> KbjbjVV 7<<xC*..qqqqq8*eeeee-*/*/*/*/*/*/*x,/X/*qb^/*qqeeD*
^qeqe-*
-*
V#@5$e0:6R$*Z*0*)$r/pr/5$5$Tr/q%
/*/*L*r/. 7:
4th Grade
Operations and Algebraic Thinking UnpackingGap / Next StepsStandard (Measurement Topic): Use the four operations with whole numbers to solve problems
ComplexSimpleCC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.SWBAT interpret multiplication as comparison
SWBAT solve multiplication and division problems for an unknown, named a variable
SWBAT solve multi-step word problems with whole numbers using addition, subtraction, multiplication, and division
SWK multiplication facts
SWK a variable stands for a number;
SWBAT represent numbers with a variable;
SWK division facts;
SWK multiplication and division algorithms
vocab: variable
SWK addition and subtraction facts; SWK addition and subtraction algorithms; SWK rational for solving for unknowns (small + small = big; small X small = big; big small = small; big / small = small)
CC.4.OA.2Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
CC.4.OA.3
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. 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.Standard (Measurement Topic): Gain familiarity with factors and multiples.
ComplexSimpleCC.4.OA.4 Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1100 is prime or composite.SWBAT factor numbers from 1 to 100SWK factor X factor = product; SWK a whole number is a multiple of each of its factors; SWBAT determine if any number 1-100 is prime or composite; vocab: prime, compositeStandard (Measurement Topic) Generate and analyze patterns.
ComplexSimpleCC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this waySWBAT generate number and shape patterns that follow a given ruleSWK patterns repeat, increase, or decrease; SWBAT identify number patterns in a sequence; SW recognize that patterns occur regularly in number systems
Mathematics Grade 4 Number & Operations in Base TenStandard (Measurement Topic): Generalize place value understanding for multi-digit whole numbers.
ComplexSimple
CC.4.NBT1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts of place value and division.SWK the digit to the left of a given digit is 10 times greater than the given digit
SWBAT read, write, and compare numerals as numbers, names, and in expanded formSWK place value names to millions;
SWBAT use <, =, > to compare numbersCC.4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.CC.4.NBT.3Use place value understanding to round multi-digit whole numbers to any place.SWBAT round whole numbers to any placeSWK steps in the rounding processStandard (Measurement Topic): Use place value understanding and properties of operations to perform multi-digit arithmetic.
ComplexSimple
CC.4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.SWBAT add and subtract multi-digit whole numbers SWK addition and subtraction facts; SWK addition and subtraction algorithmCC.4.NBT.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.SWBAT multiple up through a 4 digit number times a 1 digit number and 2digit numbers by 2 digit numbersSWK multiplication algorithm (lattice method); SWBAT explain multiplication in terms of rectangular arrays and area models; SWK associative, distributive, and commutative properties of multiplicationCC.4.NBT.6Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.SWBAT divide up to 4 digit numbers by 1 digitSWK division facts; SWK long division algorithm; SWBAT explain division using its relationship to multiplication
1Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
Mathematics Grade 4 Number & OperationsFractionsStandard (Measurement Topic): Extend understanding of fraction equivalence and ordering
ComplexSimpleCC.4.NF.1Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. SWK a/b X 1 = a/b where 1 is written as c/c
SWBAT compare fractions using <, =, > by converting to equivalent fractions with like denominators SWBAT generate equivalent fractions using models; SWBAT identify least common multiple (LCM); SWBAT use LCM to name equivalent fractions; SWK the multiplication of fractions algorithm; SWK comparison of fractions must be of the same whole or set
SWBAT identify least common multiple; SWBAT compare fractions using the benchmark fractions , , , 1/3, 2/3, 1/10, 2/10, 3/10, 4/10, 5/10, 6/10, 7/10, 8/10, 9/10
CC.4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.Standard (Measurement Topic): Use place value understanding and properties of operations to add and subtract. ComplexSimpleCC.4.NF.3Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
SWK addition and subtraction of fractions and mixed numbers is joining or separating parts of the same whole or set
SWK a fraction, a/b, is a multiple of 1/bSWK addition and subtraction of fractions algorithms;
SWBAT decompose fractions into the sum of fractions with common denominators in multiple ways;
SWK algorithm for adding and subtracting mixed numbers;
SWBAT solve problems using addition and subtraction of fractions and mixed numbers with like denominators
SWK the algorithm for multiplying a fraction by a whole number; SWK n X (a/b) = (n X a) / b; SWBAT solve word problems using multiplication and division of fractions CC.4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 (1/4), recording the conclusion by the equation 5/4 = 5 (1/4).
