155 views

Uploaded by api-326968990

save

- assessment item 1 emm410
- charles sturt university online
- emm410 aboriginal
- ept432 smart goals
- maths emm410 - a1 teaching for divversity marked
- Problem-based maths lesson
- Math Lesson Plan the Vitruvian Man
- assessment item 2
- ess419 3
- science a1b - stage 2 - 3 lessons marked
- 11168546
- english eml439 - a1 poppy marked
- stage 2 - maths emm410 - geometry 2d shapes
- emm410 11501113 2 3
- final report - isabel horton - signed
- resume
- A Classroom Management Plan
- copyofcopyofanalysisofatechinfusedlesson-template
- emm410 1
- eed408 2
- eed upload
- assessment item 2 copy
- stage 1 creative arts va d - unit
- eep306 assess 2
- holly turner 2
- evidence 1 5
- work samples
- Direct Instruction Lesson Plan
- ept426 secondary professional expereince goals
- professional development 6 2
- ema303 11501113 3 1
- emh442 11501113 2 2b
- easts 693035 12105072eee405 11501113
- emh304 11501113 3 2
- ess304 11501113 4 1
- eeb419 professional development package
- ict lesson plan 2 6
- eml309 2 5
- emh442 11501113 2 1
- emm410 11501113 2 3
- 67829050-Glucocorticoides.ppt
- Encuesta Loly Valle de Angeles (1)
- 60222174 Notas a Los Estados Financieros
- copany profile
- Review on Deep Water Flowlines of Gumusut-Kakap Malaysia
- 4_-_Seleccion_de_Conceptos.pdf
- Libro Instrumentos Final
- Station Grounding Calculation
- F-C-321 Soluciones Informaticas Florales S.a. a 950
- Shoretel Installation Guide
- 007_13779life1004s_47_55
- Catalogo Conjuntos de Puesta a Punto_02
- Report Cad Cam
- Spanish Manual
- Le plan de démantèlement de Dexia
- Marco Legal Capacitacion en Mexico
- Cognitive Biases
- 2011 Sonata recall fuel door
- Solicit Ud
- Experimental Investigation on the Rheology of Foams
- Los/as Congresistas Del Frente Amplio » Gran Combo Club
- Pc 20170519
- General Guidelines for Conducting Research Interviews
- Tarea Del Van, Tir y Flujo de Caja
- Ejercicios-5-6-y-7
- REINOS++PROTISTAS+Y+HONGOS.ppt
- El Inventario
- 03-Informe-datacenter
- Profession de foi de Ségolène Royal pour le second tour
- 5's Fundamento Chino para buenas practicas

You are on page 1of 20

11501113

EMM209

Mathematics:

Content and

Pedagogy

Assessment One

Short Response

Papers

Josie Morrow

11501113

Page 1 of 20

11501113

to their class: Find the perimeter of the rectangular

sand-pit shown which has a length of 5m and width of

2m".

a) This problem is quite closed. Re-write the problem, or make up a

new one, so that it is now open-ended.

b) Explain why your new problem is open ended and why it will

encourage problem solving.

c) Based on your new problem for part (a), what question(s) would

you ask of children to guide them through the second step in

Polyas four point plan for solving problems?

a) The total perimeter of the new sandpit at home is 14m. What

possible lengths and widths might this sandpit have? Is there more

than one solution? If so, what variations of shape can the perimeter

take and how much sand can it hold?

b)

engages learners in higher order thinking processes, enhancing

the potential for construction on new knowledge as the openended questions prompt learners to choose their problem-solving

journey. Encouraging students to explore and apply their

knowledge as well as be creative, this open-ended activity allows

for multiple responses whereby students are capable of

completing the task reflective of their true abilities. Furthermore,

this open-ended problem is more accessible than the closed

example; in that students can apply what knowledge they have

about perimeter to explore aspects of measurement, shape, area

and volume whereas the closed question requires the recall of

specific perimeter formulae. By offering an opportunity for

extension of mathematical thinking, students can explore a

range of options as well as consider forms of generalised

responses (Sullivan, n.d., p. 1)

c)

clearly what is required. Second, we have to see how the various

items are connected, how the unknown is linked to the data, in

order to obtain the idea of the solution, to make a plan. Third, we

carry out our plan. Fourth, we look back at the completed

solution, we review and discuss it (Polya, 1945, p. 5).

Page 2 of 20

11501113

where students learn by actively engaging in the creative process.

Motivated to teach students skills in the area of inquiry-based

learning, George Polya identified four basic principles for problem

solving.

1. Understanding the problem

2. Devising a plan

3. Carrying out the plan

4. Looking back

When scaffolding students responses to the modified open-ended

problem above, a range of questions and strategies can be

employed to support students understanding and assist them when

devising a plan to solve the problem. Acknowledging that there are

many ways to solve a problem, students are encouraged to engage

learn by trial and error as selecting an appropriate strategy is best

learnt by experimenting and solving many problems.

Strategies

Draw a picture

Use a model

Work backwards

Eliminate possibilities

Questions

Have you seen this problem before? Or have you seen the same

problem in a different form?

Could you solve a part of the problem?

If you cannot solve this problem, can you try and solve a related

problem?

Can you think of and/or draw a picture/diagram that might be able

to assist you?

Page 3 of 20

2.

a)

b)

c)

d)

e)

11501113

Counting

Explain clearly the meaning of each of the following pre-number

concepts. Outline briefly how you would use concrete material to

assess the understanding of the following concepts with a young

child:

Patterning

One-to-one correspondence

Sorting and classifying

There are four (4) main counting principles. Clearly explain each

of the four (4). You may use examples and/or diagrams to clarify

your explanation.

What kind of knowledge is required to be able to count with

understanding?

Explain the difference between rhythmic and skip counting. How

do these methods of counting help a child learn the

multiplication facts?

Define the following number terms:

Cardinal

Ordinal

Nominal

When teaching the following pre-number concepts to young

children it is important to use concrete materials and

representations to assess students knowledge and skills as they

allow students to effectively communicate a range of

mathematical ideas and their understanding about concepts to

both themselves and others (Siemon et al., 2011). Furthermore,

using materials increases students engagement, development,

of internal representations, and ability to apply their

Page 4 of 20

11501113

106).

Patterning

When learning patterns, students are provided with an

opportunity to observe, hypothesise, experiment, discover and

apply their knowledge and skills to a range of contexts.

Introduced from Early Stage 1, the pre algebraic concept of

patterns is developed through the use of both numbers and

objects. The process of patterning involves, understanding

regularities based on the data we gather [allowing us to] predict

what comes next, estimate if the same pattern will occur when

variables are alters and begin to extend the pattern (Buchanan,

2011).

Concrete materials: The use of concrete materials (such as

coloured counters) would enable students to demonstrate their

understanding of patterns by providing them with a physical and

visual tool for their inquiry and learning.

One-to-one correspondence

Whilst most students can recite the number sequence

accurately, they can have difficulty establishing one-to-one

correspondence when counting a set of objects, in early

counting development one-to-one correspondence refers to the

matching of one and only one number word to each element of a

collection (Board of Studies NSW, 2012, p. 479).

Concrete materials: To assess students understanding of the

relationship between two sets of objects, whereby every element

of the first set corresponds with one element of the second set,

concrete materials (such as magnets) can aid students inquiry

as they are encouraged to physically manipulate their

environment to demonstrate their understanding.

Sorting and classifying

Sorting and classifying objects is the process of comparing

objects then organising them into groups based on common

characteristics such as size, colour, shape etc. whilst also being

able to justify the classification system, not only does it teach

children about attributes and relationships, but it also promotes

thinking logically and applying rules (Shaw, n.d., p. 2).

Concrete materials: With the use of concrete materials (such

as lego) students are able to physically demonstrate their

thinking and understanding when classifying and sorting a range

of objects in a variety of ways.

Page 5 of 20

11501113

principles of counting were identified:

1. One-One principle

The one-one principle identifies that one counting word

must be assigned to each of the items to be counted.

When following this process, students are expected to be

able to separate the set of objects to be counted into two

categories: those that have been allocated a number and

those that have not.

2. Stable-order principle

Understanding that the counting sequence

remains consistent, this principle means

that the numbers used must be in the

same repeatable order.

3. Cardinal principle

This principle recognises that the last

count of the group of objects represents

the quantity/total number of objects within

the set. When students are learning this

basic skill they must have the

understanding that the previous steps of

counting were performed as a means of

achieving this objective.

4. Abstraction principle

This principle states that the preceding principles can be

applied to any set of objects, tangible or not; tangible

items consisting of things that are moveable, such as

counters and non-physical things consisting of sounds,

words etc.

5. Order-irrelevance principle

As the name implies, this

principle refers to the

understanding that the order

in which items are counted is

irrelevant. The order in which

the set of objects are

counted is not important so

long as every item in the collection is counted once only.

(Thompson, n.d.)

Page 6 of 20

11501113

including building robust knowledge of adaptable and

transferable mathematical concepts, the making of connections

between related concepts, the confidence to use the familiar to

develop new ideas, and the why as well as the how of

mathematics (National Curriculum Board, 2009, p.6). When

recognising counting as a fundamental mathematical skill,

conceptual and procedural knowledge is required in order for

students to count with understanding. With the knowledge and

skills to use appropriate terminology, counting principles, number

facts and models, students can now apply and practice this

knowledge to a range of contexts. To count with understanding

students need to:

Know the number naming sequence

Match number words to objects in one-one correspondence

Recognise invariance of cardinality

Understand that the last number counted says how many.

(Siemon et al., 2011, p.

285)

c) Basic methods of counting multiples and equal groups can be

modelled and developed using rhythmic counting and skip

counting.

Rhythmic counting is counting to a regular beat to emphasise a

number sequence or pattern whereby all numbers are spoken but

greater emphasis is placed on selected numbers to coincide with

a particular beat.

e.g.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

(All numbers are spoken, but the blue numbers are said with

greater emphasis)

well as forms the foundation for learning multiplication facts.

e.g.

0, 1, 2,

3, 4, 5,

6, 7, 8, 9, 10

(Counting by twos, the only numbers that are said aloud are the

Page 7 of 20

11501113

Patterns are a powerful way to learn multiplication facts, with

extensive experience of both rhythmic and skip counting,

students are provided with the essential prior knowledge

required to master these facts. Building students automaticity

and understanding of multiplication are important components of

mastering basic math facts (OConnell & SanGiovanni, 2011).

Through the use of rhythmic and skip counting, students ability

to understand, memorise and recall multiplication facts are

enhanced.

d)

Terms and their definitions Cardinal: the value given to the total amount of items in a

collection (Siemon et al., 2011).

Ordinal: is the number used to classify order of position,

e.g. 1st, 2nd, 3rd Cardinal: the value given to the total

amount of items in a collection (Siemon et al., 2011).

Nominal: are categorical numbers that are used for

identification only. For instance a used only to identify

something not as a value or position.

3.

Page 8 of 20

11501113

a) Show each of the rational numbers given below using the three

(3) models: (i.e. 12 representations)

b) The concept of equivalence is fundamental to the understanding

of fractions. Outline an activity which would help students

understand equivalent fractions by using diagrams.

c) Draw a timeline that highlights the conceptual development of

fractions and decimals

1

2

a) 3/4

1 2 3 4 5 6 7 8 9 10Linear

11121314151617181920

21222324252627282930

Discrete

31323334353637383940

41424344454647484950

51525354555657585960

61626364656667686970

71727374757677787980

81828384858687888990

919293949596979899100

101

102

103

104

105

106

107

108

109

110

111

112

113

114

115

116118120

121123125

126128130

131133135

136138140

60%

141143145

146148150

Linear

151153155

156158160

Discrete

161163165

166

167

168

169171

172174

17517710

178180

18118311

1

184186

18718912

190192

193195

196198

3

4

5

6

7

8

9

0

13

14

15

16

17 2.4

18 Linear

Discrete

19

Regional

Regional

Regional

20

21

22

23 1 and 2/3

Linear

Regional

Discrete

Page 9 of 20

11501113

recognise that two or more fractions can represent the same

quantity, thus belonging to an

equivalence set (Wong & Evans, 2007, p. 82)

Class Discussion:

Students, together with a partner, will be shown

the image below. Together they will be asked to

equally distribute the pieces of pizza between

the two of them, How many pieces will you

each get?

Once students have solved the problem they will

discuss why one person only receives 3 pieces

while their partner receives 4.

Individual/Group Work

Students will be placed into small groups of

6 members. In these small groups each

member will receive a different pizza

template to decorate.

Students will cut their pizza into pieces and

label them on the back as per the fraction

assigned to them e.g. Thirds

The teacher will display equivalent fraction

problems corresponding with those on their

worksheet and together as a group they are

to create both fractions on their plate.

Students will continue to work through the

problems as a group being challenged after

a few to see if they can work the problem

out before having to use the pizza representations to check

their answers.

Page 10 of 20

11501113

fractions and decimals.

http://technomaths.edublogs.org/tag/fractions/

Page 11 of 20

4.

11501113

packages used by teachers to help children understand

data.

a) Which one do you prefer? Identify an advantage and

disadvantage associated with using each of these specific

packages.

b) Young children are introduced to chance through talking about

the likelihood of familiar events. Using the ELPSARA framework,

design three sequenced activities to develop childrens

conceptual understanding of the important ideas associated with

chance. One activity should be for early primary (eg. Stage 1),

the second should be for mid-primary (eg. Stage 2) and the third

should be for upper primary (eg. Stage 3). State explicitly what

these important ideas are.

a) Spreadsheets have been used in teacher education to explore a

variety of mathematical concepts and to help students use

numerical and graphical methods to solve problems (Drier,

2001, p. 107).

Furthermore they have been used to scaffold and facilitate

students exploration and engagement with mathematical

concepts and their understanding of relationships among

numerical, graphical and algebraic representations. Two data

analysis programs used to assist students understanding of data

are TinkerPlots and Excel.

TinkerPlots

Advantage: a beneficial component of using TinkerPlots for data

analysis in the classroom is the visual representation of data;

students can quickly access, analyse and interpret graphed data

Page 12 of 20

11501113

2009).

Disadvantage: one limitation of using TinkerPlots is that most

students will not be familiar with the program and therefore

extensive exploration, explanation and demonstration may be

required before students begin their experiment.

Excel

Advantage: Excel is capable of storing large amounts of data

enabling users to search, filter, access, analyse and analyses

vast information quickly. Combined with tables and graphs, data

can be presented in a tangible and compact way (Accpheditor,

2013)

Disadvantage: data organisation differs according to analysis

thereby in order to make different analyses the data must be

interpreted and reorganized in many ways (Goldwater, 2007).

and develop ways of knowing, doing and understanding, the

ELPSARA framework identifies and acknowledges learning as

being social in nature.

Experience

Language

Pictorial representation

Symbolic representation

Application of knowledge

Reflection

Assessment

Page 13 of 20

Stage: 1

Rationale

Syllabus Outcomes/Content

Explore, identify, analyse and evaluate data based

MA1-18SP

recognises and describ

EMM209 Assessment One: Short response papers

11501113

on probability and chance.

element of chance in everyda

ACMSP024

Identify outcomes of

familiar events involving chan

describe them using everyda

language, such as 'will happe

happen' or 'might happen'

Prior Knowledge

Resources

Represents data and interprets data displays

Scenarios

made from objects

Probability problem worksheet

Gathers and organises data, displays data in

Interactive whiteboard

lists, tables and picture graphs, and

Colour coded objects

interprets the results.

Assessment and

Content/Learning Experience

Teaching

C

Recording Strategies Activity

Strategies

Orga

Depth of responses

Observation

Questioning

describing a variety of events. Together, as

a class, students will answer the probability

statements with will happen, might

happen, wont happen justifying their

responses as they go. Once a few events

have been explored students will continue

to do the same activity in pairs, classifying

the events underneath the headings will

happen, might happen and wont

happen

Introducing a cline, students will use this

pictorial representation to gauge future

events using the language most likely,

more likely and least likely

When referring to events, the teacher will

use familiar and everyday contexts such as

temperature, weather etc.

Extension: students are challenged to use this

language to make complete statements.

Interactive

instruction

Whole

Direct

instruction

Individu

Explicit

demonstration

objects, each table will receive a bag of

goodies with different denominations of

coloured objects e.g. 3 blue counters, 2 red

pencils, 1 yellow block. The teacher

demonstrates by retrieving one item from

the bag without looking and recording on a

tally on the whiteboard. This process is

repeated a number of times, returning the

object each time. Students are then required

to analyse and interpret the data by

answering questions such as what colour

Cooperative

was I least likely to pull out?

learning

After discussing the results, the teacher

Page 14 of 20

models what this looks like on the cline

diagram and what it sounds/looks like as a

Partner

work

11501113

b)

Page 15 of 20

11501113

Unit/Lesson Title: What Are The Odds?

Stage: 2

Rationale

Syllabus Outcomes/Content

Exploring, identifying, analysing and evaluating

MA2-19SP

describes and compare

events and data results based on probability and

events in social and experime

chance.

contexts

ACMSP092

Describe possible

everyday events and order

their chances of occurring

Prior Knowledge

Resources

Selects appropriate methods to collect data,

Tokens

and constructs, compares, interprets and

Interactive whiteboard

evaluates data displays, including tables,

Written statement worksheets

picture graphs and column graphs.

M&Ms

Assessment and

Content/Learning Experience

Teaching

C

Recording Strategies Activity

Strategies

Orga

Observation

participation

Questioning

movie day and sporting activities in

varying amounts. Students in small groups

take it in turns to pull out tokens from the

box. After each turn students record their

results by putting a tally mark underneath

the correct heading on the grid work sheet.

At the end of the exercise, students tally

their results, recording the data and the

written statements that coincide with the

results. Once having completed this,

students will work as a class scaffolding

and modelling complete and true written

statements. This will then be completed

individually using the template provided.

With a small bag of M&Ms, the teacher has

dispersed 3 different coloured M&Ms in

each set for every table.

One colour large number size

One colour medium number size

One colour small number size

With these materials, students will

complete a cloze task describing the

contents of the bag, predicting which

colour M&M is most, more and least likely

to be drawn out before completing the

exercise as a table group.

Once the students have successfully

completed the activity they will discuss

their results and findings with the whole

class.

Cooperative

learning

Group

Direct

instruction

Whole

Cloze procedure

Discovery

Page 16 of 20

Small

work

11501113

Page 17 of 20

Stage: 3

Rationale

Syllabus Outcomes/Content

Explore, identify, analyse and evaluate data based

MA3-19SP

conducts chance exper

EMM209 Assessment One: Short response papers

11501113

on probability and chance

and assigns probabilities as v

between 0 and 1 to describe

outcomes

ACMSP116

List outcomes of chanc

experiments involving equally

outcomes and represent prob

of those outcomes using frac

Prior Knowledge

Resources

Uses appropriate methods to collect data and

Interactive whiteboard

constructs, interpret and evaluate data

String

displays.

Chance word cards

Describes and compares chance events in

Pegs

social and experimental contexts.

Assessment and

Content/Learning Experience

Teaching

C

Recording Strategies Activity

Strategies

Orga

Depth of responses

Observation

Contribution/participat

ion

metaphors such as:

Open

Once in a blue moon

discussion

Its raining cats and dogs

Pigs might fly

Will these events ever happen? What are

some events that have 0% chance of

happening? What are some events that are

certain of happening? What are some

events that have a 50/50 % percent

chance of occurring? Students will record

these events in a table modelled by the

teacher.

Problem solving

In small groups, students will measure a

1m length piece of string, labelling each

end with 0 and 1 and continuing to

divide/label the string into tenths great

exercise to prompt decimals and

equivalent fractions. Assigning probabilