aed0-30d8-aa27-cb7c8e021c29_R/BasicLTI.xml
I_ea8989d8-ef12-3683-8691-47fa993c2945_1_R/BasicLTI.xml
I_ea8e204d-c8a7-3ed4-ae9d-6bbed5dbe956_1_R/BasicLTI.xml
I_eabd519f-dd13-3c8a-9fd4-2dd3dfb407b2_R/BasicLTI.xml
I_eae2d2cc-9dec-3c8e-9de9-9d2941b83a55_1_R/BasicLTI.xml
I_eae2d2cc-9dec-3c8e-9de9-9d2941b83a55_3_R/BasicLTI.xml
I_eae2d2cc-9dec-3c8e-9de9-9d2941b83a55_5_R/BasicLTI.xml
I_eae53a16-b449-3380-a364-322d4f15a938_R/BasicLTI.xml
I_eaf60826-d345-3499-909d-9e4e14a6b3c4_1_R/BasicLTI.xml
I_eaf60826-d345-3499-909d-9e4e14a6b3c4_3_R/BasicLTI.xml
I_eb1f7a36-b2f8-3e14-8fa9-8d532cae934e_1_R/BasicLTI.xml
I_eb4d4f62-ad87-382e-b381-54a910f735c5_R/BasicLTI.xml
I_eb579940-f56f-3788-8b0b-e2c3e0962095_1_R/BasicLTI.xml
I_eb5dc5ce-5f6d-3303-96db-a06a00249630_R/BasicLTI.xml
I_eb6773fe-56de-35ce-bc87-179bcc4df0b2_1_R/BasicLTI.xml
I_eb6854c3-5d4f-3099-8942-ce2daf8b4faf_R/BasicLTI.xml
I_eb7b2147-1c67-301d-8eda-372897212636_1_R/BasicLTI.xml
I_eb885654-78c7-3a9a-b34f-e528e440c499_1_R/BasicLTI.xml
I_eb8b735d-6eb5-3725-afbd-8cb4fcfb6c6e_1_R/BasicLTI.xml
I_eb9d2166-4cf0-3638-9232-fbaf08c7ad4a_1_R/BasicLTI.xml
I_eba1c706-5a5c-3408-8c47-c97437f7aff4_1_R/BasicLTI.xml
I_eba1db21-eeaa-3283-b6ab-6caa55aa0270_1_R/BasicLTI.xml
I_eba97be7-88a1-3b79-9941-fea09ed49ac0_R/BasicLTI.xml
I_ebae24db-d618-327a-91e7-1f57e43b09cb_1_R/BasicLTI.xml
I_ebbec011-1593-3a76-804f-578e58158f43_R/BasicLTI.xml
I_ebce4d3f-6933-3d65-844f-12fa86ab917f_1_R/BasicLTI.xml
I_ebd302e3-ced7-30a2-885a-d734a18c7d80_R/BasicLTI.xml
I_ebda8519-d10d-3d10-8dc8-7aa0d16ae451_1_R/BasicLTI.xml
I_ec01d7d7-9c76-3294-a244-26864e025011_1_R/BasicLTI.xml
I_ec054313-20c0-37b3-b150-909cc0a4996b_1_R/BasicLTI.xml
I_ec33e7c4-3fa8-31e6-82e1-33be3d81f1d1_R/BasicLTI.xml
I_ec3de170-9f28-3a67-ad65-425e405b98cb_R/BasicLTI.xml
I_ec45323f-7ff3-3144-8a95-d24404f7bf4c_1_R/BasicLTI.xml
I_ec45323f-7ff3-3144-8a95-d24404f7bf4c_3_R/BasicLTI.xml
I_ec45323f-7ff3-3144-8a95-d24404f7bf4c_5_R/BasicLTI.xml
I_ec6137e5-899f-3e02-9f9e-322ca1131147_1_R/BasicLTI.xml
I_ec64b3ad-d53a-3e1a-aca3-6ad96e22d2ff_1_R/BasicLTI.xml
I_ec64b3ad-d53a-3e1a-aca3-6ad96e22d2ff_3_R/BasicLTI.xml
I_ec64b3ad-d53a-3e1a-aca3-6ad96e22d2ff_5_R/BasicLTI.xml
I_ec8c2a48-92db-32ff-8489-3d85fb1ae0ca_1_R/BasicLTI.xml
I_ec8c2a48-92db-32ff-8489-3d85fb1ae0ca_3_R/BasicLTI.xml
I_ecb05e08-6b6f-3b00-b7b1-05b6d484ef6f_1_R/BasicLTI.xml
I_ecb05e08-6b6f-3b00-b7b1-05b6d484ef6f_R/BasicLTI.xml
I_ecdc64df-1b34-3dce-bc87-e7a5dd2ad83f_1_R/BasicLTI.xml
I_ecf275d5-e647-3c5e-b8e5-e6792c9abf37_1_R/BasicLTI.xml
I_ecf6f4c7-e032-37ec-ad5e-bdf76a989966_R/BasicLTI.xml
I_ed1105a8-2d90-3ef4-a8df-e596541109b6_R/BasicLTI.xml
I_ed11233c-1e4a-3feb-bc70-820b5a8c93a8_1_R/BasicLTI.xml
I_ed14a7c5-abae-3c9d-8abc-ce124f5374af_1_R/BasicLTI.xml
I_ed2a8189-d70c-38fe-8939-31e93125649c_R/BasicLTI.xml
I_ed4e54fb-6725-3c01-bd5c-2ba14ead95be_R/BasicLTI.xml
I_ed58df03-a34e-3b2c-a019-3c475fb5c2da_1_R/BasicLTI.xml
I_ed5db05c-924a-30ab-99bb-1f9b8492ec0b_1_R/BasicLTI.xml
I_ed5e5bb4-7440-35d9-8a53-a2b5bcfbe96e_1_R/BasicLTI.xml
I_ed87f6bf-379e-3bcf-83d1-ce4f5a064478_1_R/BasicLTI.xml
I_ed9c3bd1-a5aa-3557-b8e5-dc193551b797_1_R/BasicLTI.xml
I_edadcefd-15db-3309-9d8a-c8668717a0eb_1_R/BasicLTI.xml
I_edb9e01b-353c-34b1-9bf6-00cdec3b6163_1_R/BasicLTI.xml
I_edbd08f7-a93a-36ba-8cea-9cd0af11ac68_R/BasicLTI.xml
I_edc011b7-95f3-3163-9080-7431529b6ed3_1_R/BasicLTI.xml
I_ee1365e0-2ac0-3274-93fe-193ccf4b61d0_1_R/BasicLTI.xml
I_ee27b465-9396-3591-9ac3-79e5327e4d6b_1_R/BasicLTI.xml
I_ee34280f-6f53-3848-b346-0cbdfafe5b0d_1_R/BasicLTI.xml
I_ee34a566-2d3e-3977-ac34-a765b6db639a_1_R/BasicLTI.xml
I_ee3e7ed7-c3e2-3148-8fef-ca05a5cbf22e_R/BasicLTI.xml
I_ee716537-4114-3e0b-b255-5b239508fe37_1_R/BasicLTI.xml
I_ee7e5a34-c9f7-306e-b852-322b4544711c_R/BasicLTI.xml
I_ee8102f5-d5bd-3aa3-b628-7cbcd3965d4e_1_R/BasicLTI.xml
I_ee8102f5-d5bd-3aa3-b628-7cbcd3965d4e_3_R/BasicLTI.xml
I_ee8393c6-dbff-3fa6-917e-0f78df714f90_1_R/BasicLTI.xml
I_ee8de884-af5f-3b88-9156-7700957b10f5_1_R/BasicLTI.xml
I_eea60e72-d502-34b5-9b0e-ca02bca6b32e_R/BasicLTI.xml
I_eea82408-067d-3f81-9da6-f056a208ed93_1_R/BasicLTI.xml
I_eea82408-067d-3f81-9da6-f056a208ed93_3_R/BasicLTI.xml
I_eea82408-067d-3f81-9da6-f056a208ed93_5_R/BasicLTI.xml
I_eeb3e544-72ee-3765-81cf-0a1a6711f591_1_R/BasicLTI.xml
I_eeb7db02-35f6-3a98-9b95-b765cc5a4c62_1_R/BasicLTI.xml
I_eeba9597-b60b-344f-b5e9-589845ba1af7_1_R/BasicLTI.xml
I_eeba9597-b60b-344f-b5e9-589845ba1af7_3_R/BasicLTI.xml
I_eec912da-0c39-36a5-898a-b8578c68946a_R/BasicLTI.xml
I_eecc7fd4-15e6-3a87-9adc-1802d8a6b6a2_1_R/BasicLTI.xml
I_eee2fb2a-e1a4-3145-a5c1-ef4fe59a8401_1_R/BasicLTI.xml
I_eee7bd7e-0c36-308a-8f1c-add475a13d4d_R/BasicLTI.xml
I_eefa10f7-7f8e-3f4f-875a-54b2f6adeaae_1_R/BasicLTI.xml
I_eefa10f7-7f8e-3f4f-875a-54b2f6adeaae_3_R/BasicLTI.xml
I_ef17457a-104d-38e0-8fac-6640fcca14a1_1_R/BasicLTI.xml
I_ef1cce42-9708-3371-867f-cd650fb7fa5c_R/BasicLTI.xml
I_ef22a09f-489e-3266-bb0b-c80f305e7a02_1_R/BasicLTI.xml
I_ef2c8fd7-f364-3545-8ed6-86389f3b7f58_1_R/BasicLTI.xml
I_ef4ceca8-4e17-3d1b-8c1f-7e5ed2efd2ca_1_R/BasicLTI.xml
I_efa8adb3-6169-3f8a-83b8-455f407741b7_R/BasicLTI.xml
I_efd4c5d4-375f-34bb-96b6-d99e14fad36a_R/BasicLTI.xml
I_eff481bc-b1a1-3604-8fd6-623919be14ff_1_R/BasicLTI.xml
I_eff82255-c73f-3262-94c2-690393959f0a_R/BasicLTI.xml
I_f0072623-2caf-3f6e-9850-e95ef0f96e4d_1_R/BasicLTI.xml
I_f00fad24-c4f5-3451-a311-2d63e5bf84d9_R/BasicLTI.xml
I_f037ba4c-2fbe-3abc-99a6-fdb6fcf081ad_R/BasicLTI.xml
I_f0638070-53c8-3a98-80bd-8884b65995cc_1_R/BasicLTI.xml
I_f0638070-53c8-3a98-80bd-8884b65995cc_3_R/BasicLTI.xml
I_f0638070-53c8-3a98-80bd-8884b65995cc_5_R/BasicLTI.xml
I_f0766bd4-162d-30cf-a51b-582481d7ac5e_1_R/BasicLTI.xml
I_f080985f-78d3-3e17-a2fa-1ad1d46f0689_1_R/BasicLTI.xml
I_f08bf150-db8a-3ccb-8122-5158862e8a41_R/BasicLTI.xml
I_f09089d6-c717-381a-a3e6-095c53f32027_1_R/BasicLTI.xml
I_f0983fd1-157b-3df6-96d4-f5b60ef1a257_1_R/BasicLTI.xml
I_f0a4acf9-19d6-387c-9d5e-7a4b88e17f65_1_R/BasicLTI.xml
I_f0e94cb3-8a1b-3522-8e9e-f4bd5cbcef16_R/BasicLTI.xml
I_f0f5546b-fd36-3a47-bc69-3c447d61ea34_R/BasicLTI.xml
I_f0f71eba-9b2f-3331-904e-744c2035f624_1_R/BasicLTI.xml
I_f103d44e-3dc6-39aa-8994-d534a5333c25_1_R/BasicLTI.xml
I_f103d44e-3dc6-39aa-8994-d534a5333c25_3_R/BasicLTI.xml
I_f103d44e-3dc6-39aa-8994-d534a5333c25_5_R/BasicLTI.xml
I_f1092a8d-4c29-330c-bce3-4e7ccf01982e_R/BasicLTI.xml
I_f157a9c4-d9d3-343b-8c94-72486669a13d_R/BasicLTI.xml
I_f15f3e80-38f8-30c1-96a4-aa21287730ae_R/BasicLTI.xml
I_f197cc06-3d30-36eb-962f-32b900d59e1c_1_R/BasicLTI.xml
I_f1a2044b-c747-32c7-98e0-402b92987023_1_R/BasicLTI.xml
I_f1a3afc0-7a6b-30e1-92d3-d36afe1a5ba0_1_R/BasicLTI.xml
I_f1a3afc0-7a6b-30e1-92d3-d36afe1a5ba0_3_R/BasicLTI.xml
I_f1a3afc0-7a6b-30e1-92d3-d36afe1a5ba0_5_R/BasicLTI.xml
I_f1bf38bc-c563-375a-bdcc-46141b3efc4c_R/BasicLTI.xml
I_f2066970-e9e5-3d5c-a4a8-bfb11de4908f_1_R/BasicLTI.xml
I_f209463d-9b59-3757-82e5-5fa7098e86e1_1_R/BasicLTI.xml
I_f209463d-9b59-3757-82e5-5fa7098e86e1_3_R/BasicLTI.xml
I_f209463d-9b59-3757-82e5-5fa7098e86e1_5_R/BasicLTI.xml
I_f209463d-9b59-3757-82e5-5fa7098e86e1_7_R/BasicLTI.xml
I_f209463d-9b59-3757-82e5-5fa7098e86e1_9_R/BasicLTI.xml
I_f20ddbf2-1774-30d6-92e6-23fc0eceeb75_1_R/BasicLTI.xml
I_f21a3a5e-e160-3894-a29f-51b817010536_R/BasicLTI.xml
I_f22022a9-76ed-3674-a753-b35774303be1_R/BasicLTI.xml
I_f2214710-1006-3883-9c11-d5a4717a3b26_1_R/BasicLTI.xml
I_f2215c79-6b1c-30f8-9f85-50d07cfa8098_R/BasicLTI.xml
I_f24406c4-c353-3332-9b1e-b396da92d081_1_R/BasicLTI.xml
I_f2498beb-3c99-33e2-9fdf-ea66523c0125_R/BasicLTI.xml
I_f24c66dc-4b4c-326e-a3e0-1c5cb7116dfd_R/BasicLTI.xml
I_f2636171-c897-33f7-97a1-faece7cdfaaf_R/BasicLTI.xml
I_f27a72df-71cd-39fe-ba99-d83e77433be4_1_R/BasicLTI.xml
I_f2d8ad15-6930-3392-abf9-bd7ba3c2f1d3_1_R/BasicLTI.xml
I_f2d8ad15-6930-3392-abf9-bd7ba3c2f1d3_3_R/BasicLTI.xml
I_f2d8ad15-6930-3392-abf9-bd7ba3c2f1d3_5_R/BasicLTI.xml
I_f2e3e4c3-bae8-39d7-90df-e47a5b8bc75d_1_R/BasicLTI.xml
I_f3036dba-3424-33e8-a64b-457abd8ebb8a_R/BasicLTI.xml
I_f30bfc30-daf8-3b31-a995-d194257a37c5_R/BasicLTI.xml
I_f3170b5d-6a3a-38e7-90b8-96ad5c7a0148_R/BasicLTI.xml
I_f3332d30-5217-3c60-9f55-028586c2dea4_1_R/BasicLTI.xml
I_f3500df9-e495-36bd-860c-063cd239b11c_R/BasicLTI.xml
I_f37da1ab-efea-3737-bcde-48c98426a44a_1_R/BasicLTI.xml
I_f3888a77-bfee-3460-bb9c-b4e0726367d7_1_R/BasicLTI.xml
I_f38dac4f-f8bd-3be5-8ef8-7b8b2d2e2726_1_R/BasicLTI.xml
I_f38dac4f-f8bd-3be5-8ef8-7b8b2d2e2726_3_R/BasicLTI.xml
I_f38dac4f-f8bd-3be5-8ef8-7b8b2d2e2726_5_R/BasicLTI.xml
I_f38dac4f-f8bd-3be5-8ef8-7b8b2d2e2726_7_R/BasicLTI.xml
I_f38dac4f-f8bd-3be5-8ef8-7b8b2d2e2726_9_R/BasicLTI.xml
I_f38fd273-b85b-3f72-bb3d-81638d11301c_R/BasicLTI.xml
I_f3904b37-d655-3b1f-9cae-dbae5bb57f90_1_R/BasicLTI.xml
I_f3a1a239-80e4-3fe7-9eb1-51044bc468ea_1_R/BasicLTI.xml
I_f3a1a239-80e4-3fe7-9eb1-51044bc468ea_3_R/BasicLTI.xml
I_f3a1a239-80e4-3fe7-9eb1-51044bc468ea_5_R/BasicLTI.xml
I_f3c166f3-5756-3fd0-a6e2-9a6322913b7f_1_R/BasicLTI.xml
I_f3c166f3-5756-3fd0-a6e2-9a6322913b7f_3_R/BasicLTI.xml
I_f3f83413-37d1-35db-8dcc-daec3060bee3_1_R/BasicLTI.xml
I_f3f9e4ce-7b05-3755-8e55-0f245a4cf435_R/BasicLTI.xml
I_f4018dd9-2268-3f8a-8934-fcfef93db787_1_R/BasicLTI.xml
I_f4018dd9-2268-3f8a-8934-fcfef93db787_3_R/BasicLTI.xml
I_f4018dd9-2268-3f8a-8934-fcfef93db787_5_R/BasicLTI.xml
I_f41a39b0-2524-3ea1-b2bb-70a65c361e71_1_R/BasicLTI.xml
I_f4265360-86a8-38e2-aa72-6ee6c17e49ce_1_R/BasicLTI.xml
I_f43c908b-f68b-3b66-a0e5-4f134ec63061_1_R/BasicLTI.xml
I_f4560e1d-fa68-37a3-a39b-34f5ebecda83_1_R/BasicLTI.xml
I_f4684c89-f854-3410-ac84-d8ae3601da01_R/BasicLTI.xml
I_f4745b15-f15a-3a93-b9de-95fe380c6b60_R/BasicLTI.xml
I_f479cacd-cba7-3544-b672-0e795eb3023d_R/BasicLTI.xml
I_f4e1cd57-5306-3be5-b93e-d4f41cd27cdb_R/BasicLTI.xml
I_f4f96ef9-0fa2-3f8f-8ddc-a029947522b2_1_R/BasicLTI.xml
I_f4f96ef9-0fa2-3f8f-8ddc-a029947522b2_3_R/BasicLTI.xml
I_f4f96ef9-0fa2-3f8f-8ddc-a029947522b2_5_R/BasicLTI.xml
I_f4fa7b01-d596-3331-bc45-148d9e1c9107_1_R/BasicLTI.xml
I_f507511a-3121-3724-b2ef-184099e8b6f1_1_R/BasicLTI.xml
I_f507ef3b-e5ac-3f6e-a998-c63746a5587c_R/BasicLTI.xml
I_f520e4b0-cf05-3ba8-a9ba-eb1ec74c1e0b_R/BasicLTI.xml
I_f52cd464-5124-3af7-85b2-cb57fae8f308_1_R/BasicLTI.xml
I_f52cd464-5124-3af7-85b2-cb57fae8f308_3_R/BasicLTI.xml
I_f52cd464-5124-3af7-85b2-cb57fae8f308_5_R/BasicLTI.xml
I_f5334a97-2351-3723-9346-2d2b21889c05_R/BasicLTI.xml
I_f53491fb-c637-3ddf-9916-ff672d2bc6a5_R/BasicLTI.xml
I_f53fd547-e91f-3d62-a094-4ed5c2925c58_R/BasicLTI.xml
I_f547d1bb-9b80-3d28-8c83-a50d459dd951_R/BasicLTI.xml
I_f54b4d22-09b4-3589-959f-f72c687e17f3_R/BasicLTI.xml
I_f551ded8-37f3-37e1-964c-91a1b368e49a_1_R/BasicLTI.xml
I_f551ded8-37f3-37e1-964c-91a1b368e49a_3_R/BasicLTI.xml
I_f551ded8-37f3-37e1-964c-91a1b368e49a_5_R/BasicLTI.xml
I_f5580540-93d3-3307-b7cc-0a4786b0f378_1_R/BasicLTI.xml
I_f56bc05b-2a89-3d22-b421-f4b604d76606_1_R/BasicLTI.xml
I_f57aff04-8c2d-3628-8e16-d477510eab10_1_R/BasicLTI.xml
I_f584603b-48da-31e2-b7aa-15d09c50449f_R/BasicLTI.xml
I_f58e354b-2ed8-306d-9daa-d89409d18a37_1_R/BasicLTI.xml
I_f5c7a52f-5ea8-3e47-918e-578245289d79_R/BasicLTI.xml
I_f5cd4f87-ba88-3a17-8ad0-0a976ad60423_1_R/BasicLTI.xml
I_f5d55ffe-2862-3d71-9669-de6c18c4dc75_1_R/BasicLTI.xml
I_f5e6bc6e-e1a6-3cec-a884-286a16444812_R/BasicLTI.xml
I_f6112cc9-244c-3a19-ab57-750f67c83b58_R/BasicLTI.xml
I_f61341d4-204f-3080-aa1f-4fc13f348acb_R/BasicLTI.xml
I_f617eb60-ecda-3365-ac20-66caed08c2dc_1_R/BasicLTI.xml
I_f62acf5d-1410-3d7f-83b4-5e789dc4c96e_1_R/BasicLTI.xml
I_f64887ba-1e2b-34fb-aeb6-ba96ac87ac73_1_R/BasicLTI.xml
I_f64ae150-e692-367f-8060-62ce4ac5e5c7_1_R/BasicLTI.xml
I_f64fd355-6da8-39b8-87dd-635454529a91_1_R/BasicLTI.xml
I_f6847fd4-2100-3a73-a207-4c9ad9e751ac_R/BasicLTI.xml
I_f68828d9-cac6-3f9b-894e-a01eec0f40cb_R/BasicLTI.xml
I_f6c514bc-fd9d-3399-a2a9-487fe8a64ad6_R/BasicLTI.xml
I_f6c57191-d0b0-3b21-9dde-eb73baea3c78_R/BasicLTI.xml
I_f6d36583-d79b-3232-aa61-1351ca123f7a_R/BasicLTI.xml
I_f6d9de46-275b-3fbc-90e5-c5c9a7f30409_1_R/BasicLTI.xml
I_f709aefd-8314-35d2-849c-a7bfec9b0cbe_1_R/BasicLTI.xml
I_f70b5d29-bd1c-388b-9403-7f93daa5fcbd_R/BasicLTI.xml
I_f72fb3c4-9982-32e9-8648-4bae98f8be3d_1_R/BasicLTI.xml
I_f74fd800-ec7a-3499-a6f4-1aa733423935_1_R/BasicLTI.xml
I_f74fd800-ec7a-3499-a6f4-1aa733423935_3_R/BasicLTI.xml
I_f74fd800-ec7a-3499-a6f4-1aa733423935_5_R/BasicLTI.xml
I_f77d93f2-ced4-3155-8557-675ca6249f41_1_R/BasicLTI.xml
I_f786032b-c96f-34a1-b159-9454c8578554_R/BasicLTI.xml
I_f79c1dd9-6357-369a-9151-e54c2830aa11_1_R/BasicLTI.xml
I_f7a62c8f-3c4a-3c90-9530-057d007a77a6_R/BasicLTI.xml
I_f7c31e2f-227a-3bf1-b25d-af99f5fa3b1f_1_R/BasicLTI.xml
I_f7c4e492-446f-305b-91d6-076f797d2790_1_R/BasicLTI.xml
I_f7df4ca9-037f-3e15-80a4-f8bf8bec2a0a_1_R/BasicLTI.xml
I_f7df4ca9-037f-3e15-80a4-f8bf8bec2a0a_3_R/BasicLTI.xml
I_f7df4ca9-037f-3e15-80a4-f8bf8bec2a0a_5_R/BasicLTI.xml
I_f7eb76fe-ef54-33fa-a954-48b1619fa138_1_R/BasicLTI.xml
I_f7f60a2c-4abd-3f92-8a96-c74ac63e3392_1_R/BasicLTI.xml
I_f808e297-acae-321a-a52a-46aa75300349_1_R/BasicLTI.xml
I_f810014e-b806-3df0-b9ae-dd86f00db9e2_R/BasicLTI.xml
I_f8345e46-aeab-3f68-a1d3-343218bc41a2_R/BasicLTI.xml
I_f83d8628-b9d9-318f-adf1-543634b64b1f_R/BasicLTI.xml
I_f8444e6c-4559-3bc9-8137-8feed49e5009_1_R/BasicLTI.xml
I_f865639b-b946-36de-ade7-b1cb8a20630e_1_R/BasicLTI.xml
I_f8872141-a63d-37e1-ba39-fefe2147a3ce_1_R/BasicLTI.xml
I_f893ff4e-7763-376c-8f57-cffdbe6c2d4e_1_R/BasicLTI.xml
I_f893ff4e-7763-376c-8f57-cffdbe6c2d4e_3_R/BasicLTI.xml
I_f893ff4e-7763-376c-8f57-cffdbe6c2d4e_5_R/BasicLTI.xml
I_f89a2b10-5e25-364d-9eb8-f69602a74351_R/BasicLTI.xml
I_f8a3a7de-d301-3ee5-b60c-7f6773ea1b63_R/BasicLTI.xml
I_f8aa1366-e912-3df6-af4c-ad160e367562_R/BasicLTI.xml
I_f8aa1ea2-3b46-3e29-9250-796c4480a1ac_1_R/BasicLTI.xml
I_f8c6274d-dbf3-3128-932d-af497815f49d_R/BasicLTI.xml
I_f8dec374-7641-3858-8b5a-26fd7e246ad7_R/BasicLTI.xml
I_f90a01b0-796a-3b23-9a06-509b843a263b_1_R/BasicLTI.xml
I_f9123895-9331-3464-8008-630d7a941b9c_R/BasicLTI.xml
I_f91405d2-eaa1-38fe-b7e5-6f2f6cd9ae6c_1_R/BasicLTI.xml
I_f917cdf0-0be1-3c55-ac77-8ab0c326307f_R/BasicLTI.xml
I_f930775f-81de-3d7c-814f-74348a6b8a11_R/BasicLTI.xml
I_f945a6db-0c7e-34a4-8822-08cac1ae9e11_R/BasicLTI.xml
I_f9561057-6b50-3678-a516-0b2fb6498d2b_R/BasicLTI.xml
I_f95f8020-6b47-3150-9775-01eac27b6bf8_R/BasicLTI.xml
I_f972ab52-4b2a-3efb-a895-301689e7b8e9_1_R/BasicLTI.xml
I_f988c2bd-da56-3d93-907e-627799f1cf1b_1_R/BasicLTI.xml
I_f988c2bd-da56-3d93-907e-627799f1cf1b_3_R/BasicLTI.xml
I_f988c2bd-da56-3d93-907e-627799f1cf1b_5_R/BasicLTI.xml
I_f988c2bd-da56-3d93-907e-627799f1cf1b_7_R/BasicLTI.xml
I_f988c2bd-da56-3d93-907e-627799f1cf1b_9_R/BasicLTI.xml
I_f9a115ff-6c26-3a46-96e1-e0e22735c908_1_R/BasicLTI.xml
I_f9a20f74-abd3-391c-b8ea-35126a5b6a33_R/BasicLTI.xml
I_f9b5c2fc-4a96-32e7-bbbe-fbe0bb850185_1_R/BasicLTI.xml
I_f9bb5146-a867-3487-9ae7-38827cfa3cda_R/BasicLTI.xml
I_f9bddb36-c59c-3f74-ba7b-6361439e6727_1_R/BasicLTI.xml
I_f9fa6da7-bae8-3224-9afc-aa0bb69d2f77_1_R/BasicLTI.xml
I_fa02dc45-2d4a-35ec-bf72-ad8fbed8751c_R/BasicLTI.xml
I_fa3f10ae-6ec6-3443-8903-aa49657d8a1e_R/BasicLTI.xml
I_fa41babf-5c62-3b29-bdde-8cd18949659d_1_R/BasicLTI.xml
I_fa622867-8f45-3c4e-bc8c-6837c95556f2_R/BasicLTI.xml
I_fa7e5b63-efb8-3c99-a53b-8b2b04f0e29a_1_R/BasicLTI.xml
I_fa7f4eb6-30a3-3aae-bc84-5651e37cccaa_1_R/BasicLTI.xml
I_fa89d39f-0b1a-3a79-af8b-c780563ca6aa_1_R/BasicLTI.xml
I_fa9242ec-d6c2-3183-8bea-1122dde18eb7_1_R/BasicLTI.xml
I_fa9242ec-d6c2-3183-8bea-1122dde18eb7_3_R/BasicLTI.xml
I_fa9242ec-d6c2-3183-8bea-1122dde18eb7_5_R/BasicLTI.xml
I_fa9ab553-ca8e-3d5f-9096-e832a3ec11ae_R/BasicLTI.xml
I_fa9ee3e0-a91d-3909-bda3-c71df00d69dc_1_R/BasicLTI.xml
I_faa911c0-b5cb-37b5-9ee9-ff9e45450773_1_R/BasicLTI.xml
I_faa911c0-b5cb-37b5-9ee9-ff9e45450773_3_R/BasicLTI.xml
I_faac9da1-c292-3e2e-8bac-0df0833483a9_1_R/BasicLTI.xml
I_fabb6007-f7fe-38d5-872a-40c2e280ce67_1_R/BasicLTI.xml
I_fac03d5b-333c-3306-8c05-3da3459293ff_R/BasicLTI.xml
I_fac482d0-dbfb-334f-9abe-1169bfa8175e_1_R/BasicLTI.xml
I_fad0b790-b1c6-3fd0-af6e-23a9cec3ab25_1_R/BasicLTI.xml
I_fb111b08-99a3-3e44-972f-c67d6a4595ca_1_R/BasicLTI.xml
I_fb334b4d-58b3-36c3-a7d1-ec88636d7a8b_R/BasicLTI.xml
I_fb4ffc55-6b1c-316d-ad72-39621cbeb74b_R/BasicLTI.xml
I_fb85bdd4-e83d-3c56-b624-df67b9f21d4e_R/BasicLTI.xml
I_fb8fbb87-8856-3120-8f6f-1ae972131803_R/BasicLTI.xml
I_fb9d900f-cf28-34a2-8e82-fda52f1704c0_1_R/BasicLTI.xml
I_fba6c3c2-5d85-3fc2-95f6-9c236103a72e_1_R/BasicLTI.xml
I_fba733f3-4504-3aa9-8755-3cdc669db84f_1_R/BasicLTI.xml
I_fbc7292f-b295-35e3-8f72-b4893b2c18b4_R/BasicLTI.xml
I_fbc78406-3ee1-3b00-b003-719b8788f656_R/BasicLTI.xml
I_fbf77508-924b-38b1-a579-6f8e02219a2d_R/BasicLTI.xml
I_fc14b5ec-5047-3bee-b3f4-a779faf110f2_R/BasicLTI.xml
I_fc177e16-a366-32ea-9691-750744d942c4_1_R/BasicLTI.xml
I_fc1e1524-5313-3e1a-b5e2-85d68b911690_1_R/BasicLTI.xml
I_fc34b1b5-3f50-3e92-a9ca-1486ad1bf01d_R/BasicLTI.xml
I_fc3ec04f-8f49-3602-8525-edb25aeb0993_1_R/BasicLTI.xml
I_fc4bfb19-bc67-349d-a073-e73667b85937_1_R/BasicLTI.xml
I_fc6cfab2-1aa9-3899-9301-523edc69be5a_1_R/BasicLTI.xml
I_fc72f04a-5176-3041-a5a3-8f1a003088e4_R/BasicLTI.xml
I_fc8cf4b2-186d-374f-bed0-375e53bdf830_1_R/BasicLTI.xml
I_fc8ee1da-a678-3048-a9a7-f3da43813439_R/BasicLTI.xml
I_fc9a6161-0cb4-330b-b61e-20bbc1b8603e_1_R/BasicLTI.xml
I_fca335b8-33f3-3901-ac50-5f55c2612132_1_R/BasicLTI.xml
I_fca4d920-fbe2-3304-bb50-4cbaf7112b85_R/BasicLTI.xml
I_fcafa221-b725-34e9-8758-185f23b3cb36_1_R/BasicLTI.xml
I_fccf4f5a-65ec-371e-9fbb-d91953cad2a1_R/BasicLTI.xml
I_fcd34786-87ce-3add-8358-1acfc6ea0d65_1_R/BasicLTI.xml
I_fce38a8f-b035-3de7-a989-5c1ce530230d_1_R/BasicLTI.xml
I_fce38a8f-b035-3de7-a989-5c1ce530230d_3_R/BasicLTI.xml
I_fce38a8f-b035-3de7-a989-5c1ce530230d_5_R/BasicLTI.xml
I_fce38a8f-b035-3de7-a989-5c1ce530230d_7_R/BasicLTI.xml
I_fce38a8f-b035-3de7-a989-5c1ce530230d_9_R/BasicLTI.xml
I_fcf59fc7-38cc-3f02-ab9c-0368a81dfa88_R/BasicLTI.xml
I_fd0ae48e-8f5c-3c0c-8b68-88684af6b161_R/BasicLTI.xml
I_fd38c9c9-7a86-334b-959c-91164dbeb890_1_R/BasicLTI.xml
I_fd38c9c9-7a86-334b-959c-91164dbeb890_3_R/BasicLTI.xml
I_fd38c9c9-7a86-334b-959c-91164dbeb890_5_R/BasicLTI.xml
I_fd905b80-b749-31be-b6ae-f5de9d4e3491_1_R/BasicLTI.xml
I_fdc1c521-7796-38b5-9705-e5102d95f0f4_R/BasicLTI.xml
I_fdd78841-f412-3cf7-a514-8bdc1ed65542_1_R/BasicLTI.xml
I_fdd78841-f412-3cf7-a514-8bdc1ed65542_3_R/BasicLTI.xml
I_fdf18e64-7243-3431-ab40-bf793e41e23d_R/BasicLTI.xml
I_fe03ca19-2a28-34b5-8828-27840d2c3b01_R/BasicLTI.xml
I_fe6d06ea-7943-3c65-9712-e31f0db9c814_1_R/BasicLTI.xml
I_fe6fcdca-dd73-3ff1-8e8d-80a2403994ec_1_R/BasicLTI.xml
I_fe8a4500-2781-3ebc-a73b-c01c28356482_1_R/BasicLTI.xml
I_fe8fccbb-fd1a-3cca-9085-4c284e0c0f40_1_R/BasicLTI.xml
I_fea15c8d-91a3-3e84-a8f9-35ea5a18a984_R/BasicLTI.xml
I_fea4ffcd-8bdf-399e-bc15-ea395c75774a_1_R/BasicLTI.xml
I_feaf6857-ac9d-39d4-8f91-f8c620a4972b_1_R/BasicLTI.xml
I_fed86f1d-1141-3eaa-8f56-34cfc7a79e74_1_R/BasicLTI.xml
I_ff106bc6-e71b-3fd7-8dc6-97d5f4bd7cdf_1_R/BasicLTI.xml
I_ff119387-507b-3781-91ef-4f81e8d8a20c_1_R/BasicLTI.xml
I_ff119387-507b-3781-91ef-4f81e8d8a20c_3_R/BasicLTI.xml
I_ff119387-507b-3781-91ef-4f81e8d8a20c_5_R/BasicLTI.xml
I_ff1aa17c-72e3-317d-a182-2b25a8838e1a_1_R/BasicLTI.xml
I_ff2bb48b-a3bb-31a4-902f-bf69f3eff8fa_R/BasicLTI.xml
I_ff600105-5aa5-3a6e-92d2-7aac91c0ff2d_R/BasicLTI.xml
I_ffc76a77-550f-3d39-91ca-08e9edb8f0db_1_R/BasicLTI.xml
I_ffc76a77-550f-3d39-91ca-08e9edb8f0db_3_R/BasicLTI.xml
I_ffcfcd8d-2605-3619-9f6d-4dd100e385ad_R/BasicLTI.xml
I_ffde4d4f-3e99-3bd2-91f6-13d6f3b452aa_R/BasicLTI.xml

