The "A" pages are the standard versions.

Each standard is listed as i

document. The "B" pages are the expanded versions. Each standard is
that you can track each piece of the standard indiv

The standards are color- coded. Each strand has its ow

red- Operations and Algebraic Thinking (OA)
orange- Number and Operations in Base Ten (NBT)
green-Number and Operations- Fractions (NF)
blue- Measurement and Data (MD)
purple- Geometry (G)

Within each strand, shading is used to differentiate the subtopics

darkest shade: overarching idea
second darkest: complete standards
second lightest: sub- standards
lightest shade (on B sheets only): suggested skill breakdow
Ideas for Use:
collect and track student data
use to align curricula
track standards taught/ mastered
create scope and sequence

Chris Cadalzo 2013

andard is listed as it is written in the CCSS

Each standard is broken down into skills so
he standard individually.

ch strand has its own color:

Thinking (OA)
n Base Ten (NBT)
Fractions (NF)
ata (MD)
G)

iate the subtopics of each standard:

ng idea
standards
ndards
sted skill breakdowns

nt data
a
mastered
uence

3.OA.A.1

3.OA.A.2

3.OA.A.3

3.OA.A.4

3.OA.B.5

3.OA.B.6

3.OA.C.7

3.OA.D.8

3.OA.C.9

Represent and solve problems involving multiplication and division.

Interpret products of whole numbers, e.g., interpret 5 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a
total number of objects can be expressed as 5 7.
Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the
number of objects in each share when 56 objects are partitioned equally into 8
shares, or as a number of shares when 56 objects are partitioned into equal shares of
8 objects each. For example, describe a context in which a number of shares or a
number of groups can be expressed as 56 8.
Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
Determine the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 ? = 48, 5 = _ 3, 6 6 = ?
Understand properties of multiplication and the relationship between multiplication
and division.
Apply properties of operations as strategies to multiply and divide.2Examples: If 6 4 =
24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3
5 2 can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30.
(Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one
can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.)
Understand division as an unknown-factor problem. For example, find 32 8 by
finding the number that makes 32 when multiplied by 8.
Multiply and divide within 100.
Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 =
8) or properties of operations. By the end of Grade 3, know from memory all products
of two one-digit numbers.
Solve problems involving the four operations, and identify and explain patterns in
arithmetic.

Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding.
Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations. For example, observe that 4
times a number is always even, and explain why 4 times a number can be
decomposed into two equal addends.

Use place value understanding and properties of

operations to perform multi-digit arithmetic.
Use place value understanding to round whole numbers to
3.NBT.A.1 the nearest 10 or 100.
3.NBT.A.2

Fluently add and subtract within 1000 using strategies and

algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.

Multiply one-digit whole numbers by multiples of 10 in the

3.NBT.A.3 range 1090 (e.g., 9 80, 5 60) using strategies based on
place value and properties of operations.

Develop understanding of fractions as numbers.

Understand a fraction 1/b as the quantity formed by 1 part
3.NF.A.1 when a whole is partitioned into b equal parts; understand a
fraction a/b as the quantity formed by a parts of size 1/b.
Understand a fraction as a number on the number line; represent
3.NF.A.2 fractions on a number line diagram.
Represent a fraction 1/b on a number line diagram by defining
3.NF.A.2a the interval from 0 to 1 as the whole and partitioning it into b equal
parts. Recognize that each part has size 1/b and that the endpoint
of the part based at 0 locates the number 1/b on the number line.
Represent a fraction a/b on a number line diagram by marking off
a lengths 1/b from 0. Recognize that the resulting interval has
3.NF.A.2b
size a/b and that its endpoint locates the number a/b on the
number line.
Explain equivalence of fractions in special cases, and compare
3.NF.A.3 fractions by reasoning about their size.
Understand two fractions as equivalent (equal) if they are the
3.NF.A.3a same size, or the same point on a number line.
Recognize and generate simple equivalent fractions, e.g., 1/2 =
3.NF.A.3b 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by
using a visual fraction model.
Express whole numbers as fractions, and recognize fractions that
are equivalent to whole numbers. Examples: Express 3 in the form
3.NF.A.3c
3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point
of a number line diagram.
Compare two fractions with the same numerator or the same
denominator by reasoning about their size. Recognize that
comparisons are valid only when the two fractions refer to the
3.NF.A.3d
same whole. Record the results of comparisons with the symbols >,
=, or <, and justify the conclusions, e.g., by using a visual fraction
model.

Solve problems involving measurement and estimation.

Tell and write time to the nearest minute and measure time intervals in
minutes. Solve word problems involving addition and subtraction of time
3.MD.A.1
intervals in minutes, e.g., by representing the problem on a number line
diagram.
Measure and estimate liquid volumes and masses of objects using
1
3.MD.A.2 standard units of grams (g), kilograms (kg), and liters (l). Add, subtract,
multiply, or divide to solve one-step word problems involving masses or
volumes that are given in the same units, e.g., by using drawings (such
as a beaker with a measurement scale) to represent the problem.
Represent and interpret data.
Draw a scaled picture graph and a scaled bar graph to represent a
data set with several categories. Solve one- and two-step how many
3.MD.B.3 more and how many less problems using information presented in
scaled bar graphs. For example, draw a bar graph in which each
square in the bar graph might represent 5 pets.
Generate measurement data by measuring lengths using rulers marked
with halves and fourths of an inch. Show the data by making a line plot,
3.MD.B.4
where the horizontal scale is marked off in appropriate units whole
numbers, halves, or quarters.
Geometric measurement: understand concepts of area and relate area
to multiplication and to addition.
Recognize area as an attribute of plane figures and understand
3.MD.C.5 concepts of area measurement.
3.MD.C.5
A square with side length 1 unit, called a unit square, is said to have
a
one square unit of area, and can be used to measure area.
3.MD.C.5 A plane figure which can be covered without gaps or overlaps by n unit
squares is said to have an area of n square units.
b
Measure areas by counting unit squares (square cm, square m, square
3.MD.C.6 in, square ft, and improvised units).
3.MD.C.7 Relate area to the operations of multiplication and addition.
Find the area of a rectangle with whole-number side lengths by tiling it,
3.MD.C.7
and show that the area is the same as would be found by multiplying
a
the side lengths.

Multiply side lengths to find areas of rectangles with whole-number side

3.MD.C.7 lengths in the context of solving real world and mathematical problems,
and represent whole-number products as rectangular areas in
b
mathematical reasoning.
Use tiling to show in a concrete case that the area of a rectangle with
3.MD.C.7 whole-number side lengths a and b + c is the sum of a b and a c.
Use area models to represent the distributive property in mathematical
c
reasoning.
Recognize area as additive. Find areas of rectilinear figures by
3.MD.C.7 decomposing them into non-overlapping rectangles and adding the
areas of the non-overlapping parts, applying this technique to solve real
d
world problems.
Geometric measurement: recognize perimeter.
Solve real world and mathematical problems involving perimeters of
polygons, including finding the perimeter given the side lengths, finding
3.MD.D.8 an unknown side length, and exhibiting rectangles with the same
perimeter and different areas or with the same area and different
perimeters.

Reason with shapes and their attributes.

Understand that shapes in different categories (e.g., rhombuses,
rectangles, and others) may share attributes (e.g., having four sides), and
that the shared attributes can define a larger category (e.g.,
3.G.A.1
quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do
not belong to any of these subcategories.
Partition shapes into parts with equal areas. Express the area of each part
as a unit fraction of the whole. For example, partition a shape into 4 parts
3.G.A.2
with equal area, and describe the area of each part as 1/4 of the area of
the shape.

3.OA.A.4

3.OA.A.3

3.OA.A.2

3.OA.A.1

3.OA.C.7

3.OA.B.6

3.OA.B.5

3.OA.A.4

3.OA.C.9

3.OA.C.8

Represent and solve problems involving multiplication and division.

Interpret products of whole numbers, e.g., interpret 5 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a
total number of objects can be expressed as 5 7.
Interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.
Describe a context in which a total number of objects can be expressed as 5 X 7.
Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the
number of objects in each share when 56 objects are partitioned equally into 8
shares, or as a number of shares when 56 objects are partitioned into equal shares of
8 objects each. For example, describe a context in which a number of shares or a
number of groups can be expressed as 56 8.
Interpret 56 8 as the number of objects in each share when 56 objects are
partitioned equally into 8 shares.
Interpret 56 8 as a number of shares when 56 objects are partitioned into equal
shares of 8 objects each.
Describe a context in which a number of shares or a number of groups can be
expressed as 56 8.
Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
Use multiplication within 100 to solve word problems in situations involving equal
groups.
Use multiplication within 100 to solve word problems in situations involving arrays.
Use multiplication within 100 to solve word problems in situations involving
measurement quantities.
Use division within 100 to solve word problems in situations involving equal groups.
Use division within 100 to solve word problems in situations involving arrays.
Use division within 100 to solve word problems in situations involving measurement
quantities.
Solve word problems in siinvolving equal groups, arrays, and measurement quantities
by using drawings to represent the problem.
Solve word problems in siinvolving equal groups, arrays, and measurement quantities
by using equations with a symbol for the unknown number to represent the problem.
Determine the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 ? = 48, 5 = _ 3, 6 6 = ?

Determine the unknown whole number in a multiplication equation relating three

whole numbers (when the unknown is the product).
Determine the unknown whole number in a multiplication equation relating three
whole numbers (when the unknown is a factor).
Determine the unknown whole number in a division equation relating three whole
numbers (when the unknown is the quotient).
Determine the unknown whole number in a division equation relating three whole
numbers (when the unknown is the dividend).
Determine the unknown whole number in a division equation relating three whole
numbers (when the unknown is the divisor).
Understand properties of multiplication and the relationship between multiplication
and division.
Apply properties of operations as strategies to multiply and divide.2Examples: If 6 4 =
24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3
5 2 can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30.
(Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one
can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.)
Apply the Commutative Property as a strategy to multiply.
Apply the Associative Property as a strategy to multiply.
Apply the Distributive Property as a strategy to multiply.
Apply the Commutative Property as a strategy to divide.
Apply the Associative Property as a strategy to divide.
Apply the Distributive Property as a strategy to divide.
Understand division as an unknown-factor problem. For example, find 32 8 by
finding the number that makes 32 when multiplied by 8.
Multiply and divide within 100.
Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 =
8) or properties of operations. By the end of Grade 3, know from memory all products
of two one-digit numbers.
Fluently multiply and divide within 100.
Use strategies such as the relationship between multiplication and division.
Use strategies such as the relationship between properties of operations.
By the end of Grade 3, know from memory all products of two one-digit numbers.

Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding.
Solve one-step word problems involving the four operations.
Solve two-step word problems using the four operations.
Represent these problems using equations with a letter standing for the unknown
quantity.
Assess the reasonableness of answers using mental computation.
Assess the reasonableness of answers using estimation strategies including rounding.
Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations. For example, observe that 4
times a number is always even, and explain why 4 times a number can be
decomposed into two equal addends.
Identify arithmetic patterns in the addition table.
Identify arithmetic patterns in the multiplication table.
Explain them (arithmetic patterns) using properties of operations. For example,
observe that 4 times a number is always even, and explain why 4 times a number can
be decomposed into two equal addends.

3.NBT.A.1
3.NBT.A.2

Use place value understanding and properties of

operations to perform multi-digit arithmetic.
Use place value understanding to round whole numbers to
the nearest 10 or 100.
Use place value understanding to round whole numbers to
the nearest 10.
Use place value understanding to round whole numbers to
the nearest 100.
Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.
Fluently add within 1000.
Fluently subtract within 1000.
Fluently add and subtract using strategies and algorithms
based on place value.
Fluently add and subtract using strategies and algorithms
based on properties of operations.

3.NBT.A.3

Fluently add and subtract using strategies and algorithms

based on the relationship between addition and
subtraction.
Multiply one-digit whole numbers by multiples of 10 in the
range 1090 (e.g., 9 80, 5 60) using strategies based on
place value and properties of operations.
Multiply one-digit whole numbers by multiples of 10 in the
range 10-90.
Multiply by multiples of 10 using strategies based on place
value.
Multiply by multiples of 10 using strategies based on
properties of operations.

3.NF.A.3

3.NF.A.2b

3.NF.A.2a

3.NF.A.2

3.NF.A.1

Develop understanding of fractions as numbers.

Understand a fraction 1/b as the quantity formed by 1 part
when a whole is partitioned into b equal parts; understand a
fraction a/b as the quantity formed by a parts of size 1/b.
Understand a fraction 1/b as the quantity formed by 1 part when
a whole is partitioned into b equal parts.
Understand a fraction a/b as the quantity formed by a parts of size
1/b.
Understand a fraction as a number on the number line; represent
fractions on a number line diagram.
Understand a fraction as a number on the number line.
Represent fractions on a number line diagram.
Represent a fraction 1/b on a number line diagram by defining
the interval from 0 to 1 as the whole and partitioning it into b equal
parts. Recognize that each part has size 1/b and that the endpoint
of the part based at 0 locates the number 1/b on the number line.
Define the interval from 0 to 1 (on a number line) as the whole.
Partition the interval from 0 to 1 into b equal parts.
Recognize that each part has size 1/b.
Recognize that the endpoint of the part based at 0 locates the
number 1/b on the number line.
Represent a fraction a/b on a number line diagram by marking off
a lengths 1/b from 0. Recognize that the resulting interval has
size a/b and that its endpoint locates the number a/b on the
number line.
Represent a fraction a/b on a number line diagram by marking off
a lengths 1/b from 0.
Recognize that the resulting interval has size a/b
Recognize that its endpoint locates the number a/b on the
number line.
Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
Explain equivalence of fractions in special cases.
Compare fractions by reasoning about their size.

Recognize and generate simple equivalent fractions, e.g., 1/2 =

2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by
using a visual fraction model.
Recognize and generate simple equivalent fractions.
Explain why the fractions are equivalent.
Use a visual fraction model to explain equivalence.
Express whole numbers as fractions, and recognize fractions that
are equivalent to whole numbers. Examples: Express 3 in the form
3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point
of a number line diagram.
Express whole numbers as fractions. (3 = 3/1)
Express fractions with denominators of 1 as whole numbers. (6/1=
6)
Recognize fractions that are equivalent to whole numbers. (4/4 =
1)

3.NF.A.3d

3.NF.A.3b

Understand two fractions as equivalent if they are the same size.

Understand two fractions as equivalent if they are the same point
on a number line.

3.NF.A.3c

3.NF.A.3a

Understand two fractions as equivalent (equal) if they are the

same size, or the same point on a number line.

Compare two fractions with the same numerator or the same

denominator by reasoning about their size. Recognize that
comparisons are valid only when the two fractions refer to the
same whole. Record the results of comparisons with the symbols >,
=, or <, and justify the conclusions, e.g., by using a visual fraction
model.
Compare two fractions with the same numerator by reasoning
about their size.
Compare two fractions with the same denominator by reasoning
about their size.
Recognize that comparisons are valid only when the two fractions
refer to the same whole.
Record the results of comparisons with the symbols >, =, or <.
Justify the conclusions by using a visual fraction model.

Solve problems involving measurement and estimation.

3.MD.A.1

Tell and write time to the nearest minute and measure time intervals in
minutes. Solve word problems involving addition and subtraction of time
intervals in minutes, e.g., by representing the problem on a number line
diagram.
Tell time to the nearest minute
Write time to the nearest minute
Measure time intervals in minutes.
Solve word problems involving addition of time intervals in minutes.
Solve word problems involving subtraction of time intervals in minutes.
Solve word problems involving time intervals in minutes by representing the
problem on a number line diagram.

3.MD.A.2

Measure and estimate liquid volumes and masses of objects using standard
units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or
divide to solve one-step word problems involving masses or volumes that are
given in the same units, e.g., by using drawings (such as a beaker with a
measurement scale) to represent the problem.
Measure liquid volumes using standard units of liters (l).
Estimate liquid volumes using standard units of liters (l).
Measure masses of objects using standard units of grams (g), kilograms (kg).
Estimate masses of objects using standard units of grams (g), kilograms (kg).
Add or subtract to solve one-step word problems involving masses or
volumes that are given in the same units.
Multiply or divide to solve one-step word problems involving masses or
volumes that are given in the same units.
Use drawings to represent the problem.
Represent and interpret data.

3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data
set with several categories. Solve one- and two-step how many more and
how many less problems using information presented in scaled bar
graphs. For example, draw a bar graph in which each square in the bar
graph might represent 5 pets.

3.MD.B.3

Draw a scaled picture graph to represent a data set with several categories.
Draw a scaled bar graph to represent a data set with several categories.
Solve one-step how many more and how many less problems using
information presented in scaled bar graphs.
Solve two-step how many more and how many less problems using
information presented in scaled bar graphs.

3.MD.C.5a

3.MD.C.5

3.MD.B.4

Generate measurement data by measuring lengths using rulers marked with

halves and fourths of an inch. Show the data by making a line plot, where
the horizontal scale is marked off in appropriate units whole numbers,
halves, or quarters.
Generate measurement data by measuring lengths using rulers marked with
halves of an inch.
Generate measurement data by measuring lengths using rulers marked with
fourths of an inch.
Show the data by making a line plot, where the horizontal scale is marked
off in appropriate units whole numbers.
Show the data by making a line plot, where the horizontal scale is marked
off in appropriate units halves
Show the data by making a line plot, where the horizontal scale is marked
off in appropriate units quarters.
Geometric measurement: understand concepts of area and relate area to
multiplication and to addition.
Recognize area as an attribute of plane figures and understand concepts of
area measurement.
Recognize area as an attribute of plane figures.
Understand concepts of area measurement.
A square with side length 1 unit, called a unit square, is said to have one
square unit of area, and can be used to measure area.
Know that a square with side length 1 unit is called "a unit square."
Know that a square with side length 1 unit is said to have "one square unit" of
area.

3.MD.C.5b

Know that a square with side length 1 unit can be used to measure area.
A plane figure which can be covered without gaps or overlaps by n unit
squares is said to have an area of n square units.
Know that a plane figure can be covered by unit squares without gaps or

3.MD.C.5b
3.MD.C.6
3.MD.C.7
3.MD.C.7a

Know that a plane figure covered by n unit squares is said to have an area
of n square units.
Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units).
Measure areas by counting unit squares.
Measure areas by counting unit squares in improvised units.
Relate area to the operations of multiplication and addition.
Relate area to the operations of multiplication.
Relate area to the operations of addition.
Find the area of a rectangle with whole-number side lengths by tiling it, and
show that the area is the same as would be found by multiplying the side
lengths.
Find the area of a rectangle with whole-number side lengths by tiling it.

3.MD.C.7c

3.MD.C.7b

Show that the area is the same as would be found by multiplying the side
lengths.
Multiply side lengths to find areas of rectangles with whole-number side
lengths in the context of solving real world and mathematical problems, and
represent whole-number products as rectangular areas in mathematical
reasoning.
Multiply side lengths to find areas of rectangles with whole-number side
lengths.
Multiply side lengths to find areas of rectangle in the context of solving real
world and mathematical problems.
Represent whole-number products as rectangular areas in mathematical
reasoning.
Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b + c is the sum of a b and a c. Use area
models to represent the distributive property in mathematical reasoning.
Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b + c is the sum of a b and a c.
Use area models to represent the distributive property in mathematical
reasoning.

3.MD.C.7d

Recognize area as additive. Find areas of rectilinear figures by decomposing

them into non-overlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.
Recognize area as additive.
Find areas of rectilinear figures by decomposing them into non-overlapping
rectangles.
Find areas of rectilinear figures by adding the areas of the non-overlapping
parts.
Applying this technique to solve real world problems.
Geometric measurement: recognize perimeter.

3.MD.D.8

Solve real world and mathematical problems involving perimeters of

polygons, including finding the perimeter given the side lengths, finding an
unknown side length, and exhibiting rectangles with the same perimeter
and different areas or with the same area and different perimeters.
Solve real world and mathematical problems involving perimeters of
polygons, including finding the perimeter given the side lengths.
Solve real world and mathematical problems involving perimeters of
polygons, including finding an unknown side length.
Solve real world and mathematical problems involving exhibiting rectangles
with the same perimeter and different areas.
Solve real world and mathematical problems involving exhibiting rectangles
with the same area and different perimeters.

3.G.A.1

Reason with shapes and their attributes.

Understand that shapes in different categories (e.g., rhombuses,
rectangles, and others) may share attributes (e.g., having four
sides), and that the shared attributes can define a larger category
(e.g., quadrilaterals). Recognize rhombuses, rectangles, and
squares as examples of quadrilaterals, and draw examples of
quadrilaterals that do not belong to any of these subcategories.
Understand that shapes in different categories may share attributes.

3.G.A.2

Understand that the shared attributes can define a larger category.

Recognize rhombuses, rectangles, and squares as examples of
quadrilaterals.
Draw examples of quadrilaterals that do not belong to any of these
subcategories.
Partition shapes into parts with equal areas. Express the area of
each part as a unit fraction of the whole. For example, partition a
shape into 4 parts with equal area, and describe the area of each
part as 1/4 of the area of the shape.
Partition shapes into parts with equal areas.
Express the area of each part as a unit fraction of the whole.

Thank You!!

Thank you so much for your download! I truly

appreciate your business. I hope you will put y
heart and creativity into making this product w
for you.

Please note, this product is only for your own use in your own classroom. It ma
be uploaded to the internet, emailed to colleagues, or otherwise shared. If you
additional copies, extra licenses can be purchased for 50% of the original price.
FILES ARE COPYRIGHTED and are subject to the protection of the DCMA law

_=`6^Chris Cadalz0o

You!!

ownload! I truly
ope you will put your
g this product work

n classroom. It may not

se shared. If you need
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n of the DCMA laws.

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