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 (2/5) as 6 (1/5), recognizing this product as 6/5. (In general, n (a/b) = (n a)/b.)
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Standard (Measurement Topic): Understand decimal notation for fractions, and compare decimal fractions.
ComplexSimpleCC.4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.SWBAT add fractions with unlike denominatorsSWBAT use LCM to identify equivalent fractionsCC.4.NF.6Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagramSWBAT convert fractions with denominators of 10 or 100 to decimalsSWK all fractions have a decimal equivalentCC.4.NF.7Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.SWBAT compare decimals to hundredths by reasoning about their sizeSWBAT create models of decimals using the same whole1 Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.
2 Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.
Mathematics Grade 4 Measurement & DataStandard (Measurement Topic): Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
ComplexSimpleCC.4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...SWBAT convert units within one measurement system and show conversions in a 2 column tableSWK relative sizes of units within one measurement system; SWK conversion scales of km, m, cm; kg, g; lb, oz; l, ml; hr, min, secCC.4.MD.2Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.SWBAT solve word problems involving units of measurement, including unit conversionSWBAT solve word problems involving units of measure, including fractions and decimalsCC.4.MD.3Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.SWBAT apply area and perimeter formulae for rectangles in real world situationsSWK a=l X w; SWK p = s + s + s, p = 2l + 2w
Standard (Measurement Topic): Represent and interpret data.
ComplexSimpleCC.4.MD.4Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.SWBAT make a line plot for data on measurement in fractions of a unit
SWBAT make a line plot for data on measurement in fractions of a unit
Standard (Measurement Topic): Geometric measurement: understand concepts of angle and measure angles.
ComplexSimpleCC.4.MD.5Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a one-degree angle, and can be used to measure angles.
An angle that turns through n one-degree angles is said to have an angle measure of n degrees
SWK an angle is a geometric shape found when 2 rays share a common endpoint; SWK an angle is measured in increments of 1/360 of a circle (1 degree) and be able to measure an angle with a protractorSWBAT construct angles; SWK how an angle turns through a circle; SWK a protractor is a tool for measuring anglesCC.4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. SWK an angle is a geometric shape found when 2 rays share a common endpoint; SWK an angle is measured in increments of 1/360 of a circle (1 degree) and be able to measure an angle with a protractorSWBAT construct angles; SWK how an angle turns through a circle; SWK a protractor is a tool for measuring anglesCC.4.MD,7Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.SWBAT compute the measure of a whole angle when the measure of non-overlapping parts is knownSWK and BAT use the concept of part + part = wholeMathematics Grade 4 GeometryStandard (Measurement Topic): Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
ComplexSimpleCC.4.G.1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.SWBAT draw points, lines, segments, rays, angles (right, acute, obtuse), parallel and perpendicular linesSWBAT identify points, lines, segments, rays, angles (right, acute, obtuse), parallel and perpendicular lines in 2-dimensional figuresCC.4.G.2Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.SWBAT classify 2-dimensional figures based on the presence of parallel or perpendicular lines, specific angles, and right trianglesSWK that a right triangle contains exactly one right angleCC.4.G.3Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.SWBAT draw a line of symmetry on a two-dimensional figureSWBAT recognize a line of symmetry on a 2-dimensional figure
Common Core State Standards
.IJhǰziQ@&2hZ+h56B*CJOJQJ]^JaJph hZ+hCCJOJQJ^JaJ/hZ+hG6B*CJOJQJ]^JaJph hZ+hpDCJOJQJ^JaJ2*hZ+hpD5B*CJOJQJ]^JaJph6*hZ+hpD6B*CJOJPJQJ]^JaJph-hZ+huIAB*CJOJPJQJ^JaJph&*hZ+hw5CJOJQJ^JaJ&*hZ+hC5CJOJQJ^JaJ hZ+hXc0CJOJQJ^JaJ
.8IJPG $IfgdCkd$$Ifs4Fc\'8|0644
saf4p
ytpD $Ifgdq
$
ta$gd5kd$$Ifs4"Fc\'8| @@@0644
saf4pyt) $Ifgdq $IfgdC ;
<
C
F
ȷzii[iCi5ih:MCJOJQJ^JaJ.jhpDCJOJQJU^JaJmHnHuhpDCJOJQJ^JaJ hZ+h=cCJOJQJ^JaJ)hZ+hCB*CJOJQJ^JaJph hZ+hCCJOJQJ^JaJ,hZ+hCB*CJOJQJ\^JaJph hZ+hCJOJQJ^JaJ6hZ+h56B*CJOJPJQJ]^JaJph6hZ+h4*56B*CJOJPJQJ]^JaJph 7
8
9
:
;
=
>
?