Title: digits - grade 7 California Realize Edition


         Tools

            Math Tools

            Grids & Organizers

            Student Companion ACTIVe-book

            Homework Helper v1 - ACTIVe-Book

            Homework Helper v2 - ACTIVe-Book

            Glossary

            Multilingual Handbook

         Unit A: Ratio and Proportional Relationships

            Unit A: Ratio and Proportional Relationships: Enrichment Project

            Lesson i8-5: Dividing Decimals: Part 1

            Lesson i8-5: Dividing Decimals: Part 2

            Lesson i8-5: Dividing Decimals: Part 3

            Lesson i8-5: Dividing Decimals: Lesson Check

            i8-5 Journal

            i8-5 Practice

            Lesson i11-2: Multiplying Fractions: Part 1

            Lesson i11-2: Multiplying Fractions: Part 2

            Lesson i11-2: Multiplying Fractions: Part 3

            Lesson i11-2: Multiplying Fractions: Lesson Check

            i11-2: Multiplying Fractions: Journal

            i11-2: Multiplying Fractions: Practice

            Lesson i13-1: Ratios: Part 1

            Lesson i13-1: Ratios: Part 2

            Lesson i13-1: Ratios: Part 3

            Lesson i13-1: Ratios: Lesson Check

            i13-1 Journal

            i13-1 Practice
              Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

            Lesson i13-2: Equivalent Ratios: Part 1

            Lesson i13-2: Equivalent Ratios: Part 2

            Lesson i13-2: Equivalent Ratios: Part 3

            Lesson i13-2: Equivalent Ratios: Lesson Check

            i13-2 Journal

            i13-2 Practice

            Lesson i14-1: Unit Rates: Part 1

            Lesson i14-1: Unit Rates: Part 2

            Lesson i14-1: Unit Rates: Part 3

            Lesson i14-1: Unit Rates: Lesson Check

            i14-1 Journal

            i14-1 Practice
              Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

            Lesson i14-2: Converting Customary Measurements: Part 1

            Lesson i14-2: Converting Customary Measurements: Part 2

            Lesson i14-2: Converting Customary Measurements: Part 3

            Lesson i14-2: Converting Customary Measurements: Lesson Check

            i14-2 Journal

            i14-2 Practice

            Lesson i14-3: Converting Metric Measurements: Part 1

            Lesson i14-3: Converting Metric Measurements: Part 2

            Lesson i14-3: Converting Metric Measurements: Part 3

            Lesson i14-3: Converting Metric Measurements: Lesson Check

            4-3: Adding Rational Numbers: Journal

            i14-3: Converting Metric Measurements: Practice

            Lesson i15-1: Graphing Ratios: Part 1

            Lesson i15-1: Graphing Ratios: Part 2

            Lesson i15-1: Graphing Ratios: Part 3

            Lesson i15-1: Graphing Ratios: Lesson Check

            i15-1 Journal

            i15-1 Practice

            Lesson i16-1: Understanding Percent: Part 1

            Lesson i16-1: Understanding Percent: Part 2

            Lesson i16-1: Understanding Percent: Part 3

            Lesson i16-1: Understanding Percent: Lesson Check

            i16-1 Journal

            i16-1 Practice

            Lesson i17-1: Finding a Percent of a Number: Part 1

            Lesson i17-1: Finding a Percent of a Number: Part 2

            Lesson i17-1: Finding a Percent of a Number: Part 3

            Lesson i17-1: Finding a Percent of a Number: Lesson Check

            i17-1 Journal

            i17-1 Practice

            Unit A: Ratio and Proportional Relationships: Readiness Assessment

            Topic 1: Ratios and Rates

               Topic 1: Ratios and Rates: Enrichment Project

               Readiness Lesson r1: Planning a Concert

                  Interactive Learning

                     r1: Planning a Concert: Intro

                     r1: Planning a Concert: Example 1

                     r1: Planning a Concert: Example 2

                     r1: Planning a Concert: Example 3

                     r1: Planning a Concert: Close

                  Activity Sheets

                     r1: Planning a Concert: Activity Sheet K

                     r1: Planning a Concert: Activity Sheet G with Answer Key

                  Practice

                     r1: Planning a Concert: Homework

               Lesson 1-1: Equivalent Ratios

                  Interactive Learning

                     1-1: Equivalent Ratios: Topic Opener

                     1-1: Equivalent Ratios: Launch
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-1: Equivalent Ratios: Part 1
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-1: Equivalent Ratios: Key Concept
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-1: Equivalent Ratios: Part 2
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-1: Equivalent Ratios: Part 3
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-1: Equivalent Ratios: Close and Check
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                  Practice

                     1-1: Equivalent Ratios: Homework G
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-1: Equivalent Ratios: Homework K
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-1: Equivalent Ratios: Mixed Review

               Lesson 1-2: Unit Rates

                  Practice

                     1-2: Unit Rates: Homework G
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-2: Unit Rates: Homework K
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-2: Unit Rates: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                  Interactive Learning

                     1-2: Unit Rates: Launch
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-2: Unit Rates: Key Concept
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-2: Unit Rates: Part 1
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-2: Unit Rates: Part 2
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-2: Unit Rates: Part 3
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-2: Unit Rates: Close and Check
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Lesson 1-3: Ratios With Fractions

                  Interactive Learning

                     1-3: Ratios With Fractions: Launch
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-3: Ratios With Fractions: Part 1
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-3: Ratios With Fractions: Key Concept
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-3: Ratios With Fractions: Part 2
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-3: Ratios With Fractions: Part 3
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-3: Ratios With Fractions: Close and Check
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                  Practice

                     1-3: Ratios With Fractions: Homework G
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-3: Ratios With Fractions: Homework K
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-3: Ratios With Fractions: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Lesson 1-4: Unit Rates With Fractions

                  Interactive Learning

                     1-4: Unit Rates With Fractions: Launch
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-4: Unit Rates With Fractions: Key Concept
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-4: Unit Rates With Fractions: Part 1
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-4: Unit Rates With Fractions: Part 2
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-4: Unit Rates With Fractions: Part 3
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-4: Unit Rates With Fractions: Close and Check
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                  Practice

                     1-4: Unit Rates With Fractions: Homework G
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-4: Unit Rates With Fractions: Homework K
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-4: Unit Rates With Fractions: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Lesson 1-5: Problem Solving

                  Interactive Learning

                     1-5: Problem Solving: Launch
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-5: Problem Solving: Part 1
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-5: Problem Solving: Part 2
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-5: Problem Solving: Part 3
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-5: Problem Solving: Close and Check
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                  Practice

                     1-5: Problem Solving: Homework G
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-5: Problem Solving: Homework K
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

                     1-5: Problem Solving: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Topic 1 Review

                  Interactive Learning

                     Topic 1: Ratios and Rates: Vocabulary Review

                     Topic 1: Ratios and Rates: Pull It All Together

                     Topic 1: Ratios and Rates: Topic Close

                  Practice

                     Topic 1: Ratios and Rates: Review Homework
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Topic 1: Ratios and Rates: Test
                 Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

            Topic 2: Proportional Relationships

               Topic 2: Proportional Relationships: Enrichment Project

               Readiness Lesson r2: Making and Editing a Video

                  Interactive Learning

                     r2: Making and Editing a Video: Intro

                     r2: Making and Editing a Video: Example 1

                     r2: Making and Editing a Video: Example 2

                     r2: Making and Editing a Video: Example 3
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     r2: Making and Editing a Video: Close

                  Activity Sheets

                     r2: Making and Editing a Video: Activity Sheet G

                     r2: Making and Editing a Video: Activity Sheet K

                  Practice

                     r2: Making and Editing a Video: Homework
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

               Lesson 2-1: Proportional Relationships and Tables

                  Interactive Learning

                     2-1: Proportional Relationships and Tables: Topic Opener

                     2-1: Proportional Relationships and Tables: Launch

                     2-1: Proportional Relationships and Tables: Key Concept

                     2-1: Proportional Relationships and Tables: Part 1

                     2-1: Proportional Relationships and Tables: Part 2
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

                     2-1: Proportional Relationships and Tables: Part 3
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

                     2-1: Proportional Relationships and Tables: Close and Check
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

                  Practice

                     2-1: Proportional Relationships and Tables: Homework G
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

                     2-1: Proportional Relationships and Tables: Homework K
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

                     2-1: Proportional Relationships and Tables: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Lesson 2-2: Proportional Relationships and Graphs

                  Interactive Learning

                     2-2: Proportional Relationships and Graphs: Launch
                       Curriculum Standards: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 

                     2-2: Proportional Relationships and Graphs: Key Concept
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

                     2-2: Proportional Relationships and Graphs: Part 1
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

                     2-2: Proportional Relationships and Graphs: Part 2
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

                     2-2: Proportional Relationships and Graphs: Part 3
                       Curriculum Standards: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 

                     2-2: Proportional Relationships and Graphs: Close and Check
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

                  Practice

                     2-2: Proportional Relationships and Graphs: Homework G
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 

                     2-2: Proportional Relationships and Graphs: Homework K
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 

                     2-2: Proportional Relationships and Graphs: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

               Lesson 2-3: Constant of Proportionality

                  Interactive Learning

                     2-3: Constant of Proportionality: Launch
                       Curriculum Standards: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 

                     2-3: Constant of Proportionality: Key Concept
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-3: Constant of Proportionality: Part 1
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-3: Constant of Proportionality: Part 2
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-3: Constant of Proportionality: Part 3
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-3: Constant of Proportionality: Part 4
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-3: Constant of Proportionality: Close and Check
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                  Practice

                     2-3: Constant of Proportionality: Homework G
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-3: Constant of Proportionality: Homework K
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-3: Constant of Proportionality: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 

               Lesson 2-4: Proportional Relationships and Equations

                  Interactive Learning

                     2-4: Proportional Relationships and Equations: Launch
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     2-4: Proportional Relationships and Equations: Key Concept
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     2-4: Proportional Relationships and Equations: Part 1
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-4: Proportional Relationships and Equations: Part 2
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     2-4: Proportional Relationships and Equations: Part 3
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     2-4: Proportional Relationships and Equations: Part 4
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     2-4: Proportional Relationships and Equations: Close and Check
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                  Practice

                     2-4: Proportional Relationships and Equations: Homework G
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     2-4: Proportional Relationships and Equations: Homework K
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     2-4: Proportional Relationships and Equations: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

               Lesson 2-5: Maps and Scale Drawings

                  Interactive Learning

                     2-5: Maps and Scale Drawings: Launch
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 

                     2-5: Maps and Scale Drawings: Key Concept
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 

                     2-5: Maps and Scale Drawings: Part 1
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 

                     2-5: Maps and Scale Drawings: Part 2
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 

                     2-5: Maps and Scale Drawings: Part 3
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 

                     2-5: Maps and Scale Drawings: Close and Check
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 

                  Practice

                     2-5: Maps and Scale Drawings: Homework G
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 

                     2-5: Maps and Scale Drawings: Homework K
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 

                     2-5: Maps and Scale Drawings: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 

               Lesson 2-6: Problem Solving

                  Interactive Learning

                     2-6: Problem Solving: Launch
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 

                     2-6: Problem Solving: Part 1

                     2-6: Problem Solving: Part 2
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 

                     2-6: Problem Solving: Part 3
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-6: Problem Solving: Close and Check

                  Practice

                     2-6: Problem Solving: Homework G
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-6: Problem Solving: Homework K
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     2-6: Problem Solving: Mixed Review
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Topic 2 Review

                  Interactive Learning

                     Topic 2: Proportional Relationships: Vocabulary Review

                     Topic 2 Pull It All Together

                     Topic 2: Proportional Relationships: Topic Close

                  Practice

                     Topic 2: Proportional Relationships: Review Homework
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 

               Topic 2: Proportional Relationships: Test
                 Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 

            Topic 3: Percents

               Topic 3: Percents: Enrichment Project

               Readiness Lesson r3: Restaurant Math

                  Interactive Learning

                     r3: Restaurant Math: Intro

                     r3: Restaurant Math: Example 1

                     r3: Restaurant Math: Example 2

                     r3: Restaurant Math: Close

                  Activity Sheets

                     r3: Restaurant Math: Activity Sheet G

                     r3: Restaurant Math: Activity Sheet K

                  Practice

                     r3: Restaurant Math: Homework

               Lesson 3-1: The Percent Equation

                  Interactive Learning

                     3-1: The Percent Equation: Topic Opener

                     3-1: The Percent Equation: Launch
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     3-1: The Percent Equation: Key Concept
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     3-1: The Percent Equation: Part 1
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     3-1: The Percent Equation: Part 2
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     3-1: The Percent Equation: Part 3
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     3-1: The Percent Equation: Close and Check
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                  Practice

                     3-1: The Percent Equation: Homework G
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     3-1: The Percent Equation: Homework K
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

                     3-1: The Percent Equation: Mixed Review
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 

               Lesson 3-2: Using the Percent Equation

                  Interactive Learning

                     3-2: Using the Percent Equation: Launch

                     3-2: Using the Percent Equation: Key Concept
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-2: Using the Percent Equation: Part 1
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-2: Using the Percent Equation: Part 2
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-2: Using the Percent Equation: Part 3
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-2: Using the Percent Equation: Close and Check
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  Practice

                     3-2: Using the Percent Equation: Homework G
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-2: Using the Percent Equation: Homework K
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-2: Using the Percent Equation: Mixed Review
                       Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

               Lesson 3-3: Simple Interest

                  Interactive Learning

                     3-3: Simple Interest: Launch

                     3-3: Simple Interest: Key Concept
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-3: Simple Interest: Part 1
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-3: Simple Interest: Part 2
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-3: Simple Interest: Part 3
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-3: Simple Interest: Close and Check
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  Practice

                     3-3: Simple Interest: Homework G
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-3: Simple Interest: Homework K
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-3: Simple Interest: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 3-4: Compound Interest

                  Interactive Learning

                     3-4: Compound Interest: Launch
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-4: Compound Interest: Part 1
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-4: Compound Interest: Part 2
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-4: Compound Interest: Key Concept
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-4: Compound Interest: Part 3
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-4: Compound Interest: Close and Check
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  Practice

                     3-4: Compound Interest: Homework G
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     3-4: Compound Interest: Homework K
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     3-4: Compound Interest: Mixed Review
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 3-5: Percent Increase and Decrease

                  Interactive Learning

                     3-5: Percent Increase and Decrease: Launch

                     3-5: Percent Increase and Decrease: Key Concept
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-5: Percent Increase and Decrease: Part 1
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-5: Percent Increase and Decrease: Part 2
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-5: Percent Increase and Decrease: Part 3
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-5: Percent Increase and Decrease: Close and Check
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  Practice

                     3-5: Percent Increase and Decrease: Homework G
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-5: Percent Increase and Decrease: Homework K
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-5: Percent Increase and Decrease: Mixed Review
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 3-6: Markups and Markdowns

                  Interactive Learning

                     3-6: Markups and Markdowns: Launch
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-6: Markups and Markdowns: Part 1
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-6: Markups and Markdowns: Part 2
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-6: Markups and Markdowns: Key Concept
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-6: Markups and Markdowns: Part 3
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-6: Markups and Markdowns: Close and Check
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  Practice

                     3-6: Markups and Markdowns: Homework G
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-6: Markups and Markdowns: Homework K
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-6: Markups and Markdowns: Mixed Review
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 3-7: Problem Solving

                  Interactive Learning

                     3-7: Problem Solving: Launch
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-7: Problem Solving: Part 1
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-7: Problem Solving: Part 2
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-7: Problem Solving: Close and Check
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-7: Problem Solving: Part 3
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  Practice

                     3-7: Problem Solving: Homework G
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-7: Problem Solving: Homework K
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     3-7: Problem Solving: Mixed Review
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Topic 3 Review

                  Interactive Learning

                     Topic 3: Percents: Vocabulary Review

                     Topic 3: Percents: Pull It All Together

                     Topic 3: Percents: Topic Close

                  Practice

                     Topic 3: Percents: Review Homework
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Topic 3: Percents: Test
                 Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

            Unit A: Ratio and Proportional Relationships: Test
              Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

         Unit B: Rational Numbers

            Unit B: Rational Numbers: Enrichment Project

            Lesson i8-2: Multiplying Decimals: Part 1

            Lesson i8-2: Multiplying Decimals: Part 2

            Lesson i8-2: Multiplying Decimals: Part 3

            Lesson i8-2: Multiplying Decimals: Lesson Check

            i8-2 Journal

            i8-2 Practice

            Lesson i8-5: Dividing Decimals: Part 1

            Lesson i8-5: Dividing Decimals: Part 2

            Lesson i8-5: Dividing Decimals: Part 3

            Lesson i8-5: Dividing Decimals: Lesson Check

            i8-5 Journal

            i8-5 Practice

            Lesson i9-4: Fractions and Division: Part 1

            Lesson i9-4: Fractions and Division: Part 2

            Lesson i9-4: Fractions and Division: Part 3

            Lesson i9-4: Fractions and Division: Lesson Check

            i9-4 Journal

            i9-4 Practice

            Lesson i10-3: Adding Fractions with Unlike Denominators: Part 1

            Lesson i10-3: Adding Fractions with Unlike Denominators: Part 2

            Lesson i10-3: Adding Fractions with Unlike Denominators: Part 3

            Lesson i10-3: Adding Fractions with Unlike Denominators: Lesson Check

            i10-3 Journal

            i10-3 Practice

            Lesson i10-4: Subtracting with Unlike Denominators: Part 1

            Lesson i10-4: Subtracting with Unlike Denominators: Part 2

            Lesson i10-4: Subtracting with Unlike Denominators: Part 3

            Lesson i10-4: Subtracting with Unlike Denominators: Lesson Check

            i10-4 Journal

            i10-4 Practice

            Lesson i11-5: Dividing Fractions: Part 1

            Lesson i11-5: Dividing Fractions: Part 2

            Lesson i11-5: Dividing Fractions: Part 3

            Lesson i11-5: Dividing Fractions: Lesson Check

            i11-5 Journal

            i11-5 Practice

            Lesson i12-1: Mixed Numbers and Improper Fractions: Part 1

            Lesson i12-1: Mixed Numbers and Improper Fractions: Part 2

            Lesson i12-1: Mixed Numbers and Improper Fractions: Part 3

            Lesson i12-1: Mixed Numbers and Improper Fractions: Lesson Check

            i12-1 Journal

            i12-1 Practice

            Lesson i12-2: Adding Mixed Numbers: Part 1

            Lesson i12-2: Adding Mixed Numbers: Part 2

            Lesson i12-2: Adding Mixed Numbers: Part 3

            Lesson i12-2: Adding Mixed Numbers: Lesson Check

            i12-2 Journal

            i12-2 Practice

            Lesson i12-3: Subtracting Mixed Numbers: Part 1

            Lesson i12-3: Subtracting Mixed Numbers: Part 2

            Lesson i12-3: Subtracting Mixed Numbers: Part 3

            Lesson i12-3: Subtracting Mixed Numbers: Lesson Check

            i12-3 Journal

            i12-3 Practice

            Lesson i21-1: Understanding Integers: Part 1

            Lesson i21-1: Understanding Integers: Part 2

            Lesson i21-1: Understanding Integers: Part 3

            Lesson i21-1: Understanding Integers: Lesson Check

            i21-1: Understanding Integers: Journal

            i21-1: Understanding Integers: Practice

            Unit B Readiness Assessment

            Topic 4: Adding and Subtracting Rational Numbers

               Topic 4: Adding and Subtracting Rational Numbers: Enrichment Project

               Readiness Lesson r4: Scuba Diving

                  Interactive Learning

                     r4: Scuba Diving: Intro

                     r4: Scuba Diving: Example 1

                     r4: Scuba Diving: Example 2

                     r4: Scuba Diving: Example 3

                     r4: Scuba Diving: Close

                  Activity Sheets

                     r4: Scuba Diving: Activity Sheet G

                     r4: Scuba Diving: Activity Sheet K

                  Practice

                     r4: Scuba Diving: Homework

               Lesson 4-1: Rational Numbers, Opposites, and Absolute Value

                  Interactive Learning

                     4-1: Rational Numbers, Opposites, and Absolute Value: Topic Opener

                     4-1: Rational Numbers, Opposites, and Absolute Value: Launch
                       Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                     4-1: Rational Numbers, Opposites, and Absolute Value: Part 1
                       Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                     4-1: Rational Numbers, Opposites, and Absolute Value: Part 2
                       Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                     4-1: Rational Numbers, Opposites, and Absolute Value: Part 3
                       Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                     4-1: Rational Numbers, Opposites, and Absolute Value: Key Concept
                       Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                     4-1: Rational Numbers, Opposites, and Absolute Value: Close and Check
                       Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                  Practice

                     4-1: Rational Numbers, Opposites, and Absolute Value: Homework G
                       Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                     4-1: Rational Numbers, Opposites, and Absolute Value: Homework K
                       Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                     4-1: Rational Numbers, Opposites, and Absolute Value: Mixed Review
                       Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 4-2: Adding Integers

                  Interactive Learning

                     4-2: Adding Integers: Launch

                     4-2: Adding Integers: Key Concept
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-2: Adding Integers: Part 1
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-2: Adding Integers: Part 2
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-2: Adding Integers: Part 3
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-2: Adding Integers: Close and Check
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                  Practice

                     4-2: Adding Integers: Homework G
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-2: Adding Integers: Homework K
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-2: Adding Integers: Mixed Review
                       Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 4-3: Adding Rational Numbers

                  Interactive Learning

                     4-3: Adding Rational Numbers: Launch
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-3: Adding Rational Numbers: Part 1
                       Curriculum Standards: Apply properties of operations as strategies to add and subtract rational numbers. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Apply properties of operations as strategies to add and subtract rational numbers. 

                     4-3: Adding Rational Numbers: Key Concept
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-3: Adding Rational Numbers: Part 2
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-3: Adding Rational Numbers: Part 3
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-3: Adding Rational Numbers: Close and Check
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                  Practice

                     4-3: Adding Rational Numbers: Homework G
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Apply properties of operations as strategies to add and subtract rational numbers. 

                     4-3: Adding Rational Numbers: Homework K
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Apply properties of operations as strategies to add and subtract rational numbers. 

                     4-3: Adding Rational Numbers: Mixed Review
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 4-4: Subtracting Integers

                  Interactive Learning

                     4-4: Subtracting Integers: Launch
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-4: Subtracting Integers: Part 1

                     4-4: Subtracting Integers: Part 2

                     4-4: Subtracting Integers: Part 3
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-4: Subtracting Integers: Key Concept
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-4: Subtracting Integers: Close and Check
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                  Practice

                     4-4: Subtracting Integers: Homework G
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-4: Subtracting Integers: Homework K
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-4: Subtracting Integers: Mixed Review
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 4-5: Subtracting Rational Numbers

                  Interactive Learning

                     4-5: Subtracting Rational Numbers: Launch

                     4-5: Subtracting Rational Numbers: Key Concept

                     4-5: Subtracting Rational Numbers: Part 1

                     4-5: Subtracting Rational Numbers: Part 2

                     4-5: Subtracting Rational Numbers: Part 3
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-5: Subtracting Rational Numbers: Close and Check

                  Practice

                     4-5: Subtracting Rational Numbers: Homework G
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-5: Subtracting Rational Numbers: Homework K
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-5: Subtracting Rational Numbers: Mixed Review
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 4-6: Distance on a Number Line

                  Interactive Learning

                     4-6: Distance on a Number Line: Launch
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-6: Distance on a Number Line: Part 1
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-6: Distance on a Number Line: Part 2
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-6: Distance on a Number Line: Key Concept
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-6: Distance on a Number Line: Part 3
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-6: Distance on a Number Line: Close and Check
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                  Practice

                     4-6: Distance on a Number Line: Homework G
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-6: Distance on a Number Line: Homework K
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-6: Distance on a Number Line: Mixed Review
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 4-7: Problem Solving

                  Interactive Learning

                     4-7: Problem Solving: Launch
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                     4-7: Problem Solving: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-7: Problem Solving: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-7: Problem Solving: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-7: Problem Solving: Close and Check
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

                  Practice

                     4-7: Problem Solving: Homework G
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-7: Problem Solving: Homework K
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     4-7: Problem Solving: Mixed Review
                       Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

               Topic 4 Review

                  Interactive Learning

                     Topic 4: Adding and Subtracting Rational Numbers: Vocabulary Review

                     Topic 4: Adding and Subtracting Rational Numbers: Pull It All Together

                     Topic 4: Adding and Subtracting Rational Numbers: Topic Close

                  Practice

                     Topic 4: Adding and Subtracting Rational Numbers: Review Homework
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Apply properties of operations as strategies to add and subtract rational numbers. 

               Topic 4: Adding and Subtracting Rational Numbers: Test
                 Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

            Topic 5: Multiplying and Dividing Rational Numbers

               Topic 5: Multiplying and Dividing Rational Numbers: Enrichment Project

               Readiness Lesson r5: Running a Bakery

                  Activity Sheets

                     r5: Running a Bakery: Activity Sheet G

                     r5: Running a Bakery: Activity Sheet K

                  Interactive Learning

                     r5: Running a Bakery: Intro

                     r5: Running a Bakery: Example 1

                     r5: Running a Bakery: Example 2

                     r5: Running a Bakery: Close

                  Practice

                     r5: Running a Bakery: Homework

               Lesson 5-1: Multiplying Integers

                  Interactive Learning

                     5-1: Multiplying Integers: Topic Opener

                     5-1: Multiplying Integers: Launch
                       Curriculum Standards: Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. 

                     5-1: Multiplying Integers: Part 1

                     5-1: Multiplying Integers: Part 2
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                     5-1: Multiplying Integers: Key Concept
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                     5-1: Multiplying Integers: Part 3
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                     5-1: Multiplying Integers: Close and Check
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                  Practice

                     5-1: Multiplying Integers: Homework G
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                     5-1: Multiplying Integers: Homework K
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                     5-1: Multiplying Integers: Mixed Review
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Lesson 5-2: Multiplying Rational Numbers

                  Interactive Learning

                     5-2: Multiplying Rational Numbers: Launch

                     5-2: Multiplying Rational Numbers: Key Concept
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                     5-2: Multiplying Rational Numbers: Part 1
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                     5-2: Multiplying Rational Numbers: Part 2

                     5-2: Multiplying Rational Numbers: Part 3
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                     5-2: Multiplying Rational Numbers: Close and Check
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                  Practice

                     5-2: Multiplying Rational Numbers: Homework G
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                     5-2: Multiplying Rational Numbers: Homework K
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

                     5-2: Multiplying Rational Numbers: Mixed Review
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

               Lesson 5-3: Dividing Integers

                  Interactive Learning

                     5-3: Dividing Integers: Launch
                       Curriculum Standards: Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. 

                     5-3: Dividing Integers: Key Concept
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                     5-3: Dividing Integers: Part 1
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                     5-3: Dividing Integers: Part 2

                     5-3: Dividing Integers: Part 3
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                     5-3: Dividing Integers: Close and Check
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                  Practice

                     5-3: Dividing Integers: Homework G
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                     5-3: Dividing Integers: Homework K
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                     5-3: Dividing Integers: Mixed Review
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 5-4: Dividing Rational Numbers

                  Interactive Learning

                     5-4: Dividing Rational Numbers: Launch

                     5-4: Dividing Rational Numbers: Part 1

                     5-4: Dividing Rational Numbers: Part 2

                     5-4: Dividing Rational Numbers: Part 3
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                     5-4: Dividing Rational Numbers: Key Concept
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                     5-4: Dividing Rational Numbers: Close and Check

                  Practice

                     5-4: Dividing Rational Numbers: Homework G
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                     5-4: Dividing Rational Numbers: Homework K
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                     5-4: Dividing Rational Numbers: Mixed Review
                       Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

               Lesson 5-5: Operations With Rational Numbers

                  Interactive Learning

                     5-5: Operations With Rational Numbers: Launch
                       Curriculum Standards: Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. 

                     5-5: Operations With Rational Numbers: Key Concept
                       Curriculum Standards: Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. 

                     5-5: Operations With Rational Numbers: Part 1
                       Curriculum Standards: Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. 

                     5-5: Operations With Rational Numbers: Part 2
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     5-5: Operations With Rational Numbers: Part 3

                     5-5: Operations With Rational Numbers: Close and Check
                       Curriculum Standards: Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. 

                  Practice

                     5-5: Operations With Rational Numbers: Homework G
                       Curriculum Standards: Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     5-5: Operations With Rational Numbers: Homework K
                       Curriculum Standards: Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     5-5: Operations With Rational Numbers: Mixed Review
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

               Lesson 5-6: Problem Solving

                  Interactive Learning

                     5-6: Problem Solving: Launch
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     5-6: Problem Solving: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     5-6: Problem Solving: Part 2
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     5-6: Problem Solving: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     5-6: Problem Solving: Close and Check
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                  Practice

                     5-6: Problem Solving: Homework G
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     5-6: Problem Solving: Homework K
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     5-6: Problem Solving: Mixed Review
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Topic 5 Review

                  Interactive Learning

                     Topic 5: Multiplying and Dividing Rational Numbers: Vocabulary Review

                     Topic 5: Multiplying and Dividing Rational Numbers: Pull It All Together

                     Topic 5: Multiplying and Dividing Rational Numbers: Topic Close

                  Practice

                     Topic 5: Multiplying and Dividing Rational Numbers: Review Homework
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Topic 5: Multiplying and Dividing Rational Numbers: Test
                 Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

            Topic 6: Decimals and Percent

               Topic 6: Decimals and Percent: Enrichment Project

               Readiness Lesson r6: Summer Olympics

                  Interactive Learning

                     r6: Summer Olympics: Intro

                     r6: Summer Olympics: Example 1

                     r6: Summer Olympics: Example 2
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     r6: Summer Olympics: Example 3

                     r6: Summer Olympics: Close

                  Activity Sheets

                     r6: Summer Olympics: Activity Sheet G

                     r6: Summer Olympics: Activity Sheet K

                  Practice

                     r6: Summer Olympics: Homework
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 6-1: Repeating Decimals

                  Interactive Learning

                     6-1: Decimals and Percent: Topic Opener

                     6-1: Decimals and Percent: Launch
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

                     6-1: Decimals and Percent: Part 1
                       Curriculum Standards: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-1: Decimals and Percent: Key Concept
                       Curriculum Standards: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-1: Decimals and Percent: Part 2
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-1: Decimals and Percent: Part 3
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-1: Decimals and Percent: Close and Check
                       Curriculum Standards: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                  Practice

                     6-1: Decimals and Percent: Homework G
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-1: Decimals and Percent: Homework K
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-1: Decimals and Percent: Mixed Review
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Lesson 6-2: Terminating Decimals

                  Interactive Learning

                     6-2: Terminating Decimals: Launch
                       Curriculum Standards: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-2: Terminating Decimals: Key Concept
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-2: Terminating Decimals: Part 1
                       Curriculum Standards: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-2: Terminating Decimals: Part 2
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-2: Terminating Decimals: Part 3
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-2: Terminating Decimals: Close and Check
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                  Practice

                     6-2: Terminating Decimals: Homework G
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-2: Terminating Decimals: Homework K
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-2: Terminating Decimals: Mixed Review
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

               Lesson 6-3: Percents Greater Than 100

                  Interactive Learning

                     6-3: Percents Greater Than 100: Launch
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-3: Percents Greater Than 100: Part 1
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-3: Percents Greater Than 100: Key Concept
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-3: Percents Greater Than 100: Part 2
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-3: Percents Greater Than 100: Part 3
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-3: Percents Greater Than 100: Close and Check
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                  Practice

                     6-3: Percents Greater Than 100: Homework G
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-3: Percents Greater Than 100: Homework K
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-3: Percents Greater Than 100: Mixed Review
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

               Lesson 6-4: Percents Less Than 1

                  Interactive Learning

                     6-4: Percents Less Than 1: Launch
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-4: Percents Less Than 1: Part 1
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-4: Percents Less Than 1: Key Concept
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-4: Percents Less Than 1: Part 2
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-4: Percents Less Than 1: Part 3
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-4: Percents Less Than 1: Close and Check
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                  Practice

                     6-4: Percents Less Than 1: Homework G
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-4: Percents Less Than 1: Homework K
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-4: Percents Less Than 1: Mixed Review
                       Curriculum Standards: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 6-5: Fractions, Decimals, and Percents

                  Interactive Learning

                     6-5: Fractions, Decimals, and Percents: Launch
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-5: Fractions, Decimals, and Percents: Part 1
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

                     6-5: Fractions, Decimals, and Percents: Part 2
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-5: Fractions, Decimals, and Percents: Key Concept
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-5: Fractions, Decimals, and Percents: Part 3
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-5: Fractions, Decimals, and Percents: Close and Check
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                  Practice

                     6-5: Fractions, Decimals, and Percents: Homework G
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-5: Fractions, Decimals, and Percents: Homework K
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-5: Fractions, Decimals, and Percents: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 6-6: Percent Error

                  Interactive Learning

                     6-6: Percent Error: Launch
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     6-6 Key Concept
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     6-6: Percent Error: Part 1
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     6-6: Percent Error: Part 2
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     6-6: Percent Error: Part 3
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     6-6: Percent Error: Close and Check
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  Practice

                     6-6: Percent Error: Homework G
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     6-6: Percent Error: Homework K
                       Curriculum Standards: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                     6-6: Percent Error: Mixed Review
                       Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 6-7: Problem Solving

                  Interactive Learning

                     6-7: Problem Solving: Launch
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-7: Problem Solving: Part 1
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-7: Problem Solving: Part 2
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-7: Problem Solving: Part 3
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-7: Problem Solving: Close and Check
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                  Practice

                     6-7: Problem Solving: Homework G
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-7: Problem Solving: Homework K
                       Curriculum Standards: Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     6-7: Problem Solving: Mixed Review
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Topic 6 Review

                  Interactive Learning

                     Topic 6: Decimals and Percent: Vocabulary Review

                     Topic 6: Decimals and Percent: Pull It All Together

                     Topic 6: Decimals and Percent: Topic Close

                  Practice

                     Topic 6: Decimals and Percent: Review Homework
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Topic 6: Decimals and Percent: Test
                 Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

            Unit B: Rational Numbers: Test
              Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

         Unit C: Expressions and Equations

            Lesson i23-1: Order of Operations: Part 1

            Lesson i23-1: Order of Operations: Part 2

            Lesson i23-1: Order of Operations: Part 3

            Lesson i23-1: Order of Operations: Lesson Check

            i23-1 Journal

            i23-1 Practice

            Lesson i23-2: Variables and Expressions: Part 1

            Lesson i23-2: Variables and Expressions: Part 2

            Lesson i23-2: Variables and Expressions: Part 3

            Lesson i23-2: Variables and Expressions: Lesson Check

            i23-2 Journal

            i23-2 Practice

            Lesson i24-2: Equivalent Expressions: Part 1

            Lesson i24-2: Equivalent Expressions: Part 2

            Lesson i24-2: Equivalent Expressions: Part 3

            Lesson i24-2: Equivalent Expressions: Lesson Check

            i24-2 Journal

            i24-2 Practice

            Lesson i24-3: Simplifying Expressions: Part 1

            Lesson i24-3: Simplifying Expressions: Part 2

            Lesson i24-3: Simplifying Expressions: Part 3

            Lesson i24-3: Simplifying Expressions: Lesson Check

            i24-3: Simplifying Expressions: Journal

            i24-3: Simplifying Expressions: Practice

            Lesson i25-1: Writing Equations: Part 1

            Lesson i25-1: Writing Equations: Part 2

            Lesson i25-1: Writing Equations: Part 3

            Lesson i25-1: Writing Equations: Lesson Check

            i25-1 Journal

            i25-1 Practice

            Lesson i2-1: Addition and Multiplication Properties: Part 1

            Lesson i2-1: Addition and Multiplication Properties: Part 2

            Lesson i2-1: Addition and Multiplication Properties: Part 3

            Lesson i2-1: Addition and Multiplication Properties: Lesson Check

            i2-1 Journal

            i2-1 Practice

            Lesson i2-2: Distributive Property: Part 1

            Lesson i2-2: Distributive Property: Part 2

            Lesson i2-2: Distributive Property: Part 3

            Lesson i2-2: Distributive Property: Lesson Check

            i2-2 Journal

            i2-2 Practice

            Lesson i25-3: Solving Addition and Subtraction Equations: Part 1

            Lesson i25-3: Solving Addition and Subtraction Equations: Part 2

            Lesson i25-3: Solving Addition and Subtraction Equations: Part 3

            Lesson i25-3: Solving Addition and Subtraction Equations: Lesson Check

            i25-3 Journal

            i25-3 Practice

            Lesson i25-2: Principles of Solving Equations: Part 1

            Lesson i25-2: Principles of Solving Equations: Part 2

            Lesson i25-2: Principles of Solving Equations: Part 3

            Lesson i25-2: Principles of Solving Equations: Lesson Check

            i25-2 Journal

            i25-2 Practice

            i25-4: Solving Multiplication and Division Equations: Part 1

            i25-4: Solving Multiplication and Division Equations: Part 2

            i25-4: Solving Multiplication and Division Equations: Part 3

            i25-4: Solving Multiplication and Division Equations: Lesson Check

            i25-4: Solving Multiplication and Division Equations: Journal

            i25-4: Solving Multiplication and Division Equations: Practice

            Unit C: Expressions and Equations: Readiness Assessment

            Topic 7: Equivalent Expressions

               Topic 7: Equivalent Expressions: Enrichment Project

               Readiness Lesson r7: Choosing a Cell Phone Plan

                  Interactive Learning

                     r7: Choosing a Cell Phone Plan: Intro

                     r7: Choosing a Cell Phone Plan: Example 1

                     r7: Choosing a Cell Phone Plan: Example 2

                     r7: Choosing a Cell Phone Plan: Example 3

                     r7: Choosing a Cell Phone Plan: Close

                  Activity Sheets

                     r7: Choosing a Cell Phone Plan: Activity Sheet G

                     r7: Choosing a Cell Phone Plan: Activity Sheet K

                  Practice

                     r7: Choosing a Cell Phone Plan: Homework

               Lesson 7-1: Expanding Algebraic Expressions

                  Interactive Learning

                     7-1: Expanding Algebraic Expressions: Topic Opener

                     7-1: Expanding Algebraic Expressions: Launch
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-1: Expanding Algebraic Expressions: Part 1
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-1: Expanding Algebraic Expressions: Key Concept
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-1: Expanding Algebraic Expressions: Part 2
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-1: Expanding Algebraic Expressions: Part 3
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-1: Expanding Algebraic Expressions: Close and Check
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                  Practice

                     7-1: Expanding Algebraic Expressions: Homework G
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-1: Expanding Algebraic Expressions: Homework K
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-1: Expanding Algebraic Expressions: Mixed Review
                       Curriculum Standards: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 7-2: Factoring Algebraic Expressions

                  Interactive Learning

                     7-2: Factoring Algebraic Expressions: Launch
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-2: Factoring Algebraic Expressions: Part 1
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-2: Factoring Algebraic Expressions: Part 2
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-2: Factoring Algebraic Expressions: Part 3
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-2: Factoring Algebraic Expressions: Key Concept
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-2: Factoring Algebraic Expressions: Close and Check
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                  Practice

                     7-2: Factoring Algebraic Expressions: Homework G
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-2: Factoring Algebraic Expressions: Homework K
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-2: Factoring Algebraic Expressions: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

               Lesson 7-3: Adding Algebraic Expressions

                  Interactive Learning

                     7-3: Adding Algebraic Expressions: Launch
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-3: Adding Algebraic Expressions: Part 1
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-3: Adding Algebraic Expressions: Part 2
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-3: Adding Algebraic Expressions: Key Concept
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-3: Adding Algebraic Expressions: Part 3
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-3: Adding Algebraic Expressions: Close and Check
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                  Practice

                     7-3: Adding Algebraic Expressions: Homework G
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-3: Adding Algebraic Expressions: Homework K with Answer Key
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-3: Adding Algebraic Expressions: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

               Lesson 7-4: Subtracting Algebraic Expressions

                  Interactive Learning

                     7-4: Subtracting Algebraic Expressions: Launch
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-4: Subtracting Algebraic Expressions: Key Concept
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-4: Subtracting Algebraic Expressions: Part 1
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-4: Subtracting Algebraic Expressions: Part 2
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-4: Subtracting Algebraic Expressions: Part 3
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-4: Subtracting Algebraic Expressions: Close and Check
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                  Practice

                     7-4: Subtracting Algebraic Expressions: Homework G
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-4: Subtracting Algebraic Expressions: Homework K
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-4: Subtracting Algebraic Expressions: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add and subtract rational numbers. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Apply properties of operations as strategies to add and subtract rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 7-5: Problem Solving

                  Interactive Learning

                     7-5: Problem Solving: Launch
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-5: Problem Solving: Part 1
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 

                     7-5: Problem Solving: Part 2
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-5: Problem Solving: Close and Check
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                  Practice

                     7-5: Problem Solving: Homework G
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

                     7-5: Problem Solving: Homework K

                     7-5: Problem Solving: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Topic 7 Review

                  Interactive Learning

                     Topic 7: Equivalent Expressions: Vocabulary Review

                     Topic 7: Equivalent Expressions: Pull It All Together

                     Topic 7: Equivalent Expressions: Topic Close

                  Practice

                     Topic 7: Equivalent Expressions: Review Homework
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

               Topic 7: Equivalent Expressions: Test
                 Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. 

            Topic 8: Equations

               Topic 8: Equations: Enrichment Project

               Readiness Lesson r8: Gym Workouts

                  Interactive Learning

                     r8: Gym Workouts: Intro

                     r8: Gym Workouts: Example 1

                     r8: Gym Workouts: Example 2

                     r8: Gym Workouts: Example 3

                     r8: Gym Workouts: Close

                  Activity Sheets

                     r8: Gym Workouts: Activity Sheet G

                     r8: Gym Workouts: Activity Sheet K

                  Practice

                     r8: Gym Workouts: Homework

               Lesson 8-1: Solving Simple Equations

                  Interactive Learning

                     8-1: Solving Simple Equations: Topic Opener

                     8-1: Solving Simple Equations: Launch
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-1: Solving Simple Equations: Key Concept
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-1: Solving Simple Equations: Part 1
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-1: Solving Simple Equations: Key Concept
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-1: Solving Simple Equations: Part 2
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-1: Solving Simple Equations: Part 3
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-1: Solving Simple Equations: Close and Check
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  Practice

                     8-1: Solving Simple Equations: Homework G
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-1: Solving Simple Equations: Homework K
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-1: Solving Simple Equations: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 8-2: Writing Two-Step Equations

                  Interactive Learning

                     8-2: Writing Two-Step Equations: Launch
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-2: Writing Two-Step Equations: Part 1
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-2: Writing Two-Step Equations: Part 2
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-2: Writing Two-Step Equations: Part 3
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-2: Writing Two-Step Equations: Close and Check
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  Practice

                     8-2: Writing Two-Step Equations: Homework G
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-2: Writing Two-Step Equations: Homework K
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-2: Writing Two-Step Equations: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 8-3: Solving Two-Step Equations

                  Interactive Learning

                     8-3: Solving Two-Step Equations: Launch
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-3: Solving Two-Step Equations: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     8-3: Solving Two-Step Equations: Key Concept
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     8-3: Solving Two-Step Equations: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     8-3: Solving Two-Step Equations: Part 3
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-3: Solving Two-Step Equations: Close and Check
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  Practice

                     8-3: Solving Two-Step Equations: Homework G
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-3: Solving Two-Step Equations: Homework K
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-3: Solving Two-Step Equations: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

               Lesson 8-4: Solving Equations Using the Distributive Property

                  Interactive Learning

                     8-4: Solving Equations Using the Distributive Property: Launch
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-4: Solving Equations Using the Distributive Property: Part 1
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-4: Solving Equations Using the Distributive Property: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     8-4: Solving Equations Using the Distributive Property: Part 3
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-4: Solving Equations Using the Distributive Property: Close and Check
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  Practice

                     8-4: Solving Equations Using the Distributive Property: Homework G
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-4: Solving Equations Using the Distributive Property: Homework K
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-4: Solving Equations Using the Distributive Property: Mixed Review
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 8-5: Problem Solving

                  Interactive Learning

                     8-5: Problem Solving: Launch
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     8-5: Problem Solving: Part 1
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-5: Problem Solving: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     8-5: Problem Solving: Part 3
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-5: Problem Solving: Close and Check
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                  Practice

                     8-5: Problem Solving: Homework G
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-5: Problem Solving: Homework K
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     8-5: Problem Solving: Mixed Review
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Topic 8 Review

                  Interactive Learning

                     Topic 8: Equations: Vocabulary Review

                     Topic 8: Equations: Pull It All Together

                     Topic 8: Equations: Topic Close

                  Practice

                     Topic 8: Equations: Review Homework
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

               Topic 8: Equations: Test
                 Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            Topic 9: Inequalities

               Topic 9: Inequalities: Enrichment Project

               Readiness Lesson r9: Taking Public Transportation

                  Interactive Learning

                     r9: Taking Public Transportation: Intro

                     r9: Taking Public Transportation: Example 1

                     r9: Taking Public Transportation: Example 2

                     r9: Taking Public Transportation: Close

                  Activity Sheets

                     r9: Taking Public Transportation: Activity Sheet G

                     r9 Activity Sheet K: Activity Sheet K

                  Practice

                     r9: Taking Public Transportation: Homework

               Lesson 9-1: Solving Inequalities Using Addition or Subtraction

                  Interactive Learning

                     9-1: Solving Inequalities Using Addition or Subtraction: Launch
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-1: Solving Inequalities Using Addition or Subtraction: Part 1
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-1: Solving Inequalities Using Addition or Subtraction: Key Concept
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-1: Solving Inequalities Using Addition or Subtraction: Part 2
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-1: Solving Inequalities Using Addition or Subtraction: Part 3
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-1: Solving Inequalities Using Addition or Subtraction: Close and Check
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                  Practice

                     9-1: Solving Inequalities Using Addition or Subtraction: Homework G
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-1: Solving Inequalities Using Addition or Subtraction: Homework K
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-1: Solving Inequalities Using Addition or Subtraction: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 9-2: Solving Inequalities Using Multiplication or Division

                  Interactive Learning

                     9-2: Solving Inequalities Using Multiplication or Division: Launch
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-2: Solving Inequalities Using Multiplication or Division: Key Concept
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-2: Solving Inequalities Using Multiplication or Division: Part 1
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-2: Solving Inequalities Using Multiplication or Division: Key Concept
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-2: Solving Inequalities Using Multiplication or Division: Part 2
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-2: Solving Inequalities Using Multiplication or Division: Part 3
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-2: Solving Inequalities Using Multiplication or Division: Close and Check
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                  Practice

                     9-2: Solving Inequalities Using Multiplication or Division: Homework G
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-2: Solving Inequalities Using Multiplication or Division: Homework K
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-2: Solving Inequalities Using Multiplication or Division: Mixed Review
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Apply properties of operations as strategies to add and subtract rational numbers. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Apply properties of operations as strategies to add and subtract rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

               Lesson 9-3: Solving Two-Step Inequalities

                  Interactive Learning

                     9-3: Solving Two-Step Inequalities: Launch
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-3: Solving Two-Step Inequalities: Part 1
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-3: Solving Two-Step Inequalities: Key Concept
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-3: Solving Two-Step Inequalities: Part 2
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-3: Solving Two-Step Inequalities: Part 3
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-3: Solving Two-Step Inequalities: Close and Check
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                  Practice

                     9-3: Solving Two-Step Inequalities: Homework G
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-3: Solving Two-Step Inequalities: Homework K
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-3: Solving Two-Step Inequalities: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Lesson 9-4: Solving Multi-Step Inequalities

                  Interactive Learning

                     9-4: Solving Multi-Step Inequalities: Launch
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-4: Solving Multi-Step Inequalities: Part 1
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-4: Solving Multi-Step Inequalities: Part 2
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-4: Solving Multi-Step Inequalities: Part 3
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-4: Solving Multi-Step Inequalities: Close and Check
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                  Practice

                     9-4: Solving Multi-Step Inequalities: Homework G
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-4: Solving Multi-Step Inequalities: Homework K
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-4: Solving Multi-Step Inequalities: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

               Lesson 9-5: Problem Solving

                  Interactive Learning

                     9-5: Problem Solving: Launch
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-5: Problem Solving: Part 1
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-5: Problem Solving: Part 2
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-5: Problem Solving: Part 3
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-5: Problem Solving: Close and Check
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                  Practice

                     9-5: Problem Solving: Homework G
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-5: Problem Solving: Homework K
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

                     9-5: Problem Solving: Mixed Review
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

               Topic 9 Review

                  Interactive Learning

                     Topic 9: Inequalities: Vocabulary Review

                     Topic 9: Inequalities: Pull It All Together

                     Topic 9: Inequalities: Close

                  Practice

                     Topic 9: Inequalities: Review Homework
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

               Topic 9: Inequalities: Test
                 Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

            Unit C: Expressions and Equations: Test
              Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

         Unit D: Geometry

            Unit D: Geometry: Enrichment Project

            Lesson i25-3: Solving Addition and Subtraction Equations: Part 1

            Lesson i25-3: Solving Addition and Subtraction Equations: Part 2

            Lesson i25-3: Solving Addition and Subtraction Equations: Part 3

            Lesson i25-3: Solving Addition and Subtraction Equations: Lesson Check

            i25-3 Journal

            i25-3 Practice

            Lesson i8-2: Multiplying Decimals: Part 1

            Lesson i8-2: Multiplying Decimals: Part 2

            Lesson i8-2: Multiplying Decimals: Part 3

            Lesson i8-2: Multiplying Decimals: Lesson Check

            i8-2 Journal

            i8-2 Practice

            Lesson i19-2: Classifying Quadrilaterals: Part 1

            Lesson i19-2: Classifying Quadrilaterals: Part 2

            Lesson i19-2: Classifying Quadrilaterals: Part 3

            Lesson i19-2: Classifying Quadrilaterals: Lesson Check

            i19-2 Journal

            i19-2 Practice

            Lesson i19-1: Classifying Triangles: Part 1

            Lesson i19-1: Classifying Triangles: Part 2

            Lesson i19-1: Classifying Triangles: Part 3

            Lesson i19-1: Classifying Triangles: Lesson Check

            i19-1 Journal

            i19-1 Practice

            Lesson i20-2: Area of Rectangles and Squares: Part 1

            Lesson i20-2: Area of Rectangles and Squares: Part 2

            Lesson i20-2: Area of Rectangles and Squares: Part 3

            Lesson i20-2: Area of Rectangles and Squares: Lesson Check

            i20-2 Journal

            i20-2 Practice

            Lesson i20-3: Area of Parallelograms and Triangles: Part 1

            Lesson i20-3: Area of Parallelograms and Triangles: Part 2

            Lesson i20-3: Area of Parallelograms and Triangles: Part 3

            Lesson i20-3: Area of Parallelograms and Triangles: Lesson Check

            i20-3 Journal

            i20-3 Practice

            Lesson i20-5: Volume of Prisms: Part 1

            Lesson i20-5: Volume of Prisms: Part 2

            Lesson i20-5: Volume of Prisms: Part 3

            Lesson i20-5: Volume of Prisms: Lesson Check

            i20-5 Journal

            i20-5 Practice

            Lesson i23-4: Evaluating Expressions: Whole Numbers: Part 1

            Lesson i23-4: Evaluating Expressions: Whole Numbers: Part 2

            Lesson i23-4: Evaluating Expressions: Whole Numbers: Part 3

            Lesson i23-4: Evaluating Expressions: Whole Numbers: Lesson Check

            i23-4 Journal

            i23-4 Practice

            Lesson i20-4: Nets and Surface Area: Part 1

            Lesson i20-4: Nets and Surface Area: Part 2

            Lesson i20-4: Nets and Surface Area: Lesson Check

            i20-4 Journal

            i20-4 Practice

            Lesson i25-2: Principles of Solving Equations: Part 1

            Lesson i25-2: Principles of Solving Equations: Part 2

            Lesson i25-2: Principles of Solving Equations: Part 3

            Lesson i25-2: Principles of Solving Equations: Lesson Check

            i25-2 Journal

            i25-2 Practice

            Unit D: Geometry: Readiness Assessment

            Topic 10: Angles

               Topic 10: Angles: Enrichment Project

               Readiness Lesson r10: Miniature Golf

                  Interactive Learning

                     r10: Miniature Golf: Intro

                     r10: Miniature Golf: Example 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     r10: Miniature Golf: Example 2
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     r10: Miniature Golf: Example 3
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     r10: Miniature Golf: Close

                  Activity Sheets

                     r10: Miniature Golf: Activity Sheet G

                     r10: Miniature Golf: Activity Sheet K

                  Practice

                     r10: Miniature Golf: Homework
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

               Lesson 10-1: Measuring Angles

                  Interactive Learning

                     10-1: Measuring Angles: Topic Opener

                     10-1: Measuring Angles: Launch
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-1: Measuring Angles: Part 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-1: Measuring Angles: Part 2
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-1: Measuring Angles: Part 3
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     10-1: Measuring Angles: Close and Check
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                  Practice

                     10-1: Measuring Angles: Homework G
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-1: Measuring Angles: Homework K
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-1: Measuring Angles: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

               Lesson 10-2: Adjacent Angles

                  Interactive Learning

                     10-2: Adjacent Angles: Launch
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-2: Adjacent Angles: Key Concept
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-2: Adjacent Angles: Part 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-2: Adjacent Angles: Part 2
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-2: Adjacent Angles: Close and Check
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                  Practice

                     10-2: Adjacent Angles: Homework G
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-2: Adjacent Angles: Homework K
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-2: Adjacent Angles: Mixed Review
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

               Lesson 10-3: Complementary Angles

                  Interactive Learning

                     10-3: Complementary Angles: Launch
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-3: Complementary Angles: Key Concept
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-3: Complementary Angles: Part 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-3: Complementary Angles: Part 2
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-3: Complementary Angles: Close and Check
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                  Practice

                     10-3: Complementary Angles: Homework G
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-3: Complementary Angles: Homework K
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-3: Complementary Angles: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

               Lesson 10-4: Supplementary Angles

                  Interactive Learning

                     10-4: Supplementary Angles: Launch
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-4: Supplementary Angles: Key Concept
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-4: Supplementary Angles: Part 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-4: Supplementary Angles: Part 2
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-4: Supplementary Angles: Close and Check
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                  Practice

                     10-4: Supplementary Angles: Homework G
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-4: Supplementary Angles: Homework K
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-4: Supplementary Angles: Mixed Review
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

               Lesson 10-5: Vertical Angles

                  Interactive Learning

                     10-5: Vertical Angles: Launch
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-5: Vertical Angles: Key Concept
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-5: Vertical Angles: Part 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     10-5: Vertical Angles: Part 2
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-5: Vertical Angles: Close and Check
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                  Practice

                     10-5: Vertical Angles: Homework G
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-5: Vertical Angles: Homework K
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-5: Vertical Angles: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

               Lesson 10-6: Problem Solving

                  Interactive Learning

                     10-6: Problem Solving: Launch
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-6: Problem Solving: Part 1
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-6: Problem Solving: Part 2
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-6: Problem Solving: Close and Check
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                  Practice

                     10-6: Problem Solving: Homework G
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-6: Problem Solving: Homework K
                       Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

                     10-6: Problem Solving: Mixed Review
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

               Topic 10 Review

                  Interactive Learning

                     Topic 10: Angles: Vocabulary Review

                     Topic 10: Angles: Pull It All Together

                     Topic 10: Angles: Topic Close

                  Practice

                     Topic 10: Angles: Review Homework
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

               Topic 10: Angles: Test
                 Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

            Topic 11: Circles

               Topic 11: Circles: Enrichment Project

               Readiness Lesson r11: Planning Zoo Habitats

                  Interactive Learning

                     r11: Planning Zoo Habitats: Intro

                     r11: Planning Zoo Habitats: Example 1

                     r11: Planning Zoo Habitats: Example 2

                     r11: Planning Zoo Habitats: Close

                  Activity Sheets

                     r11: Planning Zoo Habitats: Activity Sheet G

                     r11: Planning Zoo Habitats: Activity Sheet K

                  Practice

                     r11: Planning Zoo Habitats:Homework

               Lesson 11-1: Center, Radius, and Diameter

                  Interactive Learning

                     11-1: Center, Radius, and Diameter: Topic Opener

                     11-1: Center, Radius, and Diameter: Launch
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-1: Center, Radius, and Diameter: Key Concept
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     11-1: Center, Radius, and Diameter: Part 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     11-1: Center, Radius, and Diameter: Part 2
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-1: Center, Radius, and Diameter: Part 3
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                     11-1: Center, Radius, and Diameter: Close and Check
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                  Practice

                     11-1: Center, Radius, and Diameter: Homework G
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-1: Center, Radius, and Diameter: Homework K
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-1: Center, Radius, and Diameter: Mixed Review
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 11-2: Circumference of a Circle

                  Interactive Learning

                     11-2: Circumference of a Circle: Launch
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     11-2: Circumference of a Circle: Key Concept
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-2: Circumference of a Circle: Part 1
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-2: Circumference of a Circle: Part 2
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-2: Circumference of a Circle: Part 3
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-2: Circumference of a Circle: Close and Check
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                  Practice

                     11-2: Circumference of a Circle: Homework G
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-2: Circumference of a Circle: Homework K
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-2: Circumference of a Circle: Mixed Review
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

               Lesson 11-3: Area of a Circle

                  Interactive Learning

                     11-3: Area of a Circle: Launch
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     11-3 :Area of a Circle: Key Concept
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-3: Area of a Circle: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-3: Area of a Circle: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-3: Area of a Circle: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-3 :Area of a Circle: Close and Check
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                  Practice

                     11-3 :Area of a Circle: Homework G
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-3 :Area of a Circle: Homework K
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-3 :Area of a Circle: Mixed Review
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

               Lesson 11-4: Relating Circumference and Area of a Circle

                  Interactive Learning

                     11-4: Relating Circumference and Area of a Circle: Launch
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-4: Relating Circumference and Area of a Circle: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-4: Relating Circumference and Area of a Circle: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-4: Relating Circumference and Area of a Circle: Close and Check
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                  Practice

                     11-4: Relating Circumference and Area of a Circle: Homework G
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-4: Relating Circumference and Area of a Circle: Homework K
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-4: Relating Circumference and Area of a Circle: Mixed Review
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

               Lesson 11-5: Problem Solving

                  Interactive Learning

                     11-5: Problem Solving: Launch
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-5: Problem Solving: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-5: Problem Solving: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-5: Problem Solving: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-5: Problem Solving: Close and Check
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                  Practice

                     11-5: Problem Solving: Homework G
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-5: Problem Solving: Homework K
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

                     11-5: Problem Solving: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Topic 11 Review

                  Interactive Learning

                     Topic 11: Circles: Vocabulary Review

                     Topic 11: Circles: Pull It All Together

                     Topic 11: Circles: Topic Close

                  Practice

                     Topic 11: Circles: Review Homework
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

               Topic 11: Circles: Test
                 Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

            Topic 12: 2- and 3-Dimensional Shapes

               Topic 12: 2- and 3-Dimensional Shapes: Enrichment Project

               Readiness Lesson r12: Architecture

                  Interactive Learning

                     r12: Architecture: Intro

                     r12: Architecture: Example 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     r12: Architecture: Example 2
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     r12: Architecture: Example 3
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     r12: Architecture: Close

                  Activity Sheets

                     r12: Architecture: Activity Sheet G

                     r12: Architecture: Activity Sheet K

                  Practice

                     r12: Architecture: Homework
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

               Lesson 12-1: Geometry Drawing Tools

                  Interactive Learning

                     12-1: Geometry Drawing Tools: Topic Opener

                     12-1: Geometry Drawing Tools: Launch
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-1: Geometry Drawing Tools: Part 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-1: Geometry Drawing Tools: Part 2
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-1: Geometry Drawing Tools: Part 3
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-1: Geometry Drawing Tools: Close and Check
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                  Practice

                     12-1: Geometry Drawing Tools: Homework G
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-1: Geometry Drawing Tools: Homework K
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-1: Geometry Drawing Tools: Mixed Review
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 12-2: Drawing Triangles with Given Conditions 1

                  Interactive Learning

                     12-2: Drawing Triangles with Given Conditions 1: Launch
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-2: Drawing Triangles with Given Conditions 1: Part 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-2: Drawing Triangles with Given Conditions 1: Part 2
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-2: Drawing Triangles with Given Conditions 1: Part 3
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-2: Drawing Triangles with Given Conditions 1: Key Concept
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-2: Drawing Triangles with Given Conditions 1: Close and Check
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                  Practice

                     12-2: Drawing Triangles with Given Conditions 1: Homework G
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-2: Drawing Triangles with Given Conditions 1: Homework K
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-2: Drawing Triangles with Given Conditions 1: Mixed Review
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 

               Lesson 12-3: Drawing Triangles with Given Conditions 2

                  Interactive Learning

                     12-3: Drawing Triangles with Given Conditions 2: Launch
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-3: Drawing Triangles with Given Conditions 2: Part 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-3: Drawing Triangles with Given Conditions 2: Part 2
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-3: Drawing Triangles with Given Conditions 2: Part 3
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-3: Drawing Triangles with Given Conditions 2: Key Concept
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-3: Drawing Triangles with Given Conditions 2: Close and Check
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                  Practice

                     12-3: Drawing Triangles with Given Conditions 2: Homework G
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-3: Drawing Triangles with Given Conditions 2: Homework K
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-3: Drawing Triangles with Given Conditions 2: Mixed Review
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 

               Lesson 12-4: 2-D Slices of Right Rectangular Prisms

                  Interactive Learning

                     12-4: 2-D Slices of Right Rectangular Prisms: Launch
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-4: 2-D Slices of Right Rectangular Prisms: Key Concept
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-4: 2-D Slices of Right Rectangular Prisms: Part 1
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-4: 2-D Slices of Right Rectangular Prisms: Part 2
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-4: 2-D Slices of Right Rectangular Prisms: Close and Check
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                  Practice

                     12-4: 2-D Slices of Right Rectangular Prisms: Homework G
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-4: 2-D Slices of Right Rectangular Prisms: Homework K
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-4: 2-D Slices of Right Rectangular Prisms: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 

               Lesson 12-5: 2-D Slices of Right Rectangular Pyramids

                  Interactive Learning

                     12-5: 2-D Slices of Right Rectangular Pyramids: Launch
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-5 :2-D Slices of Right Rectangular Pyramids: Key Concept
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-5: 2-D Slices of Right Rectangular Pyramids: Part 1
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-5: 2-D Slices of Right Rectangular Pyramids: Part 2
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-5 :2-D Slices of Right Rectangular Pyramids: Close and Check
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                  Practice

                     12-5 :2-D Slices of Right Rectangular Pyramids: Homework G
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-5 :2-D Slices of Right Rectangular Pyramids: Homework K
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-5 :2-D Slices of Right Rectangular Pyramids: Mixed Review
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 

               Lesson 12-6: Problem Solving

                  Interactive Learning

                     12-6: Problem Solving: Launch
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-6: Problem Solving: Part 1
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                     12-6: Problem Solving: Part 2
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     12-6: Problem Solving: Part 3
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                     12-6: Problem Solving: Close and Check
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 

                  Practice

                     12-6: Problem Solving: Homework G
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     12-6: Problem Solving: Homework K
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     12-6: Problem Solving: Mixed Review
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 

               Topic 12 Review

                  Interactive Learning

                     Topic 12: 2- and 3-Dimensional Shapes: Vocabulary Review

                     Topic 12: 2- and 3-Dimensional Shapes: Pull It All Together

                     Topic 12: 2- and 3-Dimensional Shapes: Topic Close

                  Practice

                     Topic 12: 2- and 3-Dimensional Shapes: Review Homework
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

               Topic 12: 2- and 3-Dimensional Shapes: Test
                 Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

            Topic 13: Surface Area and Volume

               Topic 13: Surface Area and Volume: Enrichment Project

               Readiness Lesson r13: Growing a Garden

                  Interactive Learning

                     r13: Growing a Garden: Intro

                     r13: Growing a Garden: Example 1

                     r13: Growing a Garden: Example 2

                     r13: Growing a Garden: Example 3

                     r13: Growing a Garden: Close

                  Activity Sheets

                     r13: Growing a Garden: Activity Sheet G

                     r13: Growing a Garden: Activity Sheet K

                  Practice

                     r13: Growing a Garden: Homework
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

               Lesson 13-1: Surface Areas of Right Prisms

                  Interactive Learning

                     13-1: Surface Areas of Right Prisms: Topic Opener

                     13-1: Surface Areas of Right Prisms: Launch
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-1: Surface Areas of Right Prisms: Key Concept
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-1: Surface Areas of Right Prisms: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-1: Surface Areas of Right Prisms: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-1: Surface Areas of Right Prisms: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-1: Surface Areas of Right Prisms: Close and Check
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                  Practice

                     13-1: Surface Areas of Right Prisms:Homework G
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-1: Surface Areas of Right Prisms: Homework K
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-1: Surface Areas of Right Prisms: Mixed Review
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

               Lesson 13-2: Volumes of Right Prisms

                  Interactive Learning

                     13-2: Volumes of Right Prisms: Launch
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-2: Volumes of Right Prisms: Key Concept
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-2: Volumes of Right Prisms: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-2: Volumes of Right Prisms: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-2: Volumes of Right Prisms: Part 3
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-2: Volumes of Right Prisms: Close and Check
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                  Practice

                     13-2: Volumes of Right Prisms: Homework G
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-2: Volumes of Right Prisms: Homework K
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-2: Volumes of Right Prisms: Mixed Review
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

               Lesson 13-3: Surface Areas of Right Pyramids

                  Interactive Learning

                     13-3: Surface Areas of Right Pyramids: Launch
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-3: Surface Areas of Right Pyramids: Key Concept
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-3: Surface Areas of Right Pyramids: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-3: Surface Areas of Right Pyramids: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-3: Surface Areas of Right Pyramids: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-3: Surface Areas of Right Pyramids: Close and Check
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                  Practice

                     13-3: Surface Areas of Right Pyramids: Homework G
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-3: Surface Areas of Right Pyramids: Homework K
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-3: Surface Areas of Right Pyramids: Mixed Review
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 13-4: Volumes of Right Pyramids

                  Interactive Learning

                     13-4: Volumes of Right Pyramids: Launch
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-4: Volumes of Right Pyramids: Key Concept
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-4: Volumes of Right Pyramids: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-4: Volumes of Right Pyramids: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-4: Volumes of Right Pyramids: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-4: Volumes of Right Pyramids: Close and Check
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                  Practice

                     13-4: Volumes of Right Pyramids: Homework G
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-4: Volumes of Right Pyramids: Homework K
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-4: Volumes of Right Pyramids: Mixed Review
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

               Lesson 13-5: Problem Solving

                  Interactive Learning

                     13-5: Problem Solving: Launch
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-5: Problem Solving: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-5: Problem Solving: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. 

                     13-5: Problem Solving: Close and Check
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                  Practice

                     13-5: Problem Solving: Homework G
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-5: Problem Solving: Homework K
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

                     13-5: Problem Solving: Mixed Review
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Topic 13 Review

                  Interactive Learning

                     Topic 13: Surface Area and Volume: Vocabulary Review

                     Topic 13: Surface Area and Volume: Pull It All Together

                     Topic 13: Surface Area and Volume: Topic Close

                  Practice

                     Topic 13: Surface Area and Volume: Review Homework
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

               Topic 13: Surface Area and Volume: Test
                 Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

            Unit D: Geometry: Test
              Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

         Unit E: Statistics

            Unit E: Statistics: Enrichment Project

            Lesson i1-2: Comparing and Ordering Whole Numbers: Part 1

            Lesson i1-2: Comparing and Ordering Whole Numbers: Part 2

            Lesson i1-2: Comparing and Ordering Whole Numbers: Part 3

            Lesson i1-2: Comparing and Ordering Whole Numbers: Lesson Check

            i1-2: Comparing and Ordering Whole Numbers: Journal

            i1-2: Comparing and Ordering Whole Numbers: Practice

            Lesson i16-1: Understanding Percent: Part 1

            Lesson i16-1: Understanding Percent: Part 2

            Lesson i16-1: Understanding Percent: Part 3

            Lesson i16-1: Understanding Percent: Lesson Check

            i16-1 Journal

            i16-1 Practice

            Lesson i16-2: Estimating Percent: Part 1

            Lesson i16-2: Estimating Percent: Part 2

            Lesson i16-2: Estimating Percent: Part 3

            Lesson i16-2: Estimating Percent: Lesson Check

            i16-2 Journal

            i16-2 Practice

            Lesson i17-1: Finding a Percent of a Number: Part 1

            Lesson i17-1: Finding a Percent of a Number: Part 2

            Lesson i17-1: Finding a Percent of a Number: Part 3

            Lesson i17-1: Finding a Percent of a Number: Lesson Check

            i17-1 Journal

            i17-1 Practice

            Lesson i17-2: Finding a Percent: Part 1

            Lesson i17-2: Finding a Percent: Part 2

            Lesson i17-2: Finding a Percent: Part 3

            Lesson i17-2: Finding a Percent: Lesson Check

            i17-2 Journal

            i17-2 Practice

            Lesson i17-3: Finding the Whole Given a Percent: Part 1

            Lesson i17-3: Finding the Whole Given a Percent: Part 2

            Lesson i17-3: Finding the Whole Given a Percent: Part 3

            Lesson i17-3: Finding the Whole Given a Percent: Lesson Check

            i17-3 Journal

            i17-3 Practice

            Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Part 1

            Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Part 2

            Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Part 3

            Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Lesson Check

            i5-4 Journal

            i5-4 Practice

            Lesson i6-2: Comparing and Ordering Decimals: Part 1

            Lesson i6-2: Comparing and Ordering Decimals: Part 2

            Lesson i6-2: Comparing and Ordering Decimals: Part 3

            Lesson i6-2: Comparing and Ordering Decimals: Lesson Check

            i6-2 Journal

            i6-2 Practice

            Lesson i8-3: Dividing Decimals by Whole Numbers: Part 1

            Lesson i8-3: Dividing Decimals by Whole Numbers: Part 2

            Lesson i8-3: Dividing Decimals by Whole Numbers: Part 3

            Lesson i8-3: Dividing Decimals by Whole Numbers: Lesson Check

            i8-3 Journal

            i8-3 Practice

            Lesson i9-3: Comparing and Ordering Fractions: Part 1

            Lesson i9-3: Comparing and Ordering Fractions: Part 2

            Lesson i9-3: Comparing and Ordering Fractions: Part 3

            Lesson i9-3: Comparing and Ordering Fractions: Lesson Check

            i9-3 Journal

            i9-3 Practice

            Unit E: Statistics: Readiness Assessment

            Topic 14: Sampling

               Topic 14: Sampling: Enrichment Project

               Readiness Lesson r14: Endangered Species

                  Interactive Learning

                     r14: Endangered Species: Intro

                     r14: Endangered Species: Example 1

                     r14: Endangered Species: Example 2
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

                     r14: Endangered Species: Example 3

                     r14: Endangered Species: Close

                  Activity Sheets

                     r14: Endangered Species: Activity Sheet G

                     r14: Endangered Species: Activity Sheet K

                  Practice

                     r14: Endangered Species: Homework
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

               Lesson 14-1: Populations and Samples

                  Interactive Learning

                     14-1: Populations and Samples: Topic Opener

                     14-1: Populations and Samples: Launch
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-1: Populations and Samples: Part 1
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-1: Populations and Samples: Part 2
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-1: Populations and Samples: Key Concept
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-1: Populations and Samples: Part 3
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-1: Populations and Samples: Close and Check
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                  Practice

                     14-1: Populations and Samples: Homework G
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-1: Populations and Samples: Homework K
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-1: Populations and Samples: Mixed Review
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 

               Lesson 14-2: Estimating a Population

                  Interactive Learning

                     14-2: Estimating a Population: Launch
                       Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

                     14-2: Estimating a Population: Key Concept
                       Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

                     14-2: Estimating a Population: Part 1
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

                     14-2: Estimating a Population: Part 2
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-2: Estimating a Population: Part 3
                       Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-2: Estimating a Population: Close and Check
                       Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

                  Practice

                     14-2: Estimating a Population: Homework G
                       Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-2: Estimating a Population: Homework K
                       Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-2: Estimating a Population: Mixed Review
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Lesson 14-3: Convenience Sampling

                  Interactive Learning

                     14-3: Convenience Sampling: Launch
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-3: Convenience Sampling: Key Concept
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-3: Convenience Sampling: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-3: Convenience Sampling: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-3: Convenience Sampling: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-3: Convenience Sampling: Close and Check
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                  Practice

                     14-3: Convenience Sampling: Homework G
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-3: Convenience Sampling: Homework K
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-3: Convenience Sampling: Mixed Review
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Lesson 14-4: Systematic Sampling

                  Interactive Learning

                     14-4: Systematic Sampling: Launch
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-4: Systematic Sampling: Key Concept
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-4: Systematic Sampling: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-4: Systematic Sampling: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-4: Systematic Sampling: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-4: Systematic Sampling: Close and Check
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                  Practice

                     14-4: Systematic Sampling: Homework G
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-4: Systematic Sampling: Homework K
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-4: Systematic Sampling: Mixed Review
                       Curriculum Standards: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Lesson 14-5: Simple Random Sampling

                  Interactive Learning

                     14-5: Simple Random Sampling: Launch
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-5: Simple Random Sampling: Key Concept
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-5: Simple Random Sampling: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-5: Simple Random Sampling: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-5: Simple Random Sampling: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

                     14-5: Simple Random Sampling: Close and Check
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                  Practice

                     14-5: Simple Random Sampling: Homework G
                       Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-5: Simple Random Sampling: Homework K
                       Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-5: Simple Random Sampling: Mixed Review
                       Curriculum Standards: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Lesson 14-6: Comparing Sampling Methods

                  Interactive Learning

                     14-6: Comparing Sampling Methods: Launch
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-6: Comparing Sampling Methods: Key Concept
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-6: Comparing Sampling Methods: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-6: Comparing Sampling Methods: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-6: Comparing Sampling Methods: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-6: Comparing Sampling Methods: Close and Check
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                  Practice

                     14-6: Comparing Sampling Methods: Homework G
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-6: Comparing Sampling Methods: Homework K
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-6: Comparing Sampling Methods: Mixed Review
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

               Lesson 14-7: Problem Solving

                  Interactive Learning

                     14-7: Problem Solving: Launch
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-7: Problem Solving: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-7: Problem Solving: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

                     14-7: Problem Solving: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-7: Problem Solving: Close and Check
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                  Practice

                     14-7: Problem Solving: Homework G
                       Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-7: Problem Solving: Homework K
                       Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     14-7: Problem Solving: Mixed Review
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Topic 14 Review

                  Interactive Learning

                     Topic 14: Sampling: Vocabulary Review

                     Topic 14: Sampling: Pull It All Together

                     Topic 14: Sampling: Topic Close

                  Practice

                     Topic 14: Sampling: Review Homework
                       Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Topic 14: Sampling: Test
                 Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

            Topic 15: Comparing Two Populations

               Topic 15: Comparing Two Populations: Enrichment Project

               Readiness Lesson r15: Tornadoes

                  Interactive Learning

                     r15: Tornadoes: Intro

                     r15: Tornadoes: Example 1

                     r15: Tornadoes: Example 2

                     r15: Tornadoes: Example 3

                     r15: Tornadoes: Close

                  Activity Sheets

                     r15: Tornadoes: Activity Sheet G

                     r15: Tornadoes: Activity Sheet K

                  Practice

                     r15: Tornadoes: Homework

               Lesson 15-1: Statistical Measures

                  Interactive Learning

                     15-1: Statistical Measures: Launch
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     15-1: Statistical Measures: Topic Opener

                     15-1: Statistical Measures: Part 1
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-1: Statistical Measures: Part 2
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-1: Statistical Measures: Part 3
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-1: Statistical Measures: Close and Check
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                  Practice

                     15-1: Statistical Measures: Homework G
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-1: Statistical Measures: Homework K
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-1: Statistical Measures: Mixed Review
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Lesson 15-2: Multiple Populations and Inferences

                  Interactive Learning

                     15-2: Multiple Populations and Inferences: Launch
                       Curriculum Standards: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

                     15-2: Multiple Populations and Inferences: Part 1
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                     15-2: Multiple Populations and Inferences: Part 2
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                     15-2: Multiple Populations and Inferences: Key Concept
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-2: Multiple Populations and Inferences: Part 3
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-2: Multiple Populations and Inferences; Close and Check
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                  Practice

                     15-2: Multiple Populations and Inferences: Homework G
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                     15-2: Multiple Populations and Inferences: Homework K
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                     15-2: Multiple Populations and Inferences: Mixed Review
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

               Lesson 15-3: Using Measures of Center

                  Interactive Learning

                     15-3: Using Measures of Center: Launch
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-3: Using Measures of Center: Key Concept
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-3: Using Measures of Center: Part 1
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-3: Using Measures of Center: Part 2
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-3: Using Measures of Center: Part 3
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-3: Using Measures of Center: Close and Check
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                  Practice

                     15-3: Using Measures of Center: Homework G
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-3: Using Measures of Center: Homework K
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-3: Using Measures of Center: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

               Lesson 15-4: Using Measures of Variability

                  Interactive Learning

                     15-4: Using Measures of Variability: Launch
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-4: Using Measures of Variability: Key Concept
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-4: Using Measures of Variability: Part 1
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-4: Using Measures of Variability: Part 2
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-4: Using Measures of Variability: Part 3
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-4: Using Measures of Variability: Close and Check
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                  Practice

                     15-4: Using Measures of Variability: Homework G
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-4: Using Measures of Variability: Homework K
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-4: Using Measures of Variability: Mixed Review
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Lesson 15-5: Exploring Overlap in Data Sets

                  Interactive Learning

                     15-5: Exploring Overlap in Data Sets: Launch
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-5: Exploring Overlap in Data Sets: Part 1
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                     15-5: Exploring Overlap in Data Sets: Key Concept
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                     15-5: Exploring Overlap in Data Sets: Part 2
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                     15-5: Exploring Overlap in Data Sets: Part 3
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                     15-5: Exploring Overlap in Data Sets: Close and Check
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                  Practice

                     15-5: Exploring Overlap in Data Sets: Homework G
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                     15-5: Exploring Overlap in Data Sets: Homework K
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

                     15-5: Exploring Overlap in Data Sets: Mixed Review
                       Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Lesson 15-6: Problem Solving

                  Interactive Learning

                     15-6: Problem Solving: Launch
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-6: Problem Solving: Part 1
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-6: Problem Solving: Part 2
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-6: Problem Solving: Close and Check
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                  Practice

                     15-6: Problem Solving: Homework G
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-6: Problem Solving: Homework K
                       Curriculum Standards: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

                     15-6: Problem Solving: Mixed Review
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Topic 15 Review

                  Interactive Learning

                     Topic 15: Comparing Two Populations: Vocabulary Review

                     Topic 15: Comparing Two Populations: Pull It All Together

                     Topic 15: Comparing Two Populations: Topic Close

                  Practice

                     Topic 15: Comparing Two Populations: Review Homework
                       Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

               Topic 15: Comparing Two Populations: Test
                 Curriculum Standards: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

            Unit E: Statistics: Test
              Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

         Unit F: Probability

            Unit F: Probability: Enrichment Project

            Lesson i11-1: Multiplying a Whole Number and a Fraction: Part 1

            Lesson i11-1: Multiplying a Whole Number and a Fraction: Part 2

            Lesson i11-1: Multiplying a Whole Number and a Fraction: Part 3

            Lesson i11-1: Multiplying a Whole Number and a Fraction: Lesson Check

            i11-1: Multiplying a Whole Number and a Fraction: Journal

            i11-1: Multiplying a Whole Number and a Fraction: Practice

            Lesson i13-1: Ratios: Part 1

            Lesson i13-1: Ratios: Part 2

            Lesson i13-1: Ratios: Part 3

            Lesson i13-1: Ratios: Lesson Check

            i13-1 Journal

            i13-1 Practice

            Lesson i16-1: Understanding Percent: Part 1

            Lesson i16-1: Understanding Percent: Part 2

            Lesson i16-1: Understanding Percent: Part 3

            Lesson i16-1: Understanding Percent: Lesson Check

            i16-1 Journal

            i16-1 Practice

            Lesson i16-2: Estimating Percent: Part 1

            Lesson i16-2: Estimating Percent: Part 2

            Lesson i16-2: Estimating Percent: Part 3

            Lesson i16-2: Estimating Percent: Lesson Check

            i16-2 Journal

            i16-2 Practice

            Lesson i17-1: Finding a Percent of a Number: Part 1

            Lesson i17-1: Finding a Percent of a Number: Part 2

            Lesson i17-1: Finding a Percent of a Number: Part 3

            Lesson i17-1: Finding a Percent of a Number: Lesson Check

            i17-1 Journal

            i17-1 Practice

            Lesson i8-2: Multiplying Decimals: Part 1

            Lesson i8-2: Multiplying Decimals: Part 2

            Lesson i8-2: Multiplying Decimals: Part 3

            Lesson i8-2: Multiplying Decimals: Lesson Check

            i8-2 Journal

            i8-2 Practice

            Lesson i9-1: Equivalent Fractions: Part 1

            Lesson i9-1: Equivalent Fractions: Part 2

            Lesson i9-1: Equivalent Fractions: Part 3

            Lesson i9-1: Equivalent Fractions: Lesson Check

            i9-1 Journal

            i9-1 Practice

            Lesson i9-2: Fractions in Simplest Form: Part 1

            Lesson i9-2: Fractions in Simplest Form: Part 2

            Lesson i9-2: Fractions in Simplest Form: Part 3

            Lesson i9-2: Fractions in Simplest Form: Lesson Check

            i9-2 Journal

            i9-2 Practice

            Lesson i9-3: Comparing and Ordering Fractions: Part 1

            Lesson i9-3: Comparing and Ordering Fractions: Part 2

            Lesson i9-3: Comparing and Ordering Fractions: Part 3

            Lesson i9-3: Comparing and Ordering Fractions: Lesson Check

            i9-3 Journal

            i9-3 Practice

            Lesson i9-5: Fractions and Decimals: Part 1

            Lesson i9-5: Fractions and Decimals: Part 2

            Lesson i9-5: Fractions and Decimals: Part 3

            Lesson i9-5: Fractions and Decimals: Lesson Check

            i9-5 Journal

            i9-5 Practice

            Unit F: Probability: Readiness Assessment

            Topic 16: Probability Concepts

               Topic 16: Probability Concepts: Enrichment Project

               Readiness Lesson r16: Basketball Stats

                  Interactive Learning

                     r16: Basketball Stats: Intro

                     r16: Basketball Stats: Example 1

                     r16: Basketball Stats: Example 2

                     r16: Basketball Stats: Example 3

                     r16: Basketball Stats: Close

                  Activity Sheets

                     r16: Basketball Stats: Activity Sheet G

                     r16: Basketball Stats: Activity Sheet K

                  Practice

                     r16: Basketball Stats: Homework

               Lesson 16-1: Likelihood and Probability

                  Interactive Learning

                     16-1: Likelihood and Probability: Topic Opener

                     16-1: Likelihood and Probability: Launch
                       Curriculum Standards: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                     16-1: Likelihood and Probability: Part 1
                       Curriculum Standards: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                     16-1: Likelihood and Probability: Key Concept
                       Curriculum Standards: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                     16-1: Likelihood and Probability: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                     16-1: Likelihood and Probability: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                     16-1: Likelihood and Probability:Close and Check
                       Curriculum Standards: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                  Practice

                     16-1: Likelihood and Probability: Homework G
                       Curriculum Standards: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                     16-1: Likelihood and Probability: Homework K
                       Curriculum Standards: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                     16-1: Likelihood and Probability: Mixed Review
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

               Lesson 16-2: Sample Space

                  Interactive Learning

                     16-2: Sample Space: Launch

                     16-2: Sample Space: Part 1

                     16-2: Sample Space: Part 2

                     16-2: Sample Space: Part 3

                     16-2: Sample Space: Key Concept

                     16-2: Sample Space: Close and Check

                  Practice

                     16-2: Sample Space: Homework G

                     16-2: Sample Space: Homework K

                     16-2: Sample Space: Mixed Review
                       Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

               Lesson 16-3: Relative Frequency and Experimental Probability

                  Interactive Learning

                     16-3: Relative Frequency and Experimental Probability: Launch
                       Curriculum Standards: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                     16-3: Relative Frequency and Experimental Probability: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                     16-3: Relative Frequency and Experimental Probability: Key Concept
                       Curriculum Standards: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                     16-3: Relative Frequency and Experimental Probability: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                     16-3: Relative Frequency and Experimental Probability: Close and Check
                       Curriculum Standards: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  Practice

                     16-3: Relative Frequency and Experimental Probability:  Homework G
                     16-3: Relative Frequency and Experimental Probability: Homework GStatistics and Probability
                       Curriculum Standards: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                     16-3: Relative Frequency and Experimental Probability: Homework K
                       Curriculum Standards: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                     16-3: Relative Frequency and Experimental Probability: Mixed Review
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

               Lesson 16-4: Theoretical Probability

                  Interactive Learning

                     16-4: Theoretical Probability: Launch
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 

                     16-4: Theoretical Probability: Key Concept
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 

                     16-4: Theoretical Probability: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 

                     16-4: Theoretical Probability: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 

                     16-4: Theoretical Probability: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     16-4: Theoretical Probability: Close and Check
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 

                  Practice

                     16-4: Theoretical Probability: Homework G
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 

                     16-4: Theoretical Probability: Homework K
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 

                     16-4: Theoretical Probability: Mixed Review
                       Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

               Lesson 16-5: Probability Models

                  Interactive Learning

                     16-5: Probability Models: Launch

                     16-5: Probability Models: Key Concept

                     16-5: Probability Models: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     16-5: Probability Models: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 

                     16-5: Probability Models: Part 3
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 

                     16-5: Probability Models: Close and Check

                  Practice

                     16-5: Probability Models: Homework G
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 

                     16-5: Probability Models: Homework K
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 

                     16-5: Probability Models: Mixed Review
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

               Lesson 16-6: Problem Solving

                  Interactive Learning

                     16-6: Problem Solving: Launch
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 

                     16-6: Problem Solving: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     16-6: Problem Solving: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 

                     16-6: Problem Solving: Close and Check

                  Practice

                     16-6: Problem Solving: Homework G
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 

                     16-6: Problem Solving: Homework K
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 

                     16-6: Problem Solving: Mixed Review
                       Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 

               Topic 16 Review

                  Interactive Learning

                     Topic 16: Probability Concepts: Vocabulary Review

                     Topic 16: Probability Concepts: Pull It All Together

                     Topic 16: Probability Concepts: Topic Close

                  Practice

                     Topic 16: Probability Concepts: Review Homework
                       Curriculum Standards: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 

               Topic 16: Probability Concepts: Test
                 Curriculum Standards: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 

            Topic 17: Compound Events

               Topic 17: Compound Events: Enrichment Project

               Readiness Lesson r17: Games and Probability

                  Interactive Learning

                     r17: Games and Probability: Intro

                     r17: Games and Probability: Example 1

                     r17: Games and Probability: Example 2

                     r17: Games and Probability: Example 3
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 

                     r17: Games and Probability: Close

                  Activity Sheets

                     r17: Games and Probability: Activity Sheet G

                     r17: Games and Probability: Activity Sheet K

                  Practice

                     r17: Games and Probability: Homework
                       Curriculum Standards: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 

               Lesson 17-1: Compound Events

                  Interactive Learning

                     17-1: Compound Events: Topic Opener

                     17-1: Compound Events: Launch
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-1: Compound Events: Part 1
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-1: Compound Events: Part 2
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-1: Compound Events: Part 3
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-1: Compound Events: Key Concept
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-1: Compound Events: Close and Check
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                  Practice

                     17-1: Compound Events: Homework G
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-1: Compound Events: Homework K
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-1: Compound Events: Mixed Review
                       Curriculum Standards: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Lesson 17-2: Sample Spaces

                  Interactive Learning

                     17-2: Sample Spaces: Launch
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-2: Sample Spaces: Part 1
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-2: Sample Spaces: Part 2
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-2: Sample Spaces: Part 3
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-2: Sample Spaces: Key Concept
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-2: Sample Spaces: Close and Check
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                  Practice

                     17-2: Sample Spaces: Homework G
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-2: Sample Spaces: Homework K
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-2: Sample Spaces: Mixed Review
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 

               Lesson 17-3: Counting Outcomes

                  Interactive Learning

                     17-3: Counting Outcomes: Launch
                       Curriculum Standards: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 

                     17-3: Counting Outcomes: Key Concept
                       Curriculum Standards: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 

                     17-3: Counting Outcomes: Part 1
                       Curriculum Standards: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 

                     17-3: Counting Outcomes: Part 2
                       Curriculum Standards: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-3: Counting Outcomes: Part 3
                       Curriculum Standards: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 

                     17-3: Counting Outcomes: Close and Check
                       Curriculum Standards: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 

                  Practice

                     17-3: Counting Outcomes: Homework G
                       Curriculum Standards: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-3: Counting Outcomes: Homework K
                       Curriculum Standards: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

                     17-3: Counting Outcomes: Mixed Review
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

               Lesson 17-4: Finding Theoretical Probabilities

                  Interactive Learning

                     17-4: Finding Theoretical Probabilities: Launch
                       Curriculum Standards: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 

                     17-4: Finding Theoretical Probabilities: Key Concept
                       Curriculum Standards: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 

                     17-4: Finding Theoretical Probabilities: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 

                     17-4: Finding Theoretical Probabilities: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     17-4: Finding Theoretical Probabilities: Part 3
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                     17-4: Finding Theoretical Probabilities: Close and Check

                  Practice

                     17-4: Finding Theoretical Probabilities: Homework G
                       Curriculum Standards: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 

                     17-4: Finding Theoretical Probabilities: Homework K
                       Curriculum Standards: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 

                     17-4: Finding Theoretical Probabilities: Mixed Review
                       Curriculum Standards: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. 

               Lesson 17-5: Simulation With Random Numbers

                  Interactive Learning

                     17-5: Simulation With Random Numbers: Launch
                       Curriculum Standards: Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

                     17-5: Simulation With Random Numbers: Key Concept
                       Curriculum Standards: Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

                     17-5: Simulation With Random Numbers: Part 1
                       Curriculum Standards: Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

                     17-5: Simulation With Random Numbers: Part 2
                       Curriculum Standards: Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

                     17-5: Simulation With Random Numbers: Part 3
                       Curriculum Standards: Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

                     17-5: Simulation With Random Numbers: Close and Check
                       Curriculum Standards: Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

                  Practice

                     17-5: Simulation With Random Numbers: Homework G
                       Curriculum Standards: Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

                     17-5: Simulation With Random Numbers:Homework K
                       Curriculum Standards: Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

                     17-5: Simulation With Random Numbers: Mixed Review
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

               Lesson 17-6: Finding Probabilities Using Simulation

                  Interactive Learning

                     17-6: Finding Probabilities Using Simulation: Launch

                     17-6: Finding Probabilities Using Simulation: Key Concept

                     17-6: Finding Probabilities Using Simulation: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     17-6: Finding Probabilities Using Simulation:Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     17-6: Finding Probabilities Using Simulation: Close and Check

                  Practice

                     17-6: Finding Probabilities Using Simulation: Homework G

                     17-6: Finding Probabilities Using Simulation: Homework K

                     17-6: Finding Probabilities Using Simulation: Mixed Review
                       Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

               Lesson 17-7: Problem Solving

                  Interactive Learning

                     17-7: Problem Solving: Launch

                     17-7: Problem Solving: Part 1
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     17-7: Problem Solving: Part 2
                       Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

                     17-7: Problem Solving: Close and Check

                  Practice

                     17-7: Problem Solving: Homework G

                     17-7: Problem Solving: Homework K

                     17-7: Problem Solving: Mixed Review
                       Curriculum Standards: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

               Topic 17 Review

                  Interactive Learning

                     Topic 17: Compound Events: Vocabulary Review

                     Topic 17: Compound Events: Pull It All Together

                     Topic 17: Compound Events: Topic Close

                  Practice

                     Topic 17: Compound Events: Review Homework
                       Curriculum Standards: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

               Topic 17: Compound Events: Test
                 Curriculum Standards: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

            Unit F: Probability: Test
              Curriculum Standards: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

         Progress Monitoring

            Unit Assessments

               Unit A: Ratio and Proportional Relationships: Test
                 Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Unit B: Rational Numbers: Test
                 Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Unit C: Expressions and Equations: Test
                 Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 

               Mid-Year Test
                 Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Unit D: Geometry: Test
                 Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

               Unit E: Statistics: Test
                 Curriculum Standards: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. 

               Unit F: Probability: Test
                 Curriculum Standards: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 

               End-of-Year Test
                 Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5 is the same as multiply by 1.05. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

            Readiness Assessments

               Lesson i8-5: Dividing Decimals: Part 1

               Lesson i8-5: Dividing Decimals: Part 2

               Lesson i8-5: Dividing Decimals: Part 3

               Lesson i8-5: Dividing Decimals: Lesson Check

               i8-5 Journal

               i8-5 Practice

               Lesson i11-2: Multiplying Fractions: Part 1

               Lesson i11-2: Multiplying Fractions: Part 2

               Lesson i11-2: Multiplying Fractions: Part 3

               Lesson i11-2: Multiplying Fractions: Lesson Check

               i11-2: Multiplying Fractions: Journal

               i11-2: Multiplying Fractions: Practice

               Lesson i13-1: Ratios: Part 1

               Lesson i13-1: Ratios: Part 2

               Lesson i13-1: Ratios: Part 3

               Lesson i13-1: Ratios: Lesson Check

               i13-1 Journal

               i13-1 Practice
                 Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Lesson i13-2: Equivalent Ratios: Part 1

               Lesson i13-2: Equivalent Ratios: Part 2

               Lesson i13-2: Equivalent Ratios: Part 3

               Lesson i13-2: Equivalent Ratios: Lesson Check

               i13-2 Journal

               i13-2 Practice

               Lesson i14-1: Unit Rates: Part 1

               Lesson i14-1: Unit Rates: Part 2

               Lesson i14-1: Unit Rates: Part 3

               Lesson i14-1: Unit Rates: Lesson Check

               i14-1 Journal

               i14-1 Practice
                 Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 

               Lesson i14-2: Converting Customary Measurements: Part 1

               Lesson i14-2: Converting Customary Measurements: Part 2

               Lesson i14-2: Converting Customary Measurements: Part 3

               Lesson i14-2: Converting Customary Measurements: Lesson Check

               i14-2 Journal

               i14-2 Practice

               Lesson i14-3: Converting Metric Measurements: Part 1

               Lesson i14-3: Converting Metric Measurements: Part 2

               Lesson i14-3: Converting Metric Measurements: Part 3

               Lesson i14-3: Converting Metric Measurements: Lesson Check

               4-3: Adding Rational Numbers: Journal

               i14-3: Converting Metric Measurements: Practice

               Lesson i15-1: Graphing Ratios: Part 1

               Lesson i15-1: Graphing Ratios: Part 2

               Lesson i15-1: Graphing Ratios: Part 3

               Lesson i15-1: Graphing Ratios: Lesson Check

               i15-1 Journal

               i15-1 Practice

               Lesson i16-1: Understanding Percent: Part 1

               Lesson i16-1: Understanding Percent: Part 2

               Lesson i16-1: Understanding Percent: Part 3

               Lesson i16-1: Understanding Percent: Lesson Check

               i16-1 Journal

               i16-1 Practice

               Lesson i17-1: Finding a Percent of a Number: Part 1

               Lesson i17-1: Finding a Percent of a Number: Part 2

               Lesson i17-1: Finding a Percent of a Number: Part 3

               Lesson i17-1: Finding a Percent of a Number: Lesson Check

               i17-1 Journal

               i17-1 Practice

               Unit A: Ratio and Proportional Relationships: Readiness Assessment

               Lesson i8-2: Multiplying Decimals: Part 1

               Lesson i8-2: Multiplying Decimals: Part 2

               Lesson i8-2: Multiplying Decimals: Part 3

               Lesson i8-2: Multiplying Decimals: Lesson Check

               i8-2 Journal

               i8-2 Practice

               Lesson i8-5: Dividing Decimals: Part 1

               Lesson i8-5: Dividing Decimals: Part 2

               Lesson i8-5: Dividing Decimals: Part 3

               Lesson i8-5: Dividing Decimals: Lesson Check

               i8-5 Journal

               i8-5 Practice

               Lesson i9-4: Fractions and Division: Part 1

               Lesson i9-4: Fractions and Division: Part 2

               Lesson i9-4: Fractions and Division: Part 3

               Lesson i9-4: Fractions and Division: Lesson Check

               i9-4 Journal

               i9-4 Practice

               Lesson i10-3: Adding Fractions with Unlike Denominators: Part 1

               Lesson i10-3: Adding Fractions with Unlike Denominators: Part 2

               Lesson i10-3: Adding Fractions with Unlike Denominators: Part 3

               Lesson i10-3: Adding Fractions with Unlike Denominators: Lesson Check

               i10-3 Journal

               i10-3 Practice

               Lesson i10-4: Subtracting with Unlike Denominators: Part 1

               Lesson i10-4: Subtracting with Unlike Denominators: Part 2

               Lesson i10-4: Subtracting with Unlike Denominators: Part 3

               Lesson i10-4: Subtracting with Unlike Denominators: Lesson Check

               i10-4 Journal

               i10-4 Practice

               Lesson i11-5: Dividing Fractions: Part 1

               Lesson i11-5: Dividing Fractions: Part 2

               Lesson i11-5: Dividing Fractions: Part 3

               Lesson i11-5: Dividing Fractions: Lesson Check

               i11-5 Journal

               i11-5 Practice

               Lesson i12-1: Mixed Numbers and Improper Fractions: Part 1

               Lesson i12-1: Mixed Numbers and Improper Fractions: Part 2

               Lesson i12-1: Mixed Numbers and Improper Fractions: Part 3

               Lesson i12-1: Mixed Numbers and Improper Fractions: Lesson Check

               i12-1 Journal

               i12-1 Practice

               Lesson i12-2: Adding Mixed Numbers: Part 1

               Lesson i12-2: Adding Mixed Numbers: Part 2

               Lesson i12-2: Adding Mixed Numbers: Part 3

               Lesson i12-2: Adding Mixed Numbers: Lesson Check

               i12-2 Journal

               i12-2 Practice

               Lesson i12-3: Subtracting Mixed Numbers: Part 1

               Lesson i12-3: Subtracting Mixed Numbers: Part 2

               Lesson i12-3: Subtracting Mixed Numbers: Part 3

               Lesson i12-3: Subtracting Mixed Numbers: Lesson Check

               i12-3 Journal

               i12-3 Practice

               Lesson i21-1: Understanding Integers: Part 1

               Lesson i21-1: Understanding Integers: Part 2

               Lesson i21-1: Understanding Integers: Part 3

               Lesson i21-1: Understanding Integers: Lesson Check

               i21-1: Understanding Integers: Journal

               i21-1: Understanding Integers: Practice

               Unit B Readiness Assessment

               Lesson i23-1: Order of Operations: Part 1

               Lesson i23-1: Order of Operations: Part 2

               Lesson i23-1: Order of Operations: Part 3

               Lesson i23-1: Order of Operations: Lesson Check

               i23-1 Journal

               i23-1 Practice

               Lesson i23-2: Variables and Expressions: Part 1

               Lesson i23-2: Variables and Expressions: Part 2

               Lesson i23-2: Variables and Expressions: Part 3

               Lesson i23-2: Variables and Expressions: Lesson Check

               i23-2 Journal

               i23-2 Practice

               Lesson i24-2: Equivalent Expressions: Part 1

               Lesson i24-2: Equivalent Expressions: Part 2

               Lesson i24-2: Equivalent Expressions: Part 3

               Lesson i24-2: Equivalent Expressions: Lesson Check

               i24-2 Journal

               i24-2 Practice

               Lesson i24-3: Simplifying Expressions: Part 1

               Lesson i24-3: Simplifying Expressions: Part 2

               Lesson i24-3: Simplifying Expressions: Part 3

               Lesson i24-3: Simplifying Expressions: Lesson Check

               i24-3: Simplifying Expressions: Journal

               i24-3: Simplifying Expressions: Practice

               Lesson i25-1: Writing Equations: Part 1

               Lesson i25-1: Writing Equations: Part 2

               Lesson i25-1: Writing Equations: Part 3

               Lesson i25-1: Writing Equations: Lesson Check

               i25-1 Journal

               i25-1 Practice

               Lesson i2-1: Addition and Multiplication Properties: Part 1

               Lesson i2-1: Addition and Multiplication Properties: Part 2

               Lesson i2-1: Addition and Multiplication Properties: Part 3

               Lesson i2-1: Addition and Multiplication Properties: Lesson Check

               i2-1 Journal

               i2-1 Practice

               Lesson i2-2: Distributive Property: Part 1

               Lesson i2-2: Distributive Property: Part 2

               Lesson i2-2: Distributive Property: Part 3

               Lesson i2-2: Distributive Property: Lesson Check

               i2-2 Journal

               i2-2 Practice

               Lesson i25-3: Solving Addition and Subtraction Equations: Part 1

               Lesson i25-3: Solving Addition and Subtraction Equations: Part 2

               Lesson i25-3: Solving Addition and Subtraction Equations: Part 3

               Lesson i25-3: Solving Addition and Subtraction Equations: Lesson Check

               i25-3 Journal

               i25-3 Practice

               Lesson i25-2: Principles of Solving Equations: Part 1

               Lesson i25-2: Principles of Solving Equations: Part 2

               Lesson i25-2: Principles of Solving Equations: Part 3

               Lesson i25-2: Principles of Solving Equations: Lesson Check

               i25-2 Journal

               i25-2 Practice

               i25-4: Solving Multiplication and Division Equations: Part 1

               i25-4: Solving Multiplication and Division Equations: Part 2

               i25-4: Solving Multiplication and Division Equations: Part 3

               i25-4: Solving Multiplication and Division Equations: Lesson Check

               i25-4: Solving Multiplication and Division Equations: Journal

               i25-4: Solving Multiplication and Division Equations: Practice

               Unit C: Expressions and Equations: Readiness Assessment

               Lesson i25-3: Solving Addition and Subtraction Equations: Part 1

               Lesson i25-3: Solving Addition and Subtraction Equations: Part 2

               Lesson i25-3: Solving Addition and Subtraction Equations: Part 3

               Lesson i25-3: Solving Addition and Subtraction Equations: Lesson Check

               i25-3 Journal

               i25-3 Practice

               Lesson i8-2: Multiplying Decimals: Part 1

               Lesson i8-2: Multiplying Decimals: Part 2

               Lesson i8-2: Multiplying Decimals: Part 3

               Lesson i8-2: Multiplying Decimals: Lesson Check

               i8-2 Journal

               i8-2 Practice

               Lesson i19-2: Classifying Quadrilaterals: Part 1

               Lesson i19-2: Classifying Quadrilaterals: Part 2

               Lesson i19-2: Classifying Quadrilaterals: Part 3

               Lesson i19-2: Classifying Quadrilaterals: Lesson Check

               i19-2 Journal

               i19-2 Practice

               Lesson i19-1: Classifying Triangles: Part 1

               Lesson i19-1: Classifying Triangles: Part 2

               Lesson i19-1: Classifying Triangles: Part 3

               Lesson i19-1: Classifying Triangles: Lesson Check

               i19-1 Journal

               i19-1 Practice

               Lesson i20-2: Area of Rectangles and Squares: Part 1

               Lesson i20-2: Area of Rectangles and Squares: Part 2

               Lesson i20-2: Area of Rectangles and Squares: Part 3

               Lesson i20-2: Area of Rectangles and Squares: Lesson Check

               i20-2 Journal

               i20-2 Practice

               Lesson i20-3: Area of Parallelograms and Triangles: Part 1

               Lesson i20-3: Area of Parallelograms and Triangles: Part 2

               Lesson i20-3: Area of Parallelograms and Triangles: Part 3

               Lesson i20-3: Area of Parallelograms and Triangles: Lesson Check

               i20-3 Journal

               i20-3 Practice

               Lesson i20-5: Volume of Prisms: Part 1

               Lesson i20-5: Volume of Prisms: Part 2

               Lesson i20-5: Volume of Prisms: Part 3

               Lesson i20-5: Volume of Prisms: Lesson Check

               i20-5 Journal

               i20-5 Practice

               Lesson i23-4: Evaluating Expressions: Whole Numbers: Part 1

               Lesson i23-4: Evaluating Expressions: Whole Numbers: Part 2

               Lesson i23-4: Evaluating Expressions: Whole Numbers: Part 3

               Lesson i23-4: Evaluating Expressions: Whole Numbers: Lesson Check

               i23-4 Journal

               i23-4 Practice

               Lesson i20-4: Nets and Surface Area: Part 1

               Lesson i20-4: Nets and Surface Area: Part 2

               Lesson i20-4: Nets and Surface Area: Lesson Check

               i20-4 Journal

               i20-4 Practice

               Lesson i25-2: Principles of Solving Equations: Part 1

               Lesson i25-2: Principles of Solving Equations: Part 2

               Lesson i25-2: Principles of Solving Equations: Part 3

               Lesson i25-2: Principles of Solving Equations: Lesson Check

               i25-2 Journal

               i25-2 Practice

               Unit D: Geometry: Readiness Assessment

               Lesson i1-2: Comparing and Ordering Whole Numbers: Part 1

               Lesson i1-2: Comparing and Ordering Whole Numbers: Part 2

               Lesson i1-2: Comparing and Ordering Whole Numbers: Part 3

               Lesson i1-2: Comparing and Ordering Whole Numbers: Lesson Check

               i1-2: Comparing and Ordering Whole Numbers: Journal

               i1-2: Comparing and Ordering Whole Numbers: Practice

               Lesson i16-1: Understanding Percent: Part 1

               Lesson i16-1: Understanding Percent: Part 2

               Lesson i16-1: Understanding Percent: Part 3

               Lesson i16-1: Understanding Percent: Lesson Check

               i16-1 Journal

               i16-1 Practice

               Lesson i16-2: Estimating Percent: Part 1

               Lesson i16-2: Estimating Percent: Part 2

               Lesson i16-2: Estimating Percent: Part 3

               Lesson i16-2: Estimating Percent: Lesson Check

               i16-2 Journal

               i16-2 Practice

               Lesson i17-1: Finding a Percent of a Number: Part 1

               Lesson i17-1: Finding a Percent of a Number: Part 2

               Lesson i17-1: Finding a Percent of a Number: Part 3

               Lesson i17-1: Finding a Percent of a Number: Lesson Check

               i17-1 Journal

               i17-1 Practice

               Lesson i17-2: Finding a Percent: Part 1

               Lesson i17-2: Finding a Percent: Part 2

               Lesson i17-2: Finding a Percent: Part 3

               Lesson i17-2: Finding a Percent: Lesson Check

               i17-2 Journal

               i17-2 Practice

               Lesson i17-3: Finding the Whole Given a Percent: Part 1

               Lesson i17-3: Finding the Whole Given a Percent: Part 2

               Lesson i17-3: Finding the Whole Given a Percent: Part 3

               Lesson i17-3: Finding the Whole Given a Percent: Lesson Check

               i17-3 Journal

               i17-3 Practice

               Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Part 1

               Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Part 2

               Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Part 3

               Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Lesson Check

               i5-4 Journal

               i5-4 Practice

               Lesson i6-2: Comparing and Ordering Decimals: Part 1

               Lesson i6-2: Comparing and Ordering Decimals: Part 2

               Lesson i6-2: Comparing and Ordering Decimals: Part 3

               Lesson i6-2: Comparing and Ordering Decimals: Lesson Check

               i6-2 Journal

               i6-2 Practice

               Lesson i8-3: Dividing Decimals by Whole Numbers: Part 1

               Lesson i8-3: Dividing Decimals by Whole Numbers: Part 2

               Lesson i8-3: Dividing Decimals by Whole Numbers: Part 3

               Lesson i8-3: Dividing Decimals by Whole Numbers: Lesson Check

               i8-3 Journal

               i8-3 Practice

               Lesson i9-3: Comparing and Ordering Fractions: Part 1

               Lesson i9-3: Comparing and Ordering Fractions: Part 2

               Lesson i9-3: Comparing and Ordering Fractions: Part 3

               Lesson i9-3: Comparing and Ordering Fractions: Lesson Check

               i9-3 Journal

               i9-3 Practice

               Unit E: Statistics: Readiness Assessment

               Lesson i11-1: Multiplying a Whole Number and a Fraction: Part 1

               Lesson i11-1: Multiplying a Whole Number and a Fraction: Part 2

               Lesson i11-1: Multiplying a Whole Number and a Fraction: Part 3

               Lesson i11-1: Multiplying a Whole Number and a Fraction: Lesson Check

               i11-1: Multiplying a Whole Number and a Fraction: Journal

               i11-1: Multiplying a Whole Number and a Fraction: Practice

               Lesson i13-1: Ratios: Part 1

               Lesson i13-1: Ratios: Part 2

               Lesson i13-1: Ratios: Part 3

               Lesson i13-1: Ratios: Lesson Check

               i13-1 Journal

               i13-1 Practice

               Lesson i16-1: Understanding Percent: Part 1

               Lesson i16-1: Understanding Percent: Part 2

               Lesson i16-1: Understanding Percent: Part 3

               Lesson i16-1: Understanding Percent: Lesson Check

               i16-1 Journal

               i16-1 Practice

               Lesson i16-2: Estimating Percent: Part 1

               Lesson i16-2: Estimating Percent: Part 2

               Lesson i16-2: Estimating Percent: Part 3

               Lesson i16-2: Estimating Percent: Lesson Check

               i16-2 Journal

               i16-2 Practice

               Lesson i17-1: Finding a Percent of a Number: Part 1

               Lesson i17-1: Finding a Percent of a Number: Part 2

               Lesson i17-1: Finding a Percent of a Number: Part 3

               Lesson i17-1: Finding a Percent of a Number: Lesson Check

               i17-1 Journal

               i17-1 Practice

               Lesson i8-2: Multiplying Decimals: Part 1

               Lesson i8-2: Multiplying Decimals: Part 2

               Lesson i8-2: Multiplying Decimals: Part 3

               Lesson i8-2: Multiplying Decimals: Lesson Check

               i8-2 Journal

               i8-2 Practice

               Lesson i9-1: Equivalent Fractions: Part 1

               Lesson i9-1: Equivalent Fractions: Part 2

               Lesson i9-1: Equivalent Fractions: Part 3

               Lesson i9-1: Equivalent Fractions: Lesson Check

               i9-1 Journal

               i9-1 Practice

               Lesson i9-2: Fractions in Simplest Form: Part 1

               Lesson i9-2: Fractions in Simplest Form: Part 2

               Lesson i9-2: Fractions in Simplest Form: Part 3

               Lesson i9-2: Fractions in Simplest Form: Lesson Check

               i9-2 Journal

               i9-2 Practice

               Lesson i9-3: Comparing and Ordering Fractions: Part 1

               Lesson i9-3: Comparing and Ordering Fractions: Part 2

               Lesson i9-3: Comparing and Ordering Fractions: Part 3

               Lesson i9-3: Comparing and Ordering Fractions: Lesson Check

               i9-3 Journal

               i9-3 Practice

               Lesson i9-5: Fractions and Decimals: Part 1

               Lesson i9-5: Fractions and Decimals: Part 2

               Lesson i9-5: Fractions and Decimals: Part 3

               Lesson i9-5: Fractions and Decimals: Lesson Check

               i9-5 Journal

               i9-5 Practice

               Unit F: Probability: Readiness Assessment

            Diagnostic Assessments

               Beginning of Year Diagnostic Test

               Benchmark Test 1
                 Curriculum Standards: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Apply properties of operations as strategies to add and subtract rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Benchmark Test 2
                 Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Benchmark Test 3
                 Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. 

               Benchmark Test 4
                 Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Apply properties of operations as strategies to multiply and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 

               Algebra Readiness Test
                 Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

         Intervention Lessons

            Cluster 1: Place Value

               Lesson i1-1: Place Value

                  Interactive Learning

                     i1-1: Place Value: Part 1

                     i1-1: Place Value: Part 2

                     i1-1: Place Value: Part 3

                     i1-1: Place Value: Lesson Check

                  Journal

                     i1-1: Place Value: Journal

                  Practice

                     i1-1: Place Value: Practice

               Lesson i1-2: Comparing and Ordering Whole Numbers

                  Interactive Learning

                     Lesson i1-2: Comparing and Ordering Whole Numbers: Part 1

                     Lesson i1-2: Comparing and Ordering Whole Numbers: Part 2

                     Lesson i1-2: Comparing and Ordering Whole Numbers: Part 3

                     Lesson i1-2: Comparing and Ordering Whole Numbers: Lesson Check

                  Journal

                     i1-2: Comparing and Ordering Whole Numbers: Journal

                  Practice

                     i1-2: Comparing and Ordering Whole Numbers: Practice

            Cluster 2: Multiplication Number Sense

               Lesson i2-1: Addition and Multiplication Properties

                  Interactive Learning

                     Lesson i2-1: Addition and Multiplication Properties: Part 1

                     Lesson i2-1: Addition and Multiplication Properties: Part 2

                     Lesson i2-1: Addition and Multiplication Properties: Part 3

                     Lesson i2-1: Addition and Multiplication Properties: Lesson Check

                  Journal

                     i2-1: Addition and Multiplication Properties: Journal

                  Practice

                     i2-1: Addition and Multiplication Properties: Practice

               Lesson i2-2: Distributive Property

                  Interactive Learning

                     Lesson i2-2: Distributive Property: Part 1

                     Lesson i2-2: Distributive Property: Part 2

                     Lesson i2-2: Distributive Property: Part 3

                     Lesson i2-2: Distributive Property: Lesson Check

                  Journal

                     Lesson i2-2: Distributive Property:  Journal
                     Lesson i2-2: Distributive Property: JournalFor use with Intervention Lesson i2-2: Distributive Property

                  Practice

                     i2-2: Distributive Property: Practice

               Lesson i2-3: Multiplying by Multiples of 10, 100, and 1,000

                  Interactive Learning

                     i2-3: Multiplying by Multiples of 10, 100, and 1,000: Part 1

                     i2-3: Multiplying by Multiples of 10, 100, and 1,000: Part 2

                     i2-3: Multiplying by Multiples of 10, 100, and 1,000: Part 3

                     i2-3: Multiplying by Multiples of 10, 100, and 1,000: Lesson Check

                  Journal

                     i2-3: Multiplying by Multiples of 10, 100, and 1,000: Journal

                  Practice

                     i2-3: Multiplying by Multiples of 10, 100, and 1,000: Practice

               Lesson i2-4: Using Mental Math to Multiply

                  Interactive Learning

                     i2-4: Using Mental Math to Multiply: Part 1

                     i2-4: Using Mental Math to Multiply: Part 2

                     i2-4: Using Mental Math to Multiply: Part 3

                     i2-4: Using Mental Math to Multiply: Lesson Check

                  Journal

                     i2-4: Using Mental Math to Multiply: Journal

                  Practice

                     i2-4: Using Mental Math to Multiply: Practice

               Lesson i2-5: Estimating Products

                  Interactive Learning

                     i2-5: Estimating Products: Part 1

                     i2-5: Estimating Products: Part 2

                     i2-5: Estimating Products: Part 3

                     i2-5: Estimating Products: Lesson Check

                  Journal

                     i2-5: Estimating Products: Journal

                  Practice

                     i2-5: Estimating Products: Practice

            Cluster 3: Multiplying Whole Numbers

               Lesson i3-1: Multiplying by 1-Digit Numbers: Expanded

                  Interactive Learning

                     i3-1: Multiplying by 1-Digit Numbers: Expanded: Part 1

                     i3-1: Multiplying by 1-Digit Numbers: Expanded: Part 2

                     i3-1: Multiplying by 1-Digit Numbers: Expanded: Part 3

                     i3-1: Multiplying by 1-Digit Numbers: Expanded: Lesson Check

                  Journal

                     i3-1: Multiplying by 1-Digit Numbers: Expanded: Journal

                  Practice

                     i3-1: Multiplying by 1-Digit Numbers: Expanded: Practice

               Lesson i3-2: Multiplying by 1-Digit Numbers

                  Interactive Learning

                     i3-2: Multiplying by 1-Digit Numbers: Part 1

                     i3-2: Multiplying by 1-Digit Numbers: Part 2

                     i3-2: Multiplying by 1-Digit Numbers: Part 3

                     i3-2: Multiplying by 1-Digit Numbers: Lesson Check

                  Journal

                     i3-2: Multiplying by 1-Digit Numbers: Journal

                  Practice

                     i3-2: Multiplying by 1-Digit Numbers: Practice

               Lesson i3-3: Using Patterns to Multiply and Estimate

                  Interactive Learning

                     i3-3: Using Patterns to Multiply and Estimate: Part 1

                     i3-3: Using Patterns to Multiply and Estimate: Part 2

                     i3-3: Using Patterns to Multiply and Estimate: Part 3

                     i3-3: Using Patterns to Multiply and Estimate: Lesson Check

                  Journal

                     i3-3: Using Patterns to Multiply and Estimate: Journal

                  Practice

                     i3-3: Using Patterns to Multiply and Estimate: Practice

               Lesson i3-4: Multiplying by 2-Digit Numbers: Expanded

                  Interactive Learning

                     i3-4: Multiplying by 2-Digit Numbers: Expanded: Part 1

                     i3-4: Multiplying by 2-Digit Numbers: Expanded: Part 2

                     i3-4: Multiplying by 2-Digit Numbers: Expanded: Part 3

                     Lesson Check

                  Journal

                     i3-4: Multiplying by 2-Digit Numbers: Expanded: Journal

                  Practice

                     i3-4: Multiplying by 2-Digit Numbers: Expanded: Practice

               Lesson i3-5: Multiplying by 2-Digit Numbers

                  Interactive Learning

                     i3-5: Multiplying by 2-Digit Numbers: Part 1

                     i3-5: Multiplying by 2-Digit Numbers: Part 2

                     i3-5: Multiplying by 2-Digit Numbers: Part 3

                     i3-5: Multiplying by 2-Digit Numbers: Lesson Check

                  Journal

                     i3-5: Multiplying by 2-Digit Numbers: Journal

                  Practice

                     i3-5: Multiplying by 2-Digit Numbers: Practice

            Cluster 4: Dividing by 1-Digit Numbers

               Lesson i4-1: Dividing Multiples of 10 and 100

                  Interactive Learning

                     i4-1: Dividing Multiples of 10 and 100: Part 1

                     i4-1: Dividing Multiples of 10 and 100: Part 2

                     i4-1: Dividing Multiples of 10 and 100: Part 3

                     i4-1: Dividing Multiples of 10 and 100: Lesson Check

                  Journal

                     i4-1: Dividing Multiples of 10 and 100: Journal

                  Practice

                     i4-1: Dividing Multiples of 10 and 100: Practice

               Lesson i4-2: Estimating Quotients with 1-Digit Divisors

                  Interactive Learning

                     i4-2: Estimating Quotients with 1-Digit Divisors: Part 1

                     i4-2: Estimating Quotients with 1-Digit Divisors: Part 2

                     i4-2: Estimating Quotients with 1-Digit Divisors; Part 3

                     i4-2: Estimating Quotients with 1-Digit Divisors: Lesson Check

                  Journal

                     i4-2: Estimating Quotients with 1-Digit Divisors: Journal

                  Practice

                     i4-2: Estimating Quotients with 1-Digit Divisors: Practice

               Lesson i4-3: Dividing: 1-Digit Divisors, 2-Digit Dividends

                  Interactive Learning

                     i4-3: Dividing: 1-Digit Divisors, 2-Digit Dividends: Part 1

                     i4-3: Dividing: 1-Digit Divisors, 2-Digit Dividends: Part 2

                     i4-3: Dividing: 1-Digit Divisors, 2-Digit Dividends: Part 3

                     i4-3: Dividing: 1-Digit Divisors, 2-Digit Dividends: Lesson Check

                  Journal

                     i4-3: Dividing: 1-Digit Divisors, 2-Digit Dividends: Journal

                  Practice

                     i4-3: Dividing: 1-Digit Divisors, 2-Digit Dividends: Practice

               Lesson i4-4: Dividing: 1-Digit Divisors, 3-Digit Dividends

                  Interactive Learning

                     i4-4: Dividing: 1-Digit Divisors, 3-Digit Dividends: Part 1

                     i4-4: Dividing: 1-Digit Divisors, 3-Digit Dividends: Part 2

                     i4-4: Dividing: 1-Digit Divisors, 3-Digit Dividends: Part 3

                     i4-4: Dividing: 1-Digit Divisors, 3-Digit Dividends: Lesson Check

                  Journal

                     i4-4: Dividing: 1-Digit Divisors, 3-Digit Dividends: Journal

                  Practice

                     i4-4: Dividing: 1-Digit Divisors, 3-Digit Dividends: Practice

               Lesson i4-5: Dividing: 1-Digit Divisors, 4-Digit Dividends

                  Interactive Learning

                     i4-5: Dividing: 1-Digit Divisors, 4-Digit Dividends: Part 1

                     i4-5: Dividing: 1-Digit Divisors, 4-Digit Dividends: Part 2

                     i4-5: Dividing: 1-Digit Divisors, 4-Digit Dividends: Part 3

                     i4-5: Dividing: 1-Digit Divisors, 4-Digit Dividends: Lesson Check

                  Journal

                     i4-5: Dividing: 1-Digit Divisors, 4-Digit Dividends: Journal

                  Practice

                     i4-5: Dividing: 1-Digit Divisors, 4-Digit Dividends: Practice

               Lesson i4-6: Divisibility Rules

                  Interactive Learning

                     i4-6: Divisibility Rules: Part 1

                     i4-6: Divisibility Rules: Part 2

                     i4-6: Divisibility Rules: Part 3

                     i4-6: Divisibility Rules: Lesson Check

                  Journal

                     i4-6: Divisibility Rules: Journal

                  Practice

                     i4-6: Divisibility Rules: Practice

            Cluster 5: Dividing by 2-Digit Numbers

               Lesson i5-1: Using Patterns to Divide

                  Interactive Learning

                     i5-1: Using Patterns to Divide: Part 1

                     i5-1: Using Patterns to Divide: Part 2

                     i5-1: Using Patterns to Divide: Part 3

                     i5-1: Using Patterns to Divide: Lesson Check

                  Journal

                     i5-1: Using Patterns to Divide: Journal

                  Practice

                     i5-1: Using Patterns to Divide: Practice

               Lesson i5-2: Estimating Quotients with 2-Digit Divisors

                  Interactive Learning

                     i5-2: Estimating Quotients with 2-Digit Divisors: Part 1

                     i5-2: Estimating Quotients with 2-Digit Divisors: Part 2

                     i5-2: Estimating Quotients with 2-Digit Divisors: Part 3

                     i5-2: Estimating Quotients with 2-Digit Divisors: Lesson Check

                  Journal

                     i5-2: Estimating Quotients with 2-Digit Divisors: Journal

                  Practice

                     i5-2: Estimating Quotients with 2-Digit Divisors: Practice

               Lesson i5-3: Dividing: 2-Digit Divisors, 1-Digit Quotients

                  Interactive Learning

                     i5-3: Dividing: 2-Digit Divisors, 1-Digit Quotients: Part 1

                     i5-3: Dividing: 2-Digit Divisors, 1-Digit Quotients: Part 2

                     i5-3: Dividing: 2-Digit Divisors, 1-Digit Quotients: Part 3

                     i5-3: Dividing: 2-Digit Divisors, 1-Digit Quotients: Lesson Check

                  Journal

                     i5-3: Dividing: 2-Digit Divisors, 1-Digit Quotients: Journal

                  Practice

                     i5-3: Dividing: 2-Digit Divisors, 1-Digit Quotients: Practice

               Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients

                  Interactive Learning

                     Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Part 1

                     Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Part 2

                     Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Part 3

                     Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Lesson Check

                  Journal

                     i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Journal

                  Practice

                     i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients: Practice

            Cluster 6: Decimal Number Sense

               Lesson i6-1: Understanding Decimals

                  Interactive Learning

                     i6-1: Understanding Decimals: Part 1

                     i6-1: Understanding Decimals: Part 2

                     i6-1: Understanding Decimals: Part 3

                     i6-1: Understanding Decimals: Lesson Check

                  Journal

                     i6-1: Understanding Decimals: Journal

                  Practice

                     i6-1: Understanding Decimals: Practice

               Lesson i6-2: Comparing and Ordering Decimals

                  Interactive Learning

                     Lesson i6-2: Comparing and Ordering Decimals: Part 1

                     Lesson i6-2: Comparing and Ordering Decimals: Part 2

                     Lesson i6-2: Comparing and Ordering Decimals: Part 3

                     Lesson i6-2: Comparing and Ordering Decimals: Lesson Check

                  Journal

                     i6-2: Comparing and Ordering Decimals: Journal

                  Practice

                     i6-2: Comparing and Ordering Decimals: i6-2 Practice

               Lesson i6-3: Rounding Decimals

                  Interactive Learning

                     i6-3: Rounding Decimals: Part 1

                     i6-3: Rounding Decimals: Part 2

                     i6-3: Rounding Decimals: Part 3

                     i6-3: Rounding Decimals: Lesson Check

                  Journal

                     i6-3: Rounding Decimals: Journal

                  Practice

                     i6-3: Rounding Decimals: Practice

            Cluster 7: Adding and Subtracting Decimals

               Lesson i7-1: Estimating Sums and Differences of Decimals

                  Interactive Learning

                     i7-1: Estimating Sums and Differences of Decimals: Part 1

                     i7-1: Estimating Sums and Differences of Decimals: Part 2

                     i7-1: Estimating Sums and Differences of Decimals: Part 3

                     i7-1: Estimating Sums and Differences of Decimals: Lesson Check

                  Journal

                     i7-1: Estimating Sums and Differences of Decimals: Journal

                  Practice

                     i7-1: Estimating Sums and Differences of Decimals: Practice

               Lesson i7-2: Adding and Subtracting Decimals

                  Interactive Learning

                     i7-2: Adding and Subtracting Decimals: Part 1

                     i7-2: Adding and Subtracting Decimals: Part 2

                     i7-2: Adding and Subtracting Decimals: Part 3

                     i7-2: Adding and Subtracting Decimals: Lesson Check

                  Journal

                     i7-2: Adding and Subtracting Decimals: Journal

                  Practice

                     i7-2: Adding and Subtracting Decimals: Practice

            Cluster 8: Multiplying and Dividing Decimals

               Lesson i8-1: Patterns in Multiplying and Dividing Decimals

                  Interactive Learning

                     i8-1: Patterns in Multiplying and Dividing Decimals: Part 1

                     i8-1: Patterns in Multiplying and Dividing Decimals: Part 2

                     i8-1: Patterns in Multiplying and Dividing Decimals: Part 3

                     i8-1: Patterns in Multiplying and Dividing Decimals: Lesson Check

                  Journal

                     i8-1: Patterns in Multiplying and Dividing Decimals: Journal

                  Practice

                     i8-1 Practice

               Lesson i8-2: Multiplying Decimals

                  Interactive Learning

                     Lesson i8-2: Multiplying Decimals: Part 1

                     Lesson i8-2: Multiplying Decimals: Part 2

                     Lesson i8-2: Multiplying Decimals: Part 3

                     Lesson i8-2: Multiplying Decimals: Lesson Check

                  Journal

                     i8-2: Multiplying Decimals: Journal

                  Practice

                     i8-2: Multiplying Decimals: Practice

               Lesson i8-3: Dividing Decimals by Whole Numbers

                  Interactive Learning

                     Lesson i8-3: Dividing Decimals by Whole Numbers: Part 1

                     Lesson i8-3: Dividing Decimals by Whole Numbers: Part 2

                     Lesson i8-3: Dividing Decimals by Whole Numbers: Part 3

                     Lesson i8-3: Dividing Decimals by Whole Numbers: Lesson Check

                  Journal

                     i8-3: Dividing Decimals by Whole Numbers: Journal

                  Practice

                     i8-3: Dividing Decimals by Whole Numbers: Practice

               Lesson i8-4: Estimating Decimal Products and Quotients

                  Interactive Learning

                     i8-4: Estimating Decimal Products and Quotients: Part 1

                     i8-4: Estimating Decimal Products and Quotients: Part 2

                     i8-4: Estimating Decimal Products and Quotients: Part 3

                     i8-4: Estimating Decimal Products and Quotients: Lesson Check

                  Journal

                     i8-4: Estimating Decimal Products and Quotients: Journal

                  Practice

                     i8-4: Estimating Decimal Products and Quotients: Practice

               Lesson i8-5: Dividing Decimals

                  Interactive Learning

                     Lesson i8-5: Dividing Decimals: Part 1

                     Lesson i8-5: Dividing Decimals: Part 2

                     Lesson i8-5: Dividing Decimals: Part 3

                     Lesson i8-5: Dividing Decimals: Lesson Check

                  Journal

                     i8-5: Dividing Decimals: Journal

                  Practice

                     i8-5: Dividing Decimals: Practice

            Cluster 9: Fraction Number Sense

               Lesson i9-1: Equivalent Fractions

                  Interactive Learning

                     Lesson i9-1: Equivalent Fractions: Part 1

                     Lesson i9-1: Equivalent Fractions: Part 2

                     Lesson i9-1: Equivalent Fractions: Part 3

                     Lesson i9-1: Equivalent Fractions: Lesson Check

                  Journal

                     i9-1: Equivalent Fractions: Journal

                  Practice

                     i9-1: Equivalent Fractions: Practice

               Lesson i9-2: Fractions in Simplest Form

                  Interactive Learning

                     Lesson i9-2: Fractions in Simplest Form: Part 1

                     Lesson i9-2: Fractions in Simplest Form: Part 2

                     Lesson i9-2: Fractions in Simplest Form: Part 3

                     Lesson i9-2: Fractions in Simplest Form: Lesson Check

                  Journal

                     i9-2: Fractions in Simplest Form: Journal

                  Practice

                     i9-2: Fractions in Simplest Form: Practice

               Lesson i9-3: Comparing and Ordering Fractions

                  Interactive Learning

                     Lesson i9-3: Comparing and Ordering Fractions: Part 1

                     Lesson i9-3: Comparing and Ordering Fractions: Part 2

                     Lesson i9-3: Comparing and Ordering Fractions: Part 3

                     Lesson i9-3: Comparing and Ordering Fractions: Lesson Check

                  Journal

                     i9-3: Comparing and Ordering Fractions: Journal

                  Practice

                     i9-3: Comparing and Ordering Fractions: Practice

               Lesson i9-4: Fractions and Division

                  Interactive Learning

                     Lesson i9-4: Fractions and Division: Part 1

                     Lesson i9-4: Fractions and Division: Part 2

                     Lesson i9-4: Fractions and Division: Part 3

                     Lesson i9-4: Fractions and Division: Lesson Check

                  Journal

                     i9-4: Fractions and Division: Journal

                  Practice

                     i9-4: Fractions and Division: Practice

               Lesson i9-5: Fractions and Decimals

                  Interactive Learning

                     Lesson i9-5: Fractions and Decimals: Part 1

                     Lesson i9-5: Fractions and Decimals: Part 2

                     Lesson i9-5: Fractions and Decimals: Part 3

                     Lesson i9-5: Fractions and Decimals: Lesson Check

                  Journal

                     i9-5: Fractions and Decimals: Journal

                  Practice

                     i9-5: Fractions and Decimals: Practice

            Cluster 10: Adding and Subtracting Fractions

               Lesson i10-1: Adding Fractions with Like Denominators

                  Interactive Learning

                     i10-1: Adding Fractions with Like Denominators: Part 1

                     i10-1: Adding Fractions with Like Denominators: Part 2

                     i10-1: Adding Fractions with Like Denominators: Part 3

                     i10-1: Adding Fractions with Like Denominators: Lesson Check

                  Journal

                     i10-1: Adding Fractions with Like Denominators: Journal

                  Practice

                     i10-1: Adding Fractions with Like Denominators: Practice

               Lesson i10-2: Subtracting Fractions with Like Denominators

                  Interactive Learning

                     i10-2: Subtracting Fractions with Like Denominators: Part 1

                     i10-2: Subtracting Fractions with Like Denominators: Part 2

                     i10-2: Subtracting Fractions with Like Denominators: Part 3

                     i10-2: Subtracting Fractions with Like Denominators: Lesson Check

                  Journal

                     i10-2: Subtracting Fractions with Like Denominators: Journal

                  Practice

                     i10-2: Subtracting Fractions with Like Denominators: Practice

               Lesson i10-3: Adding Fractions with Unlike Denominators

                  Interactive Learning

                     Lesson i10-3: Adding Fractions with Unlike Denominators: Part 1

                     Lesson i10-3: Adding Fractions with Unlike Denominators: Part 2

                     Lesson i10-3: Adding Fractions with Unlike Denominators: Part 3

                     Lesson i10-3: Adding Fractions with Unlike Denominators: Lesson Check

                  Journal

                     i10-3: Adding Fractions with Unlike Denominators: Journal

                  Practice

                     i10-3: Adding Fractions with Unlike Denominators: Practice

               Lesson i10-4: Subtracting with Unlike Denominators

                  Interactive Learning

                     Lesson i10-4: Subtracting with Unlike Denominators: Part 1

                     Lesson i10-4: Subtracting with Unlike Denominators: Part 2

                     Lesson i10-4: Subtracting with Unlike Denominators: Part 3

                     Lesson i10-4: Subtracting with Unlike Denominators: Lesson Check

                  Journal

                     i10-4: Subtracting with Unlike Denominators: Journal

                  Practice

                     i10-4: Adding Fractions with Unlike Denominators: Practice

            Cluster 11: Multiplying and Dividing Fractions

               Lesson i11-1: Multiplying a Whole Number and a Fraction

                  Interactive Learning

                     Lesson i11-1: Multiplying a Whole Number and a Fraction: Part 1

                     Lesson i11-1: Multiplying a Whole Number and a Fraction: Part 2

                     Lesson i11-1: Multiplying a Whole Number and a Fraction: Part 3

                     Lesson i11-1: Multiplying a Whole Number and a Fraction: Lesson Check

                  Journal

                     i11-1: Multiplying a Whole Number and a Fraction: Journal

                  Practice

                     i11-1: Multiplying a Whole Number and a Fraction: Practice

               Lesson i11-2: Multiplying Fractions

                  Interactive Learning

                     Lesson i11-2: Multiplying Fractions: Part 1

                     Lesson i11-2: Multiplying Fractions: Part 2

                     Lesson i11-2: Multiplying Fractions: Part 3

                     Lesson i11-2: Multiplying Fractions: Lesson Check

                  Journal

                     i11-2: Multiplying Fractions: Journal

                  Practice

                     i11-2: Multiplying Fractions: Practice

               Lesson i11-3: Dividing a Unit Fraction by a Whole Number

                  Interactive Learning

                     i11-3: Dividing a Unit Fraction by a Whole Number: Part 1

                     i11-3: Dividing a Unit Fraction by a Whole Number: Part 2

                     i11-3: Dividing a Unit Fraction by a Whole Number: Part 3

                     i11-3: Lesson Check: Part 3

                  Journal

                     i11-3: Dividing a Unit Fraction by a Whole Number: Journal

                  Practice

                     i11-3: Dividing a Unit Fraction by a Whole Number: Practice

               Lesson i11-4: Dividing a Whole Number by a Unit Fraction

                  Interactive Learning

                     i11-4: Dividing a Whole Number by a Unit Fraction: Part 1

                     i11-4: Dividing a Whole Number by a Unit Fraction: Part 2

                     i11-4: Dividing a Whole Number by a Unit Fraction: Part 3

                     i11-4: Dividing a Whole Number by a Unit Fraction: Lesson Check

                  Journal

                     i11-4: Dividing a Whole Number by a Unit Fraction: Journal

                  Practice

                     i11-4: Dividing a Whole Number by a Unit Fraction: Practice

               Lesson i11-5: Dividing Fractions

                  Interactive Learning

                     Lesson i11-5: Dividing Fractions: Part 1

                     Lesson i11-5: Dividing Fractions: Part 2

                     Lesson i11-5: Dividing Fractions: Part 3

                     Lesson i11-5: Dividing Fractions: Lesson Check

                  Journal

                     i11-5: Dividing Fractions: Journal

                  Practice

                     i11-5: Dividing Fractions: Practice

            Cluster 12: Mixed Numbers

               Lesson i12-1: Mixed Numbers and Improper Fractions

                  Interactive Learning

                     Lesson i12-1: Mixed Numbers and Improper Fractions: Part 1

                     Lesson i12-1: Mixed Numbers and Improper Fractions: Part 2

                     Lesson i12-1: Mixed Numbers and Improper Fractions: Part 3

                     Lesson i12-1: Mixed Numbers and Improper Fractions: Lesson Check

                  Journal

                     i12-1: Mixed Numbers and Improper Fractions: Journal

                  Practice

                     i12-1: Mixed Numbers and Improper Fractions: Practice

               Lesson i12-2: Adding Mixed Numbers

                  Interactive Learning

                     Lesson i12-2: Adding Mixed Numbers: Part 1

                     Lesson i12-2: Adding Mixed Numbers: Part 2

                     Lesson i12-2: Adding Mixed Numbers: Part 3

                     Lesson i12-2: Adding Mixed Numbers: Lesson Check

                  Journal

                     i12-2: Adding Mixed Numbers: Journal

                  Practice

                     i12-2: Adding Mixed Numbers: Practice

               Lesson i12-3: Subtracting Mixed Numbers

                  Interactive Learning

                     Lesson i12-3: Subtracting Mixed Numbers: Part 1

                     Lesson i12-3: Subtracting Mixed Numbers: Part 2

                     Lesson i12-3: Subtracting Mixed Numbers: Part 3

                     Lesson i12-3: Subtracting Mixed Numbers: Lesson Check

                  Journal

                     i12-3: Subtracting Mixed Numbers: Journal

                  Practice

                     i12-3: Subtracting Mixed Numbers: Practice

               Lesson i12-4: Multiplying Mixed Numbers

                  Interactive Learning

                     i12-4: Multiplying Mixed Numbers: Part 1

                     i12-4: Multiplying Mixed Numbers: Part 2

                     i12-4: Multiplying Mixed Numbers: Part 3

                     i12-4: Multiplying Mixed Numbers: Lesson Check

                  Journal

                     i12-4: Multiplying Mixed Numbers: Journal

                  Practice

                     i12-4: Multiplying Mixed Numbers: Practice

               Lesson i12-5: Dividing Mixed Numbers

                  Interactive Learning

                     i12-5: Dividing Mixed Numbers: Part 1

                     i12-5: Dividing Mixed Numbers: Part 2

                     i12-5: Dividing Mixed Numbers: Part 3

                     i12-5: Dividing Mixed Numbers: Lesson Check

                  Journal

                     i12-5: Dividing Mixed Numbers: Journal

                  Practice

                     i12-5: Dividing Mixed Numbers: Practice

            Cluster 13: Ratios

               Lesson i13-1: Ratios

                  Interactive Learning

                     Lesson i13-1: Ratios: Part 1

                     Lesson i13-1: Ratios: Part 2

                     Lesson i13-1: Ratios: Part 3

                     Lesson i13-1: Ratios: Lesson Check

                  Journal

                     i13-1: Ratios: Journal

                  Practice

                     i13-1: Ratios: Practice

               Lesson i13-2: Equivalent Ratios

                  Interactive Learning

                     Lesson i13-2: Equivalent Ratios: Part 1

                     Lesson i13-2: Equivalent Ratios: Part 2

                     Lesson i13-2: Equivalent Ratios: Part 3

                     Lesson i13-2: Equivalent Ratios: Lesson Check

                  Journal

                     i13-2: Equivalent Ratios: Journal

                  Practice

                     i13-2: Equivalent Ratios: Practice

            Cluster 14: Rates and Measurements

               Lesson i14-1: Unit Rates

                  Interactive Learning

                     Lesson i14-1: Unit Rates: Part 1

                     Lesson i14-1: Unit Rates: Part 2

                     Lesson i14-1: Unit Rates: Part 3

                     Lesson i14-1: Unit Rates: Lesson Check

                  Journal

                     i14-1: Unit Rates: Journal

                  Practice

                     i14-1: Unit Rates: Practice

               Lesson i14-2: Converting Customary Measurements

                  Interactive Learning

                     Lesson i14-2: Converting Customary Measurements: Part 1

                     Lesson i14-2: Converting Customary Measurements: Part 2

                     Lesson i14-2: Converting Customary Measurements: Part 3

                     Lesson i14-2: Converting Customary Measurements: Lesson Check

                  Journal

                     i14-2: Converting Customary Measurements: Journal

                  Practice

                     i14-2: Converting Customary Measurements: Practice

               Lesson i14-3: Converting Metric Measurements

                  Interactive Learning

                     Lesson i14-3: Converting Metric Measurements: Part 1

                     Lesson i14-3: Converting Metric Measurements: Part 2

                     Lesson i14-3: Converting Metric Measurements: Part 3

                     Lesson i14-3: Converting Metric Measurements: Lesson Check

                  Journal

                     i14-3: Converting Metric Measurements: Journal

                  Practice

                     i14-3: Converting Metric Measurements: Practice

            Cluster 15: Proportional Relationships

               Lesson i15-1: Graphing Ratios

                  Interactive Learning

                     Lesson i15-1: Graphing Ratios: Part 1

                     Lesson i15-1: Graphing Ratios: Part 2

                     Lesson i15-1: Graphing Ratios: Part 3

                     Lesson i15-1: Graphing Ratios: Lesson Check

                  Journal

                     i15-1: Graphing Ratios: Journal

                  Practice

                     i15-1: Graphing Ratios: Practice

               Lesson i15-2: Recognizing Proportional Relationships

                  Interactive Learning

                     i15-2: Recognizing Proportional Relationships: Part 1

                     i15-2: Recognizing Proportional Relationships: Part 2

                     i15-2: Recognizing Proportional Relationships: Part 3

                     i15-2: Recognizing Proportional Relationships: Lesson Check

                  Journal

                     i15-2: Recognizing Proportional Relationships: Journal

                  Practice

                     i15-2: Recognizing Proportional Relationships: Practice

               Lesson i15-3: Constant of Proportionality

                  Interactive Learning

                     i15-3: Constant of Proportionality: Part 1

                     i15-3: Constant of Proportionality: Part 2

                     i15-3: Constant of Proportionality: Part 3

                     i15-3: Constant of Proportionality: Lesson Check

                  Journal

                     i15-3: Constant of Proportionality: Journal

                  Practice

                     i15-3: Constant of Proportionality: Practice

            Cluster 16: Number Sense with Percents

               Lesson i16-1: Understanding Percent

                  Interactive Learning

                     Lesson i16-1: Understanding Percent: Part 1

                     Lesson i16-1: Understanding Percent: Part 2

                     Lesson i16-1: Understanding Percent: Part 3

                     Lesson i16-1: Understanding Percent: Lesson Check

                  Journal

                     i16-1: Understanding Percent: Journal

                  Practice

                     i16-1: Understanding Percent: Practice

               Lesson i16-2: Estimating Percent

                  Interactive Learning

                     Lesson i16-2: Estimating Percent: Part 1

                     Lesson i16-2: Estimating Percent: Part 2

                     Lesson i16-2: Estimating Percent: Part 3

                     Lesson i16-2: Estimating Percent: Lesson Check

                  Journal

                     i16-2: Estimating Percent: Journal

                  Practice

                     i16-2: Estimating Percent: Practice

            Cluster 17: Computations with Percents

               Lesson i17-1: Finding a Percent of a Number

                  Interactive Learning

                     Lesson i17-1: Finding a Percent of a Number: Part 1

                     Lesson i17-1: Finding a Percent of a Number: Part 2

                     Lesson i17-1: Finding a Percent of a Number: Part 3

                     Lesson i17-1: Finding a Percent of a Number: Lesson Check

                  Journal

                     i17-1: Finding a Percent of a Number: Journal

                  Practice

                     i17-1: Finding a Percent of a Number: Practice

               Lesson i17-2: Finding a Percent

                  Interactive Learning

                     Lesson i17-2: Finding a Percent: Part 1

                     Lesson i17-2: Finding a Percent: Part 2

                     Lesson i17-2: Finding a Percent: Part 3

                     Lesson i17-2: Finding a Percent: Lesson Check

                  Journal

                     i17-2: Finding a Percent: Journal

                  Practice

                     i17-2: Finding a Percent: Practice

               Lesson i17-3: Finding the Whole Given a Percent

                  Interactive Learning

                     Lesson i17-3: Finding the Whole Given a Percent: Part 1

                     Lesson i17-3: Finding the Whole Given a Percent: Part 2

                     Lesson i17-3: Finding the Whole Given a Percent: Part 3

                     Lesson i17-3: Finding the Whole Given a Percent: Lesson Check

                  Journal

                     i17-3: Finding the Whole Given a Percent: Journal

                  Practice

                     i17-3: Finding the Whole Given a Percent: Practice

               Lesson i17-4: Sales Tax, Tips, and Simple Interest

                  Interactive Learning

                     i17-4: Sales Tax, Tips, and Simple Interest: Part 1

                     i17-4: Sales Tax, Tips, and Simple Interest: Part 2

                     i17-4: Sales Tax, Tips, and Simple Interest: Part 3

                     i17-4: Sales Tax, Tips, and Simple Interest: Lesson Check

                  Journal

                     i17-4: Sales Tax, Tips, and Simple Interest: Journal

                  Practice

                     i17-4: Sales Tax, Tips, and Simple Interest: Practice

               Lesson i17-5: Markdowns

                  Interactive Learning

                     i17-5: Markdowns: Part 1

                     i17-5: Markdowns: Part 2

                     i17-5: Markdowns: Part 3

                     i17-5: Markdowns: Lesson Check

                  Journal

                     i17-5: Markdowns: Journal

                  Practice

                     i17-5: Markdowns: Practice

            Cluster 18: Exponents

               Lesson i18-1: Exponents

                  Interactive Learning

                     i18-1: Exponents: Part 1

                     i18-1: Exponents: Part 2

                     i18-1: Exponents: Part 3

                     i18-1: Exponents: Lesson Check

                  Journal

                     i18-1: Exponents: Journal

                  Practice

                     i18-1: Exponents: Practice

               Lesson i18-2: Multiplying Decimals by Powers of Ten

                  Interactive Learning

                     i18-2: Multiplying Decimals by Powers of Ten: Part 1

                     i18-2: Multiplying Decimals by Powers of Ten: Part 2

                     i18-2: Multiplying Decimals by Powers of Ten: Part 3

                     i18-2: Multiplying Decimals by Powers of Ten: Lesson Check

                  Journal

                     i18-2: Multiplying Decimals by Powers of Ten: Journal

                  Practice

                     i18-2: Multiplying Decimals by Powers of Ten: Practice

            Cluster 19: Geometry

               Lesson i19-1: Classifying Triangles

                  Interactive Learning

                     Lesson i19-1: Classifying Triangles: Part 1

                     Lesson i19-1: Classifying Triangles: Part 2

                     Lesson i19-1: Classifying Triangles: Part 3

                     Lesson i19-1: Classifying Triangles: Lesson Check

                  Journal

                     i19-1: Classifying Triangles: Journal

                  Practice

                     i19-1: Classifying Triangles: Practice

               Lesson i19-2: Classifying Quadrilaterals

                  Interactive Learning

                     Lesson i19-2: Classifying Quadrilaterals: Part 1

                     Lesson i19-2: Classifying Quadrilaterals: Part 2

                     Lesson i19-2: Classifying Quadrilaterals: Part 3

                     Lesson i19-2: Classifying Quadrilaterals: Lesson Check

                  Journal

                     i19-2: Classifying Quadrilaterals: Journal

                  Practice

                     i19-2: Classifying Quadrilaterals: Practice

            Cluster 20: Measuring 2- and 3-Dimensional Objects

               Lesson i20-1: Perimeter

                  Interactive Learning

                     i20-1: Perimeter: Part 1

                     i20-1: Perimeter: Part 2

                     i20-1: Perimeter: Part 3

                     i20-1: Perimeter: Lesson Check

                  Journal

                     i20-1: Perimeter: Journal

                  Practice

                     i20-1: Perimeter: Practice

               Lesson i20-2: Area of Rectangles and Squares

                  Interactive Learning

                     Lesson i20-2: Area of Rectangles and Squares: Part 1

                     Lesson i20-2: Area of Rectangles and Squares: Part 2

                     Lesson i20-2: Area of Rectangles and Squares: Part 3

                     Lesson i20-2: Area of Rectangles and Squares: Lesson Check

                  Journal

                     i20-2: Area of Rectangles and Squares: Journal

                  Practice

                     i20-2: Area of Rectangles and Squares: Practice

               Lesson i20-3: Area of Parallelograms and Triangles

                  Interactive Learning

                     Lesson i20-3: Area of Parallelograms and Triangles: Part 1

                     Lesson i20-3: Area of Parallelograms and Triangles: Part 2

                     Lesson i20-3: Area of Parallelograms and Triangles: Part 3

                     Lesson i20-3: Area of Parallelograms and Triangles: Lesson Check

                  Journal

                     i20-3: Area of Parallelograms and Triangles: Journal

                  Practice

                     i20-3: Area of Parallelograms and Triangles: Practice

               Lesson i20-4: Nets and Surface Area

                  Interactive Learning

                     Lesson i20-4: Nets and Surface Area: Part 1

                     Lesson i20-4: Nets and Surface Area: Part 2

                     Lesson i20-4: Nets and Surface Area: Lesson Check

                  Journal

                     i20-4: Nets and Surface Area: Journal

                  Practice

                     i20-4: Nets and Surface Area: Practice

               Lesson i20-5: Volume of Prisms

                  Interactive Learning

                     Lesson i20-5: Volume of Prisms: Part 1

                     Lesson i20-5: Volume of Prisms: Part 2

                     Lesson i20-5: Volume of Prisms: Part 3

                     Lesson i20-5: Volume of Prisms: Lesson Check

                  Journal

                     i20-5: Volume of Prisms: Journal

                  Practice

                     i20-5: Volume of Prisms: Practice

            Cluster 21: Integers

               Lesson i21-1: Understanding Integers

                  Interactive Learning

                     Lesson i21-1: Understanding Integers: Part 1

                     Lesson i21-1: Understanding Integers: Part 2

                     Lesson i21-1: Understanding Integers: Part 3

                     Lesson i21-1: Understanding Integers: Lesson Check

                  Journal

                     i21-1: Understanding Integers: Journal

                  Practice

                     i21-1: Understanding Integers: Practice

               Lesson i21-2: Comparing and Ordering Integers

                  Interactive Learning

                     i21-2: Comparing and Ordering Integers: Part 1

                     i21-2: Comparing and Ordering Integers: Part 2

                     i21-2: Comparing and Ordering Integers: Part 3

                     i21-2: Comparing and Ordering Integers: Lesson Check

                  Journal

                     i21-2: Comparing and Ordering Integers: Journal

                  Practice

                     i21-2: Comparing and Ordering Integers: Practice

               Lesson i21-3: Adding Integers

                  Interactive Learning

                     i21-3: Adding Integers: Part 1

                     i21-3: Adding Integers: Part 2

                     i21-3: Adding Integers: Part 3

                     i21-3: Adding Integers: Lesson Check

                  Journal

                     i21-3: Adding Integers: Journal

                  Practice

                     i21-3: Adding Integers: Practice

               Lesson i21-4: Subtracting Integers

                  Interactive Learning

                     i21-4: Subtracting Integers: Part 1

                     i21-4: Subtracting Integers: Part 2

                     i21-4: Subtracting Integers: Part 3

                     i21-4: Subtracting Integers: Lesson Check

                  Journal

                     i21-4: Subtracting Integers: Journal

                  Practice

                     i21-4: Subtracting Integers: Practice

               Lesson i21-5: Multiplying Integers

                  Interactive Learning

                     i21-5: Multiplying Integers: Part 1

                     i21-5: Multiplying Integers: Part 2

                     i21-5: Multiplying Integers: Part 3

                     i21-5: Multiplying Integers: Lesson Check

                  Journal

                     i21-5: Multiplying Integers: Journal

                  Practice

                     i21-5: Multiplying Integers: Practice

               Lesson i21-6: Dividing Integers

                  Interactive Learning

                     i21-6: Dividing Integers: Part 1

                     i21-6: Dividing Integers: Part 2

                     i21-6: Dividing Integers: Part 3

                     i21-6: Dividing Integers: Lesson Check

                  Journal

                     i21-6: Dividing Integers: Journal

                  Practice

                     i21-6: Dividing Integers: Practice

            Cluster 22: Graphing and Rational Numbers

               Lesson i22-1: Graphing in the First Quadrant

                  Interactive Learning

                     i22-1: Graphing in the First Quadrant: Part 1

                     i22-1: Graphing in the First Quadrant: Part 2

                     i22-1: Graphing in the First Quadrant: Part 3

                     i22-1: Graphing in the First Quadrant: Lesson Check

                  Journal

                     i22-1: Graphing in the First Quadrant: Journal

                  Practice

                     i22-1: Graphing in the First Quadrant: Practice

               Lesson i22-2: Graphing in the Coordinate Plane

                  Interactive Learning

                     i22-2: Graphing in the Coordinate Plane: Part 1

                     i22-2: Graphing in the Coordinate Plane: Part 2

                     i22-2: Graphing in the Coordinate Plane: Part 3

                     i22-2: Graphing in the Coordinate Plane: Lesson Check

                  Journal

                     i22-2: Graphing in the Coordinate Plane: Journal

                  Practice

                     i22-2: Graphing in the Coordinate Plane: Practice

               Lesson i22-3: Distance When There's a Common Coordinate

                  Interactive Learning

                     i22-3: Distance When There's a Common Coordinate: Part 1

                     i22-3: Distance When There's a Common Coordinate: Part 2

                     i22-3: Distance When There's a Common Coordinate: Part 3

                     i22-3: Distance When There's a Common Coordinate: Lesson Check

                  Journal

                     i22-3: Distance When There's a Common Coordinate: Journal

                  Practice

                     i22-3: Distance When There's a Common Coordinate: Practice

               Lesson i22-4: Rational Numbers on the Number Line

                  Interactive Learning

                     i22-4: Rational Numbers on the Number Line: Part 1

                     i22-4: Rational Numbers on the Number Line: Part 2

                     i22-4: Rational Numbers on the Number Line: Part 3

                     i22-4: Rational Numbers on the Number Line: Lesson Check

                  Journal

                     i22-4: Rational Numbers on the Number Line: Journal

                  Practice

                     i22-4: Rational Numbers on the Number Line: Practice

               Lesson i22-5: Comparing and Ordering Rational Numbers

                  Interactive Learning

                     i22-5: Comparing and Ordering Rational Numbers: Part 1

                     i22-5: Comparing and Ordering Rational Numbers: Part 2

                     i22-5: Comparing and Ordering Rational Numbers: Part 3

                     i22-5: Comparing and Ordering Rational Numbers: Lesson Check

                  Journal

                     i22-5: Comparing and Ordering Rational Numbers: Journal

                  Practice

                     i22-5: Comparing and Ordering Rational Numbers: Practice

            Cluster 23: Numerical and Algebraic Expressions

               Lesson i23-1: Order of Operations

                  Interactive Learning

                     Lesson i23-1: Order of Operations: Part 1

                     Lesson i23-1: Order of Operations: Part 2

                     Lesson i23-1: Order of Operations: Part 3

                     Lesson i23-1: Order of Operations: Lesson Check

                  Journal

                     i23-1: Order of Operations: Journal

                  Practice

                     i23-1: Order of Operations: Practice

               Lesson i23-2: Variables and Expressions

                  Interactive Learning

                     Lesson i23-2: Variables and Expressions: Part 1

                     Lesson i23-2: Variables and Expressions: Part 2

                     Lesson i23-2: Variables and Expressions: Part 3

                     Lesson i23-2: Variables and Expressions: Lesson Check

                  Journal

                     i23-2: Variables and Expressions: Journal

                  Practice

                     i23-2: Variables and Expressions: Practice

               Lesson i23-3: Patterns and Expressions

                  Interactive Learning

                     i23-3: Patterns and Expressions: Part 1

                     i23-3: Patterns and Expressions: Part 2

                     i23-3: Patterns and Expressions: Part 3

                     i23-3: Patterns and Expressions: Lesson Check

                  Journal

                     i23-3: Patterns and Expressions: Journal

                  Practice

                     i23-3: Patterns and Expressions: Practice

               Lesson i23-4: Evaluating Expressions: Whole Numbers

                  Interactive Learning

                     Lesson i23-4: Evaluating Expressions: Whole Numbers: Part 1

                     Lesson i23-4: Evaluating Expressions: Whole Numbers: Part 2

                     Lesson i23-4: Evaluating Expressions: Whole Numbers: Part 3

                     Lesson i23-4: Evaluating Expressions: Whole Numbers: Lesson Check

                  Journal

                     i23-4: Evaluating Expressions: Whole Numbers: Journal

                  Practice

                     i23-4: Evaluating Expressions: Whole Numbers: Practice

            Cluster 24: More Algebraic Expressions

               Lesson i24-1: Evaluating Expressions: Rational Numbers

                  Interactive Learning

                     i24-1: Evaluating Expressions: Rational Numbers: Part 1

                     i24-1: Evaluating Expressions: Rational Numbers: Part 2

                     i24-1: Evaluating Expressions: Rational Numbers: Part 3

                     i24-1: Evaluating Expressions: Rational Numbers: Lesson Check

                  Journal

                     i24-1: Evaluating Expressions: Rational Numbers: Journal

                  Practice

                     i24-1: Evaluating Expressions: Rational Numbers: Practice

               Lesson i24-2: Equivalent Expressions

                  Interactive Learning

                     Lesson i24-2: Equivalent Expressions: Part 1

                     Lesson i24-2: Equivalent Expressions: Part 2

                     Lesson i24-2: Equivalent Expressions: Part 3

                     Lesson i24-2: Equivalent Expressions: Lesson Check

                  Journal

                     i24-2: Equivalent Expressions: Journal

                  Practice

                     i24-2: Equivalent Expressions: Practice

               Lesson i24-3: Simplifying Expressions

                  Interactive Learning

                     Lesson i24-3: Simplifying Expressions: Part 1

                     Lesson i24-3: Simplifying Expressions: Part 2

                     Lesson i24-3: Simplifying Expressions: Part 3

                     Lesson i24-3: Simplifying Expressions: Lesson Check

                  Journal

                     i24-3: Simplifying Expressions: Journal

                  Practice

                     i24-3: Simplifying Expressions: Practice

            Cluster 25: Equations

               Lesson i25-1: Writing Equations

                  Interactive Learning

                     Lesson i25-1: Writing Equations: Part 1

                     Lesson i25-1: Writing Equations: Part 2

                     Lesson i25-1: Writing Equations: Part 3

                     Lesson i25-1: Writing Equations: Lesson Check

                  Journal

                     i25-1: Writing Equations: Journal

                  Practice

                     i25-1: Writing Equations: Practice

               Lesson i25-2: Principles of Solving Equations

                  Interactive Learning

                     Lesson i25-2: Principles of Solving Equations: Part 1

                     Lesson i25-2: Principles of Solving Equations: Part 2

                     Lesson i25-2: Principles of Solving Equations: Part 3

                     Lesson i25-2: Principles of Solving Equations: Lesson Check

                  Journal

                     i25-2: Principles of Solving Equations: Journal

                  Practice

                     i25-2: Principles of Solving Equations: Practice

               Lesson i25-3: Solving Addition and Subtraction Equations

                  Interactive Learning

                     Lesson i25-3: Solving Addition and Subtraction Equations: Part 1

                     Lesson i25-3: Solving Addition and Subtraction Equations: Part 2

                     Lesson i25-3: Solving Addition and Subtraction Equations: Part 3

                     Lesson i25-3: Solving Addition and Subtraction Equations: Lesson Check

                  Journal

                     i25-3: Solving Addition and Subtraction Equations: Journal

                  Practice

                     i25-3: Solving Addition and Subtraction Equations: Practice

               Lesson i25-4: Solving Multiplication and Division Equations

                  Interactive Learning

                     i25-4: Solving Multiplication and Division Equations: Part 1

                     i25-4: Solving Multiplication and Division Equations: Part 2

                     i25-4: Solving Multiplication and Division Equations: Part 3

                     i25-4: Solving Multiplication and Division Equations: Lesson Check

                  Journal

                     i25-4: Solving Multiplication and Division Equations: Journal

                  Practice

                     i25-4: Solving Multiplication and Division Equations: Practice

               Lesson i25-5: Solving Rational-Number Equations, Part 1

                  Interactive Learning

                     i25-5: Solving Rational-Number Equations, Part 1: Part 1

                     i25-5: Solving Rational-Number Equations, Part 1: Part 2

                     i25-5: Solving Rational-Number Equations, Part 1: Part 3

                     i25-5: Solving Rational-Number Equations, Part 1: Lesson Check

                  Journal

                     i25-5: Solving Rational-Number Equations, Part 1: Journal

                  Practice

                     i25-5: Solving Rational-Number Equations, Part 1: Practice

               Lesson i25-6: Solving Rational-Number Equations, Part 2

                  Interactive Learning

                     i25-6: Solving Rational-Number Equations, Part 2: Part 1

                     i25-6: Solving Rational-Number Equations, Part 2: Part 2

                     i25-6: Solving Rational-Number Equations, Part 2: Part 3

                     i25-6: Solving Rational-Number Equations, Part 2: Lesson Check

                  Journal

                     i25-6: Solving Rational-Number Equations, Part 2: Journal

                  Practice

                     i25-6: Solving Rational-Number Equations, Part 2: Practice

               Lesson i25-7: Solving Two-Step Equations

                  Interactive Learning

                     i25-7: Solving Two-Step Equations: Part 1

                     i25-7: Solving Two-Step Equations: Part 2

                     i25-7: Solving Two-Step Equations: Part 3

                     i25-7: Solving Two-Step Equations: Lesson Check

                  Journal

                     i25-7: Solving Two-Step Equations: Journal

                  Practice

                     i25-7: Solving Two-Step Equations: Practice

         Next Generation Assessment Practice Test

         Teacher Resources Container

            California Program Overview Guide
              Intended Role: Instructor

            Lesson Download Instructions
              Intended Role: Instructor

            Quick Search Guide
              Intended Role: Instructor

            Dash
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            1-1: Equivalent Ratios: Teacher Guide
              Intended Role: Instructor

            1-1: Equivalent Ratios: Editable Lesson Plan
              Intended Role: Instructor

            1-1: Equivalent Ratios: Homework G with Answer Key
              Intended Role: Instructor

            1-1: Equivalent Ratios: Homework K with Answer Key
              Intended Role: Instructor

            1-1: Equivalent Ratios: Student Companion
              Intended Role: Instructor

            1-1 Student Companion with Answers
              Intended Role: Instructor

            1-1: Equivalent Ratios: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            1-2: Unit Rates: Teacher Guide
              Intended Role: Instructor

            1-2: Unit Rates: Editable Lesson Plan
              Intended Role: Instructor

            1-2: Unit Rates: Homework G with Answer Key
              Intended Role: Instructor

            1-2: Unit Rates: Homework K with Answer Key
              Intended Role: Instructor

            1-2: Unit Rates: Student Companion
              Intended Role: Instructor

            1-2: Unit Rates: Student Companion with Answers
              Intended Role: Instructor

            1-2: Unit Rates: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            1-3: Ratios With Fractions: Editable Lesson Plan
              Intended Role: Instructor

            1-3 Homework G with Answer Key
              Intended Role: Instructor

            1-3: Ratios With Fractions: Homework K with Answer Key
              Intended Role: Instructor

            1-3: Ratios With Fractions: Student Companion
              Intended Role: Instructor

            1-3: Ratios With Fractions: Student Companion with Answers
              Intended Role: Instructor

            1-3: Ratios With Fractions: Mixed Review with Answer Key
              Intended Role: Instructor

            1-3 Teacher Guide
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            1-4: Unit Rates With Fractions: Teacher Guide
              Intended Role: Instructor

            1-4: Unit Rates With Fractions: Editable Lesson Plan
              Intended Role: Instructor

            1-4: Unit Rates With Fractions: Homework G with Answer Key
              Intended Role: Instructor

            1-4 Homework K with Answer Key
              Intended Role: Instructor

            1-4: Unit Rates With Fractions: Student Companion with Answers
              Intended Role: Instructor

            1-4: Unit Rates With Fractions: Mixed Review with Answer Key
              Intended Role: Instructor

            1-4: Unit Rates With Fractions: Student Companion
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            1-5: Problem Solving: Editable Lesson Plan
              Intended Role: Instructor

            1-5: Problem Solving: Homework G with Answer Key
              Intended Role: Instructor

            1-5: Problem Solving: Homework K with Answer Key
              Intended Role: Instructor

            1-5: Problem Solving: Student Companion
              Intended Role: Instructor

            1-5: Problem Solving: Student Companion with Answers
              Intended Role: Instructor

            1-5 Mixed Review with Answer Key
              Intended Role: Instructor

            1-5: Problem Solving: Teacher Guide
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Topic 1: Ratios and Rates: Review Editable Lesson Plan
              Intended Role: Instructor

            Topic 1 Review Homework with Answer Key
              Intended Role: Instructor

            Topic 1 Review: Ratios and Rates: Student Companion
              Intended Role: Instructor

            Topic 1 Review: Ratios and Rates: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            2-1: Proportional Relationships and Tables: Teacher Guide
              Intended Role: Instructor

            2-1: Proportional Relationships and Tables
              Intended Role: Instructor

            2-1: Proportional Relationships and Tables: Homework G with Answer Key
              Intended Role: Instructor

            2-1: Proportional Relationships and Tables: Homework K with Answer Key
              Intended Role: Instructor

            2-1: Proportional Relationships and Tables: Student Companion
              Intended Role: Instructor

            2-1: Proportional Relationships and Tables: Student Companion with Answers
              Intended Role: Instructor

            2-1: Proportional Relationships and Tables: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            2-2: Proportional Relationships and Graphs: Teacher Guide
              Intended Role: Instructor

            2-2: Proportional Relationships and Graphs: Editable Lesson Plan
              Intended Role: Instructor

            2-2: Proportional Relationships and Graphs: Homework K with Answer Key
              Intended Role: Instructor

            2-2: Proportional Relationships and Graphs: Student Companion
              Intended Role: Instructor

            2-2: Proportional Relationships and Graphs: Student Companion with Answers
              Intended Role: Instructor

            2-2: Proportional Relationships and Graphs: Homework G with Answer Key
              Intended Role: Instructor

            2-2: Proportional Relationships and Graphs: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            2-3: Constant of Proportionality: Teacher Guide
              Intended Role: Instructor

            2-3: Constant of Proportionality: Editable Lesson Plan
              Intended Role: Instructor

            2-3: Constant of Proportionality: Homework G with Answer Key
              Intended Role: Instructor

            2-3: Constant of Proportionality: Homework K with Answer Key
              Intended Role: Instructor

            2-3: Constant of Proportionality: Student Companion
              Intended Role: Instructor

            2-3: Constant of Proportionality: Student Companion with Answers
              Intended Role: Instructor

            2-3 Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            2-4: Proportional Relationships and Equations: Teacher Guide
              Intended Role: Instructor

            2-4: Proportional Relationships and Equations: Editable Lesson Plan
              Intended Role: Instructor

            2-4: Proportional Relationships and Equations: Homework G with Answer Key
              Intended Role: Instructor

            2-4: Proportional Relationships and Equations: Homework K with Answer Key
              Intended Role: Instructor

            2-4: Proportional Relationships and Equations: Student Companion
              Intended Role: Instructor

            2-4: Proportional Relationships and Equations: Student Companion with Answers
              Intended Role: Instructor

            2-4: Proportional Relationships and Equations: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            2-5: Maps and Scale Drawings: Teacher Guide
              Intended Role: Instructor

            2-5: Maps and Scale Drawings: Editable Lesson Plan
              Intended Role: Instructor

            2-5: Maps and Scale Drawings: Homework G with Answer Key
              Intended Role: Instructor

            2-5: Maps and Scale Drawings: Homework K with Answer Key
              Intended Role: Instructor

            2-5: Maps and Scale Drawings: Student Companion
              Intended Role: Instructor

            2-5: Maps and Scale Drawings: Student Companion with Answers
              Intended Role: Instructor

            2-5: Maps and Scale Drawings: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            2-6: Problem Solving: Teacher Guide
              Intended Role: Instructor

            2-6: Problem Solving: Editable Lesson Plan
              Intended Role: Instructor

            2-6: Problem Solving: Homework G with Answer Key
              Intended Role: Instructor

            2-6: Problem Solving: Homework K with Answer Key
              Intended Role: Instructor

            2-6: Problem Solving: Student Companion
              Intended Role: Instructor

            2-6: Problem Solving: Student Companion with Answers
              Intended Role: Instructor

            2-6 Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Topic 2: Proportional Relationships: Review Editable Lesson Plan
              Intended Role: Instructor

            Topic 2: Proportional Relationships: Review Homework with Answer Key
              Intended Role: Instructor

            Topic 2 Review: Proportional Relationships: Student Companion
              Intended Role: Instructor

            Topic 2 Review: Proportional Relationships: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            3-1: The Percent Equation: Editable Lesson Plan
              Intended Role: Instructor

            3-1: The Percent Equation: Teacher Guide
              Intended Role: Instructor

            3-1: The Percent Equation: Homework G with Answer Key
              Intended Role: Instructor

            3-1: The Percent Equation: Homework K with Answer Key
              Intended Role: Instructor

            3-1: The Percent Equation: Student Companion
              Intended Role: Instructor

            3-1: The Percent Equation: Student Companion with Answers
              Intended Role: Instructor

            3-1 Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            3-2: Using the Percent Equation: Teacher Guide
              Intended Role: Instructor

            3-2: Using the Percent Equation: Editable Lesson Plan
              Intended Role: Instructor

            3-2: Using the Percent Equation: Homework G with Answer Key
              Intended Role: Instructor

            3-2 Homework K with Answer Key
              Intended Role: Instructor

            3-2: Using the Percent Equation: Student Companion
              Intended Role: Instructor

            3-2: Using the Percent Equation: Student Companion with Answers
              Intended Role: Instructor

            3-2: Using the Percent Equation: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            3-3: Simple Interest: Teacher Guide
              Intended Role: Instructor

            3-3: Simple Interest: Editable Lesson Plan
              Intended Role: Instructor

            3-3: Simple Interest: Homework G with Answer Key
              Intended Role: Instructor

            3-3: Simple Interest: Homework K with Answer Key
              Intended Role: Instructor

            3-3: Simple Interest: Student Companion
              Intended Role: Instructor

            3-3: Simple Interest: Student Companion with Answers
              Intended Role: Instructor

            3-3 Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            3-4: Compound Interest: Editable Lesson Plan
              Intended Role: Instructor

            3-4: Compound Interest: Homework K with Answer Key
              Intended Role: Instructor

            3-4: Compound Interest: Student Companion
              Intended Role: Instructor

            3-4 Student Companion with Answers
              Intended Role: Instructor

            3-4: Compound Interest: Homework G with Answer Key
              Intended Role: Instructor

            3-4 Mixed Review with Answer Key
              Intended Role: Instructor

            3-4: Compound Interest: Teacher Guide
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            3-5: Percent Increase and Decrease: Teacher Guide
              Intended Role: Instructor

            3-5: Percent Increase and Decrease: Editable Lesson Plan
              Intended Role: Instructor

            3-5: Percent Increase and Decrease: Homework K with Answer Key
              Intended Role: Instructor

            3-5: Percent Increase and Decrease: Homework G with Answer Key
              Intended Role: Instructor

            3-5: Percent Increase and Decrease: Student Companion
              Intended Role: Instructor

            3-5: Percent Increase and Decrease: Student Companion with Answers
              Intended Role: Instructor

            3-5: Percent Increase and Decrease: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            3-6: Markups and Markdowns: Editable Lesson Plan
              Intended Role: Instructor

            3-6: Markups and Markdowns: Teacher Guide
              Intended Role: Instructor

            3-6: Markups and Markdowns: Homework G with Answer Key
              Intended Role: Instructor

            3-6 Homework K with Answer Key
              Intended Role: Instructor

            3-6: Markups and Markdowns: Student Companion
              Intended Role: Instructor

            3-6: Markups and Markdowns: Mixed Review with Answer Key
              Intended Role: Instructor

            3-6: Markups and Markdowns: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            3-7: Problem Solving: Teacher Guide
              Intended Role: Instructor

            3-7: Problem Solving: Editable Lesson Plan
              Intended Role: Instructor

            3-7: Problem Solving: Student Companion
              Intended Role: Instructor

            3-7: Problem Solving: Student Companion with Answers
              Intended Role: Instructor

            3-7: Problem Solving: Homework G with Answer Key
              Intended Role: Instructor

            3-7: Problem Solving: Homework K with Answer Key
              Intended Role: Instructor

            3-7: Problem Solving: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Topic 3: Percents: Review Editable Lesson Plan
              Intended Role: Instructor

            Topic 3 Review Homework with Answer Key
              Intended Role: Instructor

            Topic 3 Review: Percents: Student Companion
              Intended Role: Instructor

            Topic 3 Review: Percents: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            4-1: Rational Numbers, Opposites, and Absolute Value: Teacher Guide
              Intended Role: Instructor

            4-1: Rational Numbers, Opposites, and Absolute Value: Editable Lesson Plan
              Intended Role: Instructor

            4-1: Rational Numbers, Opposites, and Absolute Value: Homework G with Answer Key
              Intended Role: Instructor

            4-1: Rational Numbers, Opposites, and Absolute Value: Homework K with Answer Key
              Intended Role: Instructor

            4-1: Rational Numbers, Opposites, and Absolute Value: Student Companion
              Intended Role: Instructor

            4-1: Rational Numbers, Opposites, and Absolute Value: Student Companion with Answers
              Intended Role: Instructor

            4-1: Rational Numbers, Opposites, and Absolute Value: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            4-2: Adding Integers: Teacher Guide
              Intended Role: Instructor

            4-2: Adding Integers: Editable Lesson Plan
              Intended Role: Instructor

            4-2: Adding Integers: Homework G with Answer Key
              Intended Role: Instructor

            4-2: Adding Integers: Homework K with Answer Key
              Intended Role: Instructor

            4-2: Adding Integers: Student Companion
              Intended Role: Instructor

            4-2: Adding Integers: Student Companion with Answers
              Intended Role: Instructor

            4-2: Adding Integers: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            4-3: Adding Rational Numbers: Teacher Guide
              Intended Role: Instructor

            4-3: Adding Rational Numbers: Editable Lesson Plan
              Intended Role: Instructor

            4-3: Adding Rational Numbers: Homework G with Answer Key
              Intended Role: Instructor

            4-3: Adding Rational Numbers: Homework K with Answer Key
              Intended Role: Instructor

            4-3: Adding Rational Numbers: Student Companion
              Intended Role: Instructor

            4-3: Adding Rational Numbers: Student Companion with Answers
              Intended Role: Instructor

            4-3: Adding Rational Numbers: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            4-4: Subtracting Integers: Teacher Guide
              Intended Role: Instructor

            4-4: Subtracting Integers: Editable Lesson Plan
              Intended Role: Instructor

            4-4: Subtracting Integers: Homework K with Answer Key
              Intended Role: Instructor

            4-4: Subtracting Integers: Homework G with Answer Key
              Intended Role: Instructor

            4-4: Subtracting Integers: Student Companion
              Intended Role: Instructor

            4-4: Subtracting Integers: Student Companion with Answers
              Intended Role: Instructor

            4-4: Subtracting Integers: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            4-5: Subtracting Rational Numbers: Teacher Guide
              Intended Role: Instructor

            4-5: Subtracting Rational Numbers: Editable Lesson Plan
              Intended Role: Instructor

            4-5: Subtracting Rational Numbers: Homework G with Answer Key
              Intended Role: Instructor

            4-5: Subtracting Rational Numbers: Homework K with Answer Key
              Intended Role: Instructor

            4-5: Subtracting Rational Numbers: Student Companion
              Intended Role: Instructor

            4-5: Subtracting Rational Numbers: Student Companion with Answers
              Intended Role: Instructor

            4-5: Subtracting Rational Numbers: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            4-6: Distance on a Number Line: Teacher Guide
              Intended Role: Instructor

            4-6: Distance on a Number Line: Editable Lesson Plan
              Intended Role: Instructor

            4-6: Distance on a Number Line: Homework G with Answer Key
              Intended Role: Instructor

            4-6: Distance on a Number Line: Homework K with Answer Key
              Intended Role: Instructor

            4-6: Distance on a Number Line: Student Companion
              Intended Role: Instructor

            4-6: Distance on a Number Line: Student Companion with Answers
              Intended Role: Instructor

            4-6: Distance on a Number Line: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            4-7: Problem Solving: Teacher Guide
              Intended Role: Instructor

            4-7: Problem Solving: Editable Lesson Plan
              Intended Role: Instructor

            4-7: Problem Solving: Homework G with Answer Key
              Intended Role: Instructor

            4-7: Problem Solving: Homework K with Answer Key
              Intended Role: Instructor

            4-7: Problem Solving: Student Companion
              Intended Role: Instructor

            4-7: Problem Solving: Student Companion with Answers
              Intended Role: Instructor

            4-7: Problem Solving: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Topic 4: Adding and Subtracting Rational Numbers: Review Editable Lesson Plan
              Intended Role: Instructor

            Topic 4: Adding and Subtracting Rational Numbers: Review Homework with Answer Key
              Intended Role: Instructor

            Topic 4 Review: Adding and Subtracting Rational Numbers: Student Companion
              Intended Role: Instructor

            Topic 4 Review: Adding and Subtracting Rational Numbers: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            5-1: Multiplying Integers: Editable Lesson Plan
              Intended Role: Instructor

            5-1: Multiplying Integers: Homework K with Answer Key
              Intended Role: Instructor

            5-1: Multiplying Integers: Homework G with Answer Key
              Intended Role: Instructor

            5-1: Multiplying Integers: Student Companion
              Intended Role: Instructor

            5-1: Multiplying Integers: Student Companion with Answers
              Intended Role: Instructor

            5-1: Multiplying Integers: Mixed Review with Answer Key
              Intended Role: Instructor

            5-1: Multiplying Integers: Teacher Guide
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            5-2: Multiplying Rational Numbers: Teacher Guide
              Intended Role: Instructor

            5-2: Multiplying Rational Numbers: Editable Lesson Plan
              Intended Role: Instructor

            5-2 Homework K with Answer Key
              Intended Role: Instructor

            5-2: Multiplying Rational Numbers: Homework G with Answer Key
              Intended Role: Instructor

            5-2: Multiplying Rational Numbers: Student Companion
              Intended Role: Instructor

            5-2: Multiplying Rational Numbers: Student Companion with Answers
              Intended Role: Instructor

            5-2: Multiplying Rational Numbers: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            5-3: Dividing Integers: Teacher Guide
              Intended Role: Instructor

            5-3: Dividing Integers: Editable Lesson Plan
              Intended Role: Instructor

            5-3 Homework K with Answer Key
              Intended Role: Instructor

            5-3: Dividing Integers: Homework G with Answer Key
              Intended Role: Instructor

            5-3: Dividing Integers: Student Companion
              Intended Role: Instructor

            5-3: Dividing Integers: Student Companion with Answers
              Intended Role: Instructor

            5-3: Dividing Integers: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            5-4: Dividing Rational Numbers: Teacher Guide
              Intended Role: Instructor

            5-4: Dividing Rational Numbers: Editable Lesson Plan
              Intended Role: Instructor

            5-4: Dividing Rational Numbers: Homework G with Answer Key
              Intended Role: Instructor

            5-4: Dividing Rational Numbers: Homework K with Answer Key
              Intended Role: Instructor

            5-4: Dividing Rational Numbers: Student Companion
              Intended Role: Instructor

            5-4: Dividing Rational Numbers: Student Companion with Answers
              Intended Role: Instructor

            5-4: Dividing Rational Numbers: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            5-5: Operations With Rational Numbers: Teacher Guide
              Intended Role: Instructor

            5-5: Operations With Rational Numbers: Editable Lesson Plan
              Intended Role: Instructor

            5-5: Operations With Rational Numbers: Homework G with Answer Key
              Intended Role: Instructor

            5-5: Operations With Rational Numbers: Homework K with Answer Key
              Intended Role: Instructor

            5-5: Operations With Rational Numbers: Student Companion
              Intended Role: Instructor

            5-5: Operations With Rational Numbers: Student Companion with Answers
              Intended Role: Instructor

            5-5: Operations With Rational Numbers: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            5-6: Problem Solving: Teacher Guide
              Intended Role: Instructor

            5-6: Problem Solving:Editable Lesson Plan
              Intended Role: Instructor

            5-6: Problem Solving: Homework G with Answer Key
              Intended Role: Instructor

            5-6: Problem Solving: Homework K with Answer Key
              Intended Role: Instructor

            5-6: Problem Solving: Student Companion
              Intended Role: Instructor

            5-6: Problem Solving: Student Companion with Answers
              Intended Role: Instructor

            5-6: Problem Solving: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Topic 5 Review Homework with Answer Key
              Intended Role: Instructor

            Topic 5 Review: Multiplying and Dividing Rational Numbers: Student Companion
              Intended Role: Instructor

            Topic 5 Review: Multiplying and Dividing Rational Numbers: Student Companion with Answers
              Intended Role: Instructor

            Topic 5: Multiplying and Dividing Rational Numbers: Review Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            6-1: Repeating Decimals: Editable Lesson Plan
              Intended Role: Instructor

            6-1: Repeating Decimals: Teacher Guide
              Intended Role: Instructor

            6-1: Repeating Decimals: Homework G with Answer Key
              Intended Role: Instructor

            6-1: Repeating Decimals: Homework K with Answer Key
              Intended Role: Instructor

            6-1: Repeating Decimals: Student Companion
              Intended Role: Instructor

            6-1: Repeating Decimals: Student Companion with Answers
              Intended Role: Instructor

            6-1: Repeating Decimals: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            6-2: Terminating Decimals: Teacher Guide
              Intended Role: Instructor

            6-2: Terminating Decimals: Editable Lesson Plan
              Intended Role: Instructor

            6-2: Terminating Decimals: Homework G with Answer Key
              Intended Role: Instructor

            6-2: Terminating Decimals: Homework K with Answer Key
              Intended Role: Instructor

            6-2: Terminating Decimals: Student Companion
              Intended Role: Instructor

            6-2: Terminating Decimals: Student Companion with Answers
              Intended Role: Instructor

            6-2: Terminating Decimals: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            6-3: Percents Greater Than 100: Teacher Guide
              Intended Role: Instructor

            6-3: Percents Greater Than 100: Editable Lesson Plan
              Intended Role: Instructor

            6-3: Percents Greater Than 100: Homework G with Answer Key
              Intended Role: Instructor

            6-3: Percents Greater Than 100: Homework K with Answer Key
              Intended Role: Instructor

            6-3: Percents Greater Than 100: Student Companion
              Intended Role: Instructor

            6-3: Percents Greater Than 100: Student Companion with Answers
              Intended Role: Instructor

            6-3: Percents Greater Than 100: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            6-4: Percents Less Than 1: Teacher Guide
              Intended Role: Instructor

            6-4: Percents Less Than 1: Editable Lesson Plan
              Intended Role: Instructor

            6-4: Percents Less Than 1: Homework G with Answer Key
              Intended Role: Instructor

            6-4: Percents Less Than 1: Homework K with Answer Key
              Intended Role: Instructor

            6-4: Percents Less Than 1: Student Companion
              Intended Role: Instructor

            6-4: Percents Less Than 1: Student Companion with Answers
              Intended Role: Instructor

            6-4: Percents Less Than 1: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            6-5: Fractions, Decimals, and Percents: Teacher Guide
              Intended Role: Instructor

            6-5: Fractions, Decimals, and Percents: Editable Lesson Plan
              Intended Role: Instructor

            6-5: Fractions, Decimals, and Percents: Homework K with Answer Key
              Intended Role: Instructor

            6-5: Fractions, Decimals, and Percents: Homework G with Answer Key
              Intended Role: Instructor

            6-5: Fractions, Decimals, and Percents: Student Companion
              Intended Role: Instructor

            6-5: Fractions, Decimals, and Percents: Student Companion with Answers
              Intended Role: Instructor

            6-5: Fractions, Decimals, and Percents: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            6-6:  Percent Error: Editable Lesson Plan
            6-6: Percent Error: Editable Lesson Plan
              Intended Role: Instructor

            6-6: Percent Error: Teacher Guide
              Intended Role: Instructor

            6-6: Percent Error: Homework G with Answer Key
              Intended Role: Instructor

            6-6: Percent Error: Homework K with Answer Key
              Intended Role: Instructor

            6-6: Percent Error: Student Companion
              Intended Role: Instructor

            6-6: Percent Error: Student Companion with Answers
              Intended Role: Instructor

            6-6: Percent Error: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            6-7: Problem Solving: Teacher Guide
              Intended Role: Instructor

            6-7: Problem Solving: Editable Lesson Plan
              Intended Role: Instructor

            6-7: Problem Solving: Homework G with Answer Key
              Intended Role: Instructor

            6-7: Problem Solving: Homework K with Answer Key
              Intended Role: Instructor

            6-7: Problem Solving: Student Companion
              Intended Role: Instructor

            6-7: Problem Solving: Student Companion with Answers
              Intended Role: Instructor

            6-7: Problem Solving: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Topic 6: Decimals and Percent: Review Editable Lesson Plan
              Intended Role: Instructor

            Topic 6: Decimals and Percent: Review Homework with Answer Key
              Intended Role: Instructor

            Topic 6 Review: Decimals and Percent: Student Companion
              Intended Role: Instructor

            Topic 6 Review: Decimals and Percent: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Unit C: Expressions and Equations: Enrichment Project
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            14-1: Populations and Samples: Teacher Guide
              Intended Role: Instructor

            14-1: Populations and Samples: Homework G with Answer Key
              Intended Role: Instructor

            14-1: Populations and Samples: Homework K with Answer Key
              Intended Role: Instructor

            14-1: Populations and Samples: Editable Lesson Plan
              Intended Role: Instructor

            14-1: Populations and Samples: Mixed Review with Answer Key
              Intended Role: Instructor

            14-1: Populations and Samples: Student Companion
              Intended Role: Instructor

            14-1: Populations and Samples: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            14-2: Estimating a Population: Teacher Guide
              Intended Role: Instructor

            14-2: Estimating a Population: Homework G with Answer Key
              Intended Role: Instructor

            14-2: Estimating a Population: Homework K with Answer Key
              Intended Role: Instructor

            14-2: Estimating a Population: Student Companion
              Intended Role: Instructor

            14-2: Estimating a Population: Student Companion with Answers
              Intended Role: Instructor

            14-2: Estimating a Population: Editable Lesson Plan
              Intended Role: Instructor

            14-2: Estimating a Population: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            14-3: Convenience Sampling: Teacher Guide
              Intended Role: Instructor

            14-3: Convenience Sampling: Homework G with Answer Key
              Intended Role: Instructor

            14-3: Convenience Sampling: Homework K with Answer Key
              Intended Role: Instructor

            14-3: Convenience Sampling: Student Companion
              Intended Role: Instructor

            14-3: Convenience Sampling: Student Companion with Answers
              Intended Role: Instructor

            14-3: Convenience Sampling: Editable Lesson Plan
              Intended Role: Instructor

            14-3: Convenience Sampling: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            14-4: Systematic Sampling: Teacher Guide
              Intended Role: Instructor

            14-4: Systematic Sampling: Homework G with Answer Key
              Intended Role: Instructor

            14-4: Systematic Sampling: Homework K with Answer Key
              Intended Role: Instructor

            14-4: Systematic Sampling: Student Companion
              Intended Role: Instructor

            14-4: Systematic Sampling: Student Companion with Answers
              Intended Role: Instructor

            14-4: Systematic Sampling: Editable Lesson Plan
              Intended Role: Instructor

            14-4: Systematic Sampling: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            14-5: Simple Random Sampling: Teacher Guide
              Intended Role: Instructor

            14-5: Simple Random Sampling: Homework G with Answer Key
              Intended Role: Instructor

            14-5: Simple Random Sampling: Homework K with Answer Key
              Intended Role: Instructor

            14-5: Simple Random Sampling: Student Companion
              Intended Role: Instructor

            14-5: Simple Random Sampling: Student Companion with Answers
              Intended Role: Instructor

            14-5: Simple Random Sampling: Editable Lesson Plan
              Intended Role: Instructor

            14-5: Simple Random Sampling: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            14-6: Comparing Sampling Methods: Teacher Guide
              Intended Role: Instructor

            14-6: Comparing Sampling Methods: Homework G with Answer Key
              Intended Role: Instructor

            14-6: Comparing Sampling Methods: Homework K with Answer Key
              Intended Role: Instructor

            14-6: Comparing Sampling Methods: Student Companion
              Intended Role: Instructor

            14-6: Comparing Sampling Methods: Student Companion with Answers
              Intended Role: Instructor

            14-6: Comparing Sampling Methods: Editable Lesson Plan
              Intended Role: Instructor

            14-6: Comparing Sampling Methods: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            14-7: Problem Solving: Teacher Guide
              Intended Role: Instructor

            14-7: Problem Solving: Homework G with Answer Key
              Intended Role: Instructor

            14-7: Problem Solving: Homework K with Answer Key
              Intended Role: Instructor

            14-7: Problem Solving: Student Companion
              Intended Role: Instructor

            14-7: Problem Solving: Student Companion with Answers
              Intended Role: Instructor

            14-7: Problem Solving: Editable Lesson Plan
              Intended Role: Instructor

            14-7: Problem Solving: Mixed Review with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Topic 14 Review: Sampling: Homework with Answer Key
              Intended Role: Instructor

            Topic 14 Review: Sampling: Editable Lesson Plan
              Intended Role: Instructor

            Topic 14 Review: Sampling: Student Companion
              Intended Role: Instructor

            Topic 14 Review: Sampling: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            15-1: Statistical Measures: Teacher Guide
              Intended Role: Instructor

            15-1: Statistical Measures: Homework G with Answer Key
              Intended Role: Instructor

            15-1: Statistical Measures: Homework K with Answer Key
              Intended Role: Instructor

            15-1: Statistical Measures: Student Companion
              Intended Role: Instructor

            15-1: Bivariate Categorical Data: Student Companion with Answers
              Intended Role: Instructor

            15-1: Statistical Measures: Mixed Review with Answer Key
              Intended Role: Instructor

            15-1: Statistical Measures: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            15-2: Multiple Populations and Inferences: Teacher Guide
              Intended Role: Instructor

            15-2: Multiple Populations and Inferences: Homework G with Answer Key
              Intended Role: Instructor

            15-2: Multiple Populations and Inferences: Homework K with Answer Key
              Intended Role: Instructor

            15-2: Multiple Populations and Inferences: Student Companion
              Intended Role: Instructor

            15-2: Multiple Populations and Inferences: Student Companion with Answers
              Intended Role: Instructor

            15-2: Multiple Populations and Inferences: Mixed Review with Answer Key
              Intended Role: Instructor

            15-2: Multiple Populations and Inferences: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            15-3: Using Measures of Center: Teacher Guide
              Intended Role: Instructor

            15-3: Using Measures of Center: Homework G with Answer Key
              Intended Role: Instructor

            15-3: Using Measures of Center: Mixed Review with Answer Key
              Intended Role: Instructor

            15-3: Using Measures of Center: Homework K with Answer Key
              Intended Role: Instructor

            15-3: Using Measures of Center: Student Companion
              Intended Role: Instructor

            15-3: Using Measures of Center: Student Companion with Answers
              Intended Role: Instructor

            15-3: Using Measures of Center: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            15-4: Using Measures of Variability: Homework G with Answer Key
              Intended Role: Instructor

            15-4: Using Measures of Variability: Homework K with Answer Key
              Intended Role: Instructor

            15-4: Using Measures of Variability: Student Companion
              Intended Role: Instructor

            15-4: Using Measures of Variability: Student Companion with Answers
              Intended Role: Instructor

            15-4: Using Measures of Variability: Mixed Review with Answer Key
              Intended Role: Instructor

            15-4: Using Measures of Variability: Editable Lesson Plan
              Intended Role: Instructor

            15-4: Using Measures of Variability: Teacher Guide
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            15-5: Exploring Overlap in Data Sets: Teacher Guide
              Intended Role: Instructor

            15-5: Exploring Overlap in Data Sets: Homework G with Answer Key
              Intended Role: Instructor

            15-5: Exploring Overlap in Data Sets: Homework K with Answer Key
              Intended Role: Instructor

            15-5: Exploring Overlap in Data Sets: Student Companion
              Intended Role: Instructor

            15-5: Exploring Overlap in Data Sets: Student Companion with Answers
              Intended Role: Instructor

            15-5: Exploring Overlap in Data Sets: Mixed Review with Answer Key
              Intended Role: Instructor

            15-5: Exploring Overlap in Data Sets: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            15-6: Problem Solving: Teacher Guide
              Intended Role: Instructor

            15-6: Problem Solving: Homework G with Answer Key
              Intended Role: Instructor

            15-6: Problem Solving: Homework K with Answer Key
              Intended Role: Instructor

            15-6: Problem Solving: Student Companion
              Intended Role: Instructor

            15-6: Problem Solving: Student Companion with Answers
              Intended Role: Instructor

            15-6: Problem Solving: Mixed Review with Answer Key
              Intended Role: Instructor

            15-6: Problem Solving: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Topic 15 Review: Comparing Two Populations: Homework with Answer Key
              Intended Role: Instructor

            Topic 15 Review: Comparing Two Populations: Editable Lesson Plan
              Intended Role: Instructor

            Topic 15 Review: Comparing Two Populations: Student Companion with Answers
              Intended Role: Instructor

            Topic 15 Review: Comparing Two Populations: Student Companion
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            16-1: Likelihood and Probability: Teacher Guide
              Intended Role: Instructor

            16-1: Likelihood and Probability: Homework G with Answer Key
              Intended Role: Instructor

            16-1: Likelihood and Probability: Homework K with Answer Key
              Intended Role: Instructor

            16-1: Likelihood and Probability: Student Companion
              Intended Role: Instructor

            16-1: Likelihood and Probability: Editable Lesson Plan
              Intended Role: Instructor

            16-1: Likelihood and Probability: Mixed Review with Answer Key
              Intended Role: Instructor

            16-1: Likelihood and Probability: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            16-2: Sample Space: Teacher Guide
              Intended Role: Instructor

            16-2: Sample Space: Homework G with Answer Key
              Intended Role: Instructor

            16-2: Sample Space: Homework K with Answer Key
              Intended Role: Instructor

            16-2: Sample Space: Student Companion
              Intended Role: Instructor

            16-2: Sample Space: Student Companion with Answers
              Intended Role: Instructor

            16-2: Sample Space: Mixed Review with Answer Key
              Intended Role: Instructor

            16-2: Sample Space: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            16-3: Relative Frequency and Experimental Probability: Teacher Guide
              Intended Role: Instructor

            16-3: Relative Frequency and Experimental Probability: Homework G with Answer Key
              Intended Role: Instructor

            16-3: Relative Frequency and Experimental Probability: Homework K with Answer Key
              Intended Role: Instructor

            16-3: Relative Frequency and Experimental Probability: Student Companion
              Intended Role: Instructor

            16-3: Relative Frequency and Experimental Probability: Student Companion with Answers
              Intended Role: Instructor

            16-3: Relative Frequency and Experimental Probability: Mixed Review with Answer Key
              Intended Role: Instructor

            16-3: Relative Frequency and Experimental Probability: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            16-4: Theoretical Probability: Teacher Guide
              Intended Role: Instructor

            16-4: Theoretical Probability: Homework G with Answer Key
              Intended Role: Instructor

            16-4: Theoretical Probability: Homework K with Answer Key
              Intended Role: Instructor

            16-4: Theoretical Probability: Student Companion
              Intended Role: Instructor

            16-4: Theoretical Probability: Student Companion with Answers
              Intended Role: Instructor

            16-4: Theoretical Probability: Mixed Review with Answer Key
              Intended Role: Instructor

            16-4: Theoretical Probability: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            16-5: Probability Models: Teacher Guide
              Intended Role: Instructor

            16-5: Probability Models: Homework G with Answer Key
              Intended Role: Instructor

            16-5: Probability Models: Homework K with Answer Key
              Intended Role: Instructor

            16-5: Probability Models: Student Companion
              Intended Role: Instructor

            16-5: Probability Models: Student Companion with Answers
              Intended Role: Instructor

            16-5: Probability Models: Mixed Review with Answer Key
              Intended Role: Instructor

            16-5: Probability Models: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            16-6: Problem Solving: Teacher Guide
              Intended Role: Instructor

            16-6: Problem Solving: Homework G with Answer Key
              Intended Role: Instructor

            16-6: Problem Solving: Homework K with Answer Key
              Intended Role: Instructor

            16-6: Problem Solving: Student Companion
              Intended Role: Instructor

            16-6: Problem Solving: Student Companion with Answers
              Intended Role: Instructor

            16-6: Problem Solving: Mixed Review with Answer Key
              Intended Role: Instructor

            16-6: Problem Solving: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Topic 16 Review: Probability Concepts: Homework with Answer Key
              Intended Role: Instructor

            Topic 16 Review: Probability Concepts: Editable Lesson Plan
              Intended Role: Instructor

            Topic 16 Review: Probability Concepts: Student Companion
              Intended Role: Instructor

            Topic 16 Review: Probability Concepts: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            17-1: Compound Events: Teacher Guide
              Intended Role: Instructor

            17-1: Compound Events: Homework G with Answer Key
              Intended Role: Instructor

            17-1: Compound Events: Homework K with Answer Key
              Intended Role: Instructor

            17-1: Compound Events: Student Companion
              Intended Role: Instructor

            17-1: Compound Events: Student Companion with Answers
              Intended Role: Instructor

            17-1: Compound Events: Mixed Review with Answer Key
              Intended Role: Instructor

            17-1: Compound Events: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            17-2: Sample Spaces: Teacher Guide
              Intended Role: Instructor

            17-2: Sample Spaces: Homework G with Answer Key
              Intended Role: Instructor

            17-2: Sample Spaces: Homework K with Answer Key
              Intended Role: Instructor

            17-2: Sample Spaces: Student Companion
              Intended Role: Instructor

            17-2: Sample Spaces: Student Companion with Answers
              Intended Role: Instructor

            17-2: Sample Spaces: Mixed Review with Answer Key
              Intended Role: Instructor

            17-2: Sample Spaces: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            17-3: Counting Outcomes: Teacher Guide
              Intended Role: Instructor

            17-3: Counting Outcomes: Homework G with Answer Key
              Intended Role: Instructor

            17-3: Counting Outcomes: Homework K with Answer Key
              Intended Role: Instructor

            17-3: Counting Outcomes: Student Companion
              Intended Role: Instructor

            17-3: Counting Outcomes: Student Companion with Answers
              Intended Role: Instructor

            17-3: Counting Outcomes: Mixed Review with Answer Key
              Intended Role: Instructor

            17-3: Counting Outcomes: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            17-4: Finding Theoretical Probabilities: Homework G with Answer Key
              Intended Role: Instructor

            17-4: Finding Theoretical Probabilities: Homework K with Answer Key
              Intended Role: Instructor

            17-4: Finding Theoretical Probabilities: Student Companion with Answers
              Intended Role: Instructor

            17-4: Finding Theoretical Probabilities: Mixed Review with Answer Key
              Intended Role: Instructor

            17-4: Finding Theoretical Probabilities: Editable Lesson Plan
              Intended Role: Instructor

            17-4: Finding Theoretical Probabilities: Student Companion
              Intended Role: Instructor

            17-4: Finding Theoretical ProbabilitiesTeacher Guide
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            17-5: Simulation With Random Numbers: Teacher Guide
              Intended Role: Instructor

            17-5: Simulation With Random Numbers: Homework G with Answer Key
              Intended Role: Instructor

            17-5: Simulation With Random Numbers: Homework K with Answer Key
              Intended Role: Instructor

            17-5: Simulation With Random Numbers: Student Companion
              Intended Role: Instructor

            17-5: Simulation With Random Numbers: Student Companion with Answers
              Intended Role: Instructor

            17-5: Simulation With Random Numbers: Mixed Review with Answer Key
              Intended Role: Instructor

            17-5: Simulation With Random Numbers: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            17-6: Finding Probabilities Using Simulation: Teacher Guide
              Intended Role: Instructor

            17-6: Finding Probabilities Using Simulation: Homework G with Answer Key
              Intended Role: Instructor

            17-6: Finding Probabilities Using Simulation: Homework K with Answer Key
              Intended Role: Instructor

            17-6: Finding Probabilities Using Simulation: Student Companion
              Intended Role: Instructor

            17-6: Finding Probabilities Using Simulation: Student Companion with Answers
              Intended Role: Instructor

            17-6: Finding Probabilities Using Simulation: Mixed Review with Answer Key
              Intended Role: Instructor

            17-6: Finding Probabilities Using Simulation: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            17-7: Problem Solving: Teacher Guide
              Intended Role: Instructor

            17-7: Problem Solving: Homework G with Answer Key
              Intended Role: Instructor

            17-7: Problem Solving: Homework K with Answer Key
              Intended Role: Instructor

            17-7: Problem Solving: Student Companion
              Intended Role: Instructor

            17-7: Problem Solving: Student Companion with Answers
              Intended Role: Instructor

            17-7: Problem Solving: Mixed Review with Answer Key
              Intended Role: Instructor

            17-7: Problem Solving: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Topic 17 Review: Compound Events: Homework with Answer Key
              Intended Role: Instructor

            Topic 17 Review: Compound Events: Editable Lesson Plan
              Intended Role: Instructor

            Topic 17 Review: Compound Events: Student Companion
              Intended Role: Instructor

            Topic 17 Review: Compound Events: Student Companion with Answers
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            i21-6: Dividing Integers: Journal and Answers
              Intended Role: Instructor

            i21-6: Dividing Integers: Teacher Guide
              Intended Role: Instructor

            i21-6: Dividing Integers: Practice with Answer Key
              Intended Role: Instructor

            i21-6: Dividing Integers: Editable Lesson Plan
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            i21-6: Dividing Integers: Practice with Answer Key
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Next Generation Practice Test Answer Key
              Intended Role: Instructor