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T: (Show 306.) A. Wait for the signal. (Pause. Signal.) S: (Students use Box A and write 300 + 0 + 6.) T: (Show 316.) C. Here's the order: ones, hundreds, tens. (Pause. Signal.) S: (Students use Box C and write 6 + 300 + 10.) T: (Continue, varying th
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Students are asked to connect addition and subtraction concepts to comparison language and. to draw a conclusion. Concept Development (33 minutes). Materials: (S) baggies with 1 straw, 1 new crayon, 1 pink eraser, 1 square post-it note, 30 paper clip
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T: (Mark the upper endpoint with 5 thousands.) What's halfway. between 4 thousands and 5 thousands? Page 3 of 10. G4-M1-C-Lesson 7.pdf. G4-M1-C-Lesson ...
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Note: Group counting reviews interpreting multiplication as repeated addition. Counting by twos and threes. in this activity reviews work with those factors from Topic C. T: Let's count by twos. (Direct students to count forward and backward to 20, e
text, the SE units are shown in brackets. The values stated in each system shall be used independent of the other. Values from the two systems shall not be combined,. 2. Referenced Declinents. 2. ASTM Standards. *. C E E Terminology Relating to Gypsu
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