@
A
B
C
D
E
F
$IfgdN
0Epqrs $Ifgd=c $IfgdC $Ifgd^ $IfgdN
rs{SZ\]gן|i[i|I#hZ+hCCJOJQJ\^JaJh:MCJOJQJ^JaJ$hZ+h=cCJOJPJQJ^JaJ hZ+hCCJOJQJ^JaJ#hZ+h=c5CJOJQJ^JaJhpDCJOJQJ^JaJ$hZ+hCCJOJPJQJ^JaJ-hZ+hCB*CJOJPJQJ^JaJph hZ+h=cCJOJQJ^JaJ-hZ+h=cB*CJOJPJQJ^JaJphTUVWXYZ[\ $Ifgdv $IfgdC
\]g`
a
b
NEEEE $IfgdNkd$$Ifs4y\c\'8``|`0644
saf4pytpDgh^
_
`
b
c
d
j
t
w
{
=>ײנn`ײH0/hZ+h6B*CJOJQJ]^JaJph/hZ+hG6B*CJOJQJ]^JaJphhNCJOJQJ^JaJ hZ+h=cCJOJQJ^JaJ#hZ+hCCJOJQJ\^JaJhNCJOJQJ\^JaJ#hZ+h=cCJOJQJ\^JaJ$hZ+hCCJOJPJQJ^JaJ#hZ+hCCJH*OJQJ^JaJ hZ+hCCJOJQJ^JaJ.jhpDCJOJQJU^JaJmHnHub
c
d
e
f
g
h
i
j
PGGGGGGG $IfgdNkd$$Ifs4\c\'8` | 0644
saf4pytj
t
u
v
w
x
y
z
{
$IfgdN=>FMPG>55 $Ifgdq $IfgdC $IfgdCkd$$Ifs4\c\'8` | 0644
saf4pyt>EFLMNQRVWYN^˺{fU>U,#hZ+h=c5CJOJQJ^JaJ-hZ+hB*CJOJPJQJ^JaJph hZ+h=cCJOJQJ^JaJ)hZ+hB*CJOJQJ^JaJph hZ+hCCJOJQJ^JaJ,hZ+hCB*CJOJQJ\^JaJph,hZ+hB*CJOJQJ\^JaJph hZ+hCJOJQJ^JaJ3hZ+h6B*CJOJPJQJ]^JaJph3hZ+h4*6B*CJOJPJQJ]^JaJphMNY_I@777 $IfgdN $IfgdCkd$$Ifs4Fc\'8| @@@0644
saf4pyt)^_`}KIggUC/&hZ+h24p6CJOJQJ]^JaJ#hZ+hhwCJOJQJ\^JaJ#hZ+hCCJOJQJ\^JaJ0hZ+h24p5B*CJOJPJQJ^JaJph6hZ+h24p56B*CJOJPJQJ]^JaJph#hZ+h24p5CJOJQJ^JaJ hZ+h24pCJOJQJ^JaJ/hZ+h24p6B*CJOJQJ]^JaJph hZ+hCJOJQJ^JaJ-hZ+h&B*CJOJPJQJ^JaJph_`PG>>> $IfgdN $Ifgd24pkd$$Ifs4\c\'8`|0644
saf4pytJ#$I@@7@@ $Ifgdd $IfgdNkd$$Ifs4Fc\'8| @@@0644
saf4pyt)IJ"()*+,def~fL;f; hZ+h24pCJOJQJ^JaJ3hZ+h24p6B*CJOJPJQJ]^JaJph/hZ+h24p6B*CJOJQJ]^JaJph$hZ+h^CJOJPJQJ^JaJh^CJOJPJQJ^JaJ$hZ+h=cCJOJPJQJ^JaJ$hZ+hCJOJPJQJ^JaJ-hZ+hhwB*CJOJPJQJ^JaJph hZ+h=cCJOJQJ^JaJ hZ+hhwCJOJQJ^JaJ$%&'()*+,Gkd$$Ifs4\c\'8`|0644
saf4pyt $IfgdN,efypg^^^^ $Ifgdq $Ifgd24p $Ifgd24pzkd$$Ifs48
0644
saf4p
yt24p$$Ifa$gd24plʹvbQ>+$hZ+h CJOJPJQJ^JaJ$hZ+h-MCJOJPJQJ^JaJ hZ+h=cCJOJQJ^JaJ&hZ+h24p6CJOJQJ]^JaJ,hZ+h B*CJOJQJ\^JaJph)hZ+h B*CJOJQJ^JaJph,hZ+h24pB*CJOJQJ\^JaJph hZ+h24pCJOJQJ^JaJ6hZ+h24p56B*CJOJPJQJ]^JaJph2hZ+h24p56B*CJOJQJ]^JaJph G>>>>>> $IfgdNkd $$Ifs4|Fc\'8| @@@0644
saf4pyt) pqŴ܆ucQ?c.u hZ+h24pCJOJQJ^JaJ#hZ+h24pCJOJQJ\^JaJ#hZ+hQCJOJQJ\^JaJ#hZ+h CJOJQJ\^JaJ hZ+h CJOJQJ^JaJ-hZ+hQB*CJOJPJQJ^JaJph-hZ+hXfB*CJOJPJQJ^JaJph hZ+h=cCJOJQJ^JaJ-hZ+h?B*CJOJPJQJ^JaJph hZ+hQCJOJQJ^JaJ$hZ+h?CJOJPJQJ^JaJ !q $IfgdN
PG>55 $IfgdN $Ifgd}s $Ifgd24pkd
$$Ifs4\c\'8``|`0644
saf4pytABcdeʹ}cJ02hZ+hhw56B*CJOJQJ]^JaJph0hZ+hhw6B*CJOJPJQJ^JaJph3hZ+hhw6B*CJOJPJQJ]^JaJph/hZ+hT\6B*CJOJQJ]^JaJph$hZ+hT\CJOJPJQJ^JaJ hZ+hQCJOJQJ^JaJ hZ+hT\CJOJQJ^JaJ#hZ+hT\CJOJQJ\^JaJ hZ+h CJOJQJ^JaJ$hZ+h CJOJPJQJ^JaJBdPG>55 $IfgdN $Ifgd}s $Ifgd24pkd$$Ifs4\c\'8` | 0644
saf4pytdePG>>55 $Ifgd) $Ifgdq $IfgdT\kd$$Ifs4\c\'8`|0644
saf4pytQR䬘pYpYH7 hZ+hQCJOJQJ^JaJ hZ+hT\CJOJQJ^JaJ,hZ+hhwB*CJOJQJ\^JaJph,hZ+hT\B*CJOJQJ\^JaJph hZ+hhwCJOJQJ^JaJ'hZ+hhw5CJOJPJQJ^JaJ6hZ+h)56B*CJOJPJQJ]^JaJph6hZ+hhw56B*CJOJPJQJ]^JaJph6hZ+hT\56B*CJOJPJQJ]^JaJphRG>555 $IfgdN $IfgdT\kd
$$Ifs4Fc\'8| @@@0644
saf4pyt)%0wx}~ͻޣޣޑޑmVޣA)hZ+hQ56CJOJQJ]^JaJ-hZ+hQB*CJOJPJQJ^JaJph#hZ+hN6CJOJQJ^JaJ#hZ+hQCJH*OJQJ^JaJ#hZ+hQ6CJOJQJ^JaJ/hZ+hQ6B*CJOJQJ]^JaJph#hZ+hQCJOJQJ\^JaJ hZ+hhwCJOJQJ^JaJ hZ+hQCJOJQJ^JaJ hZ+hkCJOJQJ^JaJ\PG>5 $IfgdF $IfgdN $IfgdT\kd$$Ifs4\c\'8`|0644
saf4pyt\$%0xG>>>5 $IfgdQ $Ifgdqkd$$Ifs4\c\'8`|0644
saf4pyt $Ifgdi|}8,,$$Ifa$gdkd$$Ifs4\c\'8`| 0644
saf4pytT\ $Ifgdq}~|p$$Ifa$gdzkd$$Ifs48
0644
saf4p
yt $IfgdN|ss $Ifgdq $Ifgd $Ifgdqkd[$$Ifs480644
saf4p
yt *+BCDEcdghklopN Q &!'!(!" "!"""ŭיייייי׆x׆aaxa-hZ+hQB*CJOJPJQJ^JaJphhpDCJOJQJ^JaJ$hZ+hQCJOJPJQJ^JaJ&hZ+hQ6CJOJQJ]^JaJ.jhpDCJOJQJU^JaJmHnHu#hZ+hQCJOJQJ\^JaJ hZ+hQCJOJQJ^JaJ-hZ+hQ56CJOJPJQJ]^JaJ *O I@5, $Ifgd)4dP$Ifgd] $IfgdNkd
$$Ifs4Fc\'8| @@@0644
saf4pyt) '!"" "!"""""""""""" $IfgdN $Ifgd)4d"""""j$m$n$$$$$$$
%%%%%%4%5%p&&(jUjAAAAA&hZ+hQ6CJOJQJ]^JaJ)hZ+hQ56CJOJQJ]^JaJ-hZ+hQ56CJOJPJQJ]^JaJ2hZ+hQ56B*CJOJQJ]^JaJph$hZ+hQCJOJPJQJ^JaJ#hZ+hQCJOJQJ\^JaJ hZ+hQCJOJQJ^JaJ-hZ+hQB*CJOJPJQJ^JaJph-hZ+h^B*CJOJPJQJ^JaJph"""k$l$m$PGGGG $IfgdNkd$$Ifs4\c\'8``|`0644
saf4pytm$n$$$$PGGG $Ifgdqkd$$Ifs4\c\'8` | 0644
saf4pyt$$$8%I@7 $Ifgdw $IfgdNkd$$Ifs4Fc\'8| @@@0644
saf4pyt)8%%&'p(q(((((((((((((((((((((( $IfgdN
&Fdd$If[$\$gdw((((((())))).)e)))h*i*j*k*l*m*n*o*p*q*r*s*t* $IfgdN(())-).)d)e)))))h*|**%+&+'+1+2+3++++++++V,,a--.|g|SSSSSS&hZ+hQ6CJOJQJ]^JaJ)hZ+hQB*CJOJQJ^JaJph,hZ+hQB*CJOJQJ\^JaJph$hZ+hZ+CJOJPJQJ^JaJ hZ+hQCJOJQJ^JaJ$hZ+hQCJOJPJQJ^JaJh^CJOJQJ^JaJ-hZ+hZ+B*CJOJPJQJ^JaJph hZ+hZ+CJOJQJ^JaJ t*u*v*w*x*y*z*{*|*}*~***&+ $IfgdN
&+'+3++W,PG>*
&Fdd$If[$\$gdw $Ifgdw $IfgdNkd$$Ifs4\c\'8``|`0644
saf4pytW,b-.... $Ifgd)4d $IfgdN
&Fdd$If[$\$gdw......F/G/N/O/U/V/W/`/a/ɱvveN9)hZ+hB*CJOJQJ^JaJph,hZ+hPNB*CJOJQJ\^JaJph hZ+hCJOJQJ^JaJ)hZ+hPN56CJOJQJ]^JaJ)hZ+h56CJOJQJ]^JaJ hZ+hPNCJOJQJ^JaJ/hZ+hG6B*CJOJQJ]^JaJph hZ+hXc0CJOJQJ^JaJ)hZ+hQB*CJOJQJ^JaJph hZ+hQCJOJQJ^JaJ...F/G/O/PNE<3 $Ifgdq $IfgdPN $IfgdPNkd$$Ifs4\c\'8` | 0644
saf4pytO/V/W/b/S00@7.. $IfgdN $IfgdPNkd$$Ifs4Fc\'8| @@@0644
saf4pytN $Ifgdqa/b/
000R0S0000000000000e1f11زuudR@R@R@زd#hZ+hCJOJQJ\^JaJ#hZ+hPNCJOJQJ\^JaJ hZ+hCJOJQJ^JaJ-hZ+hB*CJOJPJQJ^JaJph hZ+hZ+CJOJQJ^JaJ)hZ+hB*CJOJQJ^JaJph&hZ+hPN6CJOJQJ]^JaJ#hZ+hPNCJH*OJQJ^JaJ hZ+hPNCJOJQJ^JaJ,hZ+hB*CJOJQJ\^JaJph0000f111G> $IfgdPNkd$$Ifs4\c\'8`|0644
saf4pytN $IfgdN11111128393m3n3o3p33344444˹ܕܕiO8,hZ+hPNB*CJOJQJ\^JaJph3hZ+hv6B*CJOJPJQJ]^JaJph3hZ+hPN6B*CJOJPJQJ]^JaJph#hZ+hPNCJH*OJQJ^JaJ$hZ+hPNCJOJPJQJ^JaJ hZ+hPNCJOJQJ^JaJ#hZ+hPNCJOJQJ\^JaJ hZ+hCJOJQJ^JaJ hZ+hZ+CJOJQJ^JaJ$hZ+hCJOJPJQJ^JaJ111293n3PG>>> $IfgdN $IfgdPNkd$$Ifs4\c\'8`|0644
saf4pytNn3o3344444PGG>>>> $Ifgdq $IfgdPNkd$$Ifs4\c\'8`|0644
saf4pytN4444444444445|p$$Ifa$gdPNzkd$$Ifs48
0644
saf4p
ytN $Ifgdq45555555555556ת||kYG6 hZ+hX%CJOJQJ^JaJ#hZ+hCJOJQJ\^JaJ#hZ+hX%CJOJQJ\^JaJ hZ+hCJOJQJ^JaJ-hZ+h56CJOJPJQJ]^JaJ-hZ+hX%56CJOJPJQJ]^JaJ)hZ+h56CJOJQJ]^JaJ/hZ+hG6B*CJOJQJ]^JaJph hZ+hPNCJOJQJ^JaJ-hZ+hPNB*CJOJPJQJ^JaJph
555555|ss $Ifgdq $IfgdPN $IfgdPNqkd$$Ifs480644
saf4p
ytN55577m8I@@@@ $IfgdNkdL$$Ifs4Fc\'8| @@@0644
saf4pytN67777l8m8n8x8:_:`::::: ;;;!<"<M<N<T<U<V<ʷʷۥʁʁp\ʁʔI$hZ+hZ+CJOJPJQJ^JaJ&hZ+hV6CJOJQJ]^JaJ hZ+hVCJOJQJ^JaJ$hZ+hX%CJOJPJQJ^JaJ hZ+hX%CJOJQJ^JaJ#hZ+hX%CJOJQJ\^JaJ$hZ+hCJOJPJQJ^JaJ hZ+hZ+CJOJQJ^JaJ hZ+hCJOJQJ^JaJ&hZ+hX%6CJOJQJ]^JaJm8n8x8:`::PGGGG $IfgdNkdW$$Ifs4\c\'8`|0644
saf4pytN:::;"<N<O<P<Q<PGGGGGGG $IfgdNkdR $$Ifs4\c\'8`|0644
saf4pytNQ<R<S<T<U<V<<<G> $IfgdVkdM!$$Ifs4\c\'8`|0644
saf4pytN $IfgdNV<t<<<<<<y=>>M>N>>>>>>>????
?İ֞֊yfyfN::'hZ+hv5CJOJPJQJ^JaJ/hZ+hA:X6B*CJOJQJ]^JaJph$hZ+hVCJOJPJQJ^JaJ hZ+hZ+CJOJQJ^JaJ&hZ+hV6CJOJQJ]^JaJ#hZ+hVCJOJQJ\^JaJ'hZ+hV5CJOJPJQJ^JaJ#hZ+hV5CJOJQJ^JaJ hZ+hVCJOJQJ^JaJ/hZ+hV6B*CJOJQJ]^JaJph<<<<<>M>@7 $IfgdZ+kdH"$$Ifs4Fc\'8| @@@0644
saf4pytN $IfgdNM>N>>>>>>>5 $IfgdVkda#$$Ifs4\c\'8`|0644
saf4pytN $IfgdZ+ $IfgdN>??
???@7 $IfgdVkd\$$$Ifs4Fc\'8| @@@0644
saf4pytN $IfgdN
??AA;A8$If $Ifgd, $IfgdVkdp&$$Ifs4\c\'8`|0644
saf4pytN$F%FFFNB$$Ifa$gdA:Xkd]'$$Ifs4\c\'8`|0644
saf4pytNFFGFFFFFvm $IfgdJ $IfgdV$If $IfgdA:XqkdN($$Ifs480644
saf4p
ytNGFeFFFFFFxGyGGGiHjHkHtHZI[IIIJJJ$JJJ6K7KsKtKuKֿ֏ziRiR֏ziRiR֏ziRiR-hZ+hA:XB*CJOJPJQJ^JaJph hZ+hZ+CJOJQJ^JaJ)hZ+hA:XB*CJOJQJ^JaJph,hZ+hA:XB*CJOJQJ\^JaJph0hZ+hA:X5B*CJOJPJQJ^JaJph,hZ+hA:X5B*CJOJQJ^JaJph hZ+hA:XCJOJQJ^JaJ/hZ+hA:X6B*CJOJQJ]^JaJphFFFyGGjHICC:1 $IfgdJ $IfgdV$Ifkd($$Ifs4Fc\'8| @@@0644
saf4pytNjHkHtH[IIJPJJA8 $IfgdJ $IfgdV$Ifkd)$$Ifs4\c\'8`|0644
saf4pytNJJ$JJ7KtKPJJA8 $IfgdJ $IfgdV$Ifkd*$$Ifs4\c\'8`|0644
saf4pytNtKuKvKwKxKzK{K}K~KPKIKIIIIgdkd+$$Ifs4\c\'8`|0644
saf4pytNuKvKwKxKyK{K|K~KKKKKKKKKK¾¾¾¾hS+hThS5B*OJQJ\^JaJphhThS5OJQJh%(jh%(U#hZ+hfA5CJOJQJ^JaJ hZ+hfACJOJQJ^JaJ#hZ+hi/5CJOJQJ^JaJ~KKKKKKKKKgd
$
ka$gdv51h0:p.c= /!"#$%$$If!vh555W#v#v#vW:Vs40655|5/44
sf4p
ytpD
$$If!vh555W#v#v#vW:Vs4" @@@0655|544
sf4pyt)$$If!vh5555W#v#v#v#vW:Vs4y06++55`5|544
sf4pytpD$$If!vh5555W#v#v#v#vW:Vs406++55`5|5/44
sf4pyt$$If!vh5555W#v#v#v#vW:Vs406++55`5|5/44
sf4pyt $$If!vh555W#v#v#vW:Vs4 @@@0655|544
sf4pyt)$$If!vh5555W#v#v#v#vW:Vs40655`5|544
sf4pyt $$If!vh555W#v#v#vW:Vs4 @@@0655|544
sf4pyt)$$If!vh5555W#v#v#v#vW:Vs40655`5|5/44
sf4pyt$$If!vh5&9#v&9:Vs4
06544
sf4p
yt24p
$$If!vh555W#v#v#vW:Vs4| @@@0655|544
sf4pyt)$$If!vh5555W#v#v#v#vW:Vs406++55`5|544
sf4pyt$$If!vh5555W#v#v#v#vW:Vs406++55`5|5/44
sf4pyt$$If!vh5555W#v#v#v#vW:Vs40655`5|5/44
sf4pyt
$$If!vh555W#v#v#vW:Vs4 @@@0655|544
sf4pyt)$$If!vh5555W#v#v#v#vW:Vs40655`5|544
sf4pyt$$If!vh5555W#v#v#v#vW:Vs40655`5|5/44
sf4pyt $$If!vh5555W#v#v#v#vW:Vs4 0655`5|544
sf4pytT\$$If!vh5&9#v&9:Vs4
06544
sf4p
yt$$If!vh5&9#v&9:Vs4065/44
sf4p
yt $$If!vh555W#v#v#vW:Vs4 @@@0655|544
sf4pyt)$$If!vh5555W#v#v#v#vW:Vs406++55`5|544
sf4pyt$$If!vh5555W#v#v#v#vW:Vs406++55`5|544
sf4pyt $$If!vh555W#v#v#vW:Vs4 @@@0655|544
sf4pyt)$$If!vh5555W#v#v#v#vW:Vs406++55`5|544
sf4pyt$$If!vh5555W#v#v#v#vW:Vs406++55`5|544
sf4pyt $$If!vh555W#v#v#vW:Vs4 @@@0655|544
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|544
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|5/44
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|5/44
sf4pytN$$If!vh5&9#v&9:Vs4
06544
sf4p
ytN$$If!vh5&9#v&9:Vs4065/44
sf4p
ytN $$If!vh555W#v#v#vW:Vs4 @@@0655|544
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|5/44
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|5/44
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|5/44
sf4pytN$$If!vh555W#v#v#vW:Vs4 @@@0655|5/44
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|5/44
sf4pytN$$If!vh555W#v#v#vW:Vs4 @@@0655|5/44
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|5/44
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|544
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|544
sf4pytN$$If!vh5&9#v&9:Vs406544
sf4p
ytN $$If!vh555W#v#v#vW:Vs4 @@@0655|544
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|544
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|544
sf4pytN$$If!vh5555W#v#v#v#vW:Vs40655`5|544
sf4pytN^02 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@NormalCJ_HaJmH sH tH N@"NC Heading 2dd@&[$\$5CJ$\aJ$DA DDefault Paragraph FontRi@RTable Normal4
l4a(k (No List44THeader
!4 4TFooter
!nnfA
Table Grid7:V0PJB!BCHeading 2 Char5CJ$\aJ$B^@2BPN0Normal (Web)dd[$\$PK![Content_Types].xmlj0Eжr(Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu*Dנz/0ǰ$X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6_rels/.relsj0}Q%v/C/}(h"O
= C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xmlM
@}w7c(EbˮCAǠҟ7՛K
Y,
e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+&
8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$!)O^rC$y@/yH*)UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f
W+Ն7`gȘJj|h(KD-
dXiJ؇(x$(:;˹!I_TS1?E??ZBΪmU/?~xY'y5g&/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ
x}rxwr:\TZaG*y8IjbRc|XŻǿI
u3KGnD1NIBs
RuK>V.EL+M2#'fi~Vvl{u8zH
*:(W☕
~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4=3ڗP
1Pm\\9Mؓ2aD];Yt\[x]}Wr|]g-
eW
)6-rCSj
id DЇAΜIqbJ#x꺃6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8քAV^f
Hn-"d>znǊ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QDDcpU'&LE/pm%]8firS4d7y\`JnίIR3U~7+#mqBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCMm<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK!
ѐ'theme/theme/_rels/themeManager.xml.relsM
0wooӺ&݈Э5
6?$Q
,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6+_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-!
ѐ' theme/theme/_rels/themeManager.xml.relsPK]
C ))))),
g>^I"(.a/146V<
?DGFuKK&),/358;=@CEKNTX[]adhlosx
\b
j
M_$, d\} "m$$8%(t*&+W,.O/01n3455m8:Q<<M>>?}B D$FFFFjHJtK~KK'(*+-.0124679:<>?ABDFGHIJLMOPQRSUVWYZ\^_`bcefgijkmnpqrtuvwy8@(
6
6
6
B
S ??`
;g*C
;#wtVu3t83tsxF K xCzC{C}C~CCCCCCC
xCzC{C}C~CCCCCCC3IJ;<rsgh}}*+ !wCxCxC{C{CCCCIJ;<rsgh}}*+ !wCxCC+-tFRmu.nw^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@@^@`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@@^@`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@@^@`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(+-mu.nwd[C;F`x
iC"b$}#PUOU&72I4
;d=lA3`NQ}#PUX`D]bw=JkF|X}MQG?SV)/>
Q]%Ff#8
w6k:IL=Y&0<vPNaX"1oI7%G&H[#E'Z+n@|$Y`sV QkF!r$%X%uZ%F&'
B'q*0+ex+~|+,b,O7-i/Xc0is1?R234=4g5#d8|:;*;k;S;?>@AAuIA$CX/DOGiJ$L-M8NuOISohSkTybVWBWA:XZ"7Z[+V[T\]8]@^@_m_bcb.c=cIc)4dIfXf!hcjAkyk.&nFo24p@YpQ}qns}s^sX@tNDuTuKvu4v+whw^xtz_{/|
~>r~=sPFfAfc^gr5BF:MD%[HdZ~5SxTw'N )Tk%P&JI;W`LpQww6 HN@yqCMX=h$W'dqh15JGUjHz,e[|?QVJ4*]%(JP1],usg^ av^4,akpDS"Hi![G136c0|NoCulN,J1Y$%z8K|& +NS}W@#<yRR.NUw2exCzC@C@UnknownG*Ax Times New Roman5Symbol3.*Cx Arial;|i0Batang=Arial Bold?= *Cx Courier New;WingdingsA BCambria Math"qhff8zf
g9
"z
g9
"z!x24dVCVC3QHP ??R22!xxCCTheron BlakesleeKoachOh+'0L
,4<DCCTheron BlakesleeNormalKoach2Microsoft Office Word@ԭ@Vl+@06@06
g9՜.+,0hp|
TBz"VCCCTitle
!"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz|}~Root Entry F H:6Data
{,1Table/WordDocument
7SummaryInformation(DocumentSummaryInformation8MsoDataStore`960:63YJMWLEX52F==2`960:6Item
PropertiesUCompObj
y
F'Microsoft Office Word 97-2003 Document
MSWordDocWord.Document.89q