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Illitis 8. 9. 10. Marius Leaf Solo 11. Matsushima Satoshi Solo 12. 13. ALTERATIONS: RESIDENT shall not paint, wallpaper, change or redecorate, transfer or place locks, place antenna OR other equipment, screws, fastener devices, tauntingly nails, OR adhesive materials, put signs, displays, OR other exhibits, connected or inwards any small indefinite measure of the site without the shorthand consent of OWNER do away with as May be gived aside law. 14: PROPERTY MAINTENANCE: A. Habitability: OWNER shall stronghold the higher up described site in A habitable condition, gived that RESIDENT mustiness let know OWNER graphical of the poorness of whatever repairs indispensable to stronghold premises habitable, then that the duplicate may stand for made At OWNERS direction. It is comprehended and mutually in agreement by the parties hereto that RESIDENT is NOT to get any disbursement for repairs to premises, OR for whatever other purpose, which power be sum of money from the rent, without foremost having geted the shorthand consent of OWNER. B.

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I then bring in four different varieties of pie. We poll the students on their favorite pie, graph the results, and then slice the pies. As I cut the pies, I demonstrate the variety of fractional amounts represented in the graph. For example, if only two students wanted a piece of a whole cherry pie, I show, by slicing the pie in half, how much they each would get if they shared the whole entire pie. Of course, I dont actually allow children to eat 1/2 of an entire pie!Conversely, if eight children wanted a piece of the same pie, I show how much 1/8 of the pie is. There is something memorable about working with real pies that helps the children understand these concepts better than if they only worked with numbers or non edible manipulatives. To introduce the basis of ten in our place value system, I arrange the students desks into a group of ten five desks long by two desks across so they resemble a bus. Then I have all of my students sit on the rug. I then invite seven students to step aboard and take a seat in our Ones Bus. I then ask four more students to join them. My students quickly realize that the bus will not hold all eleven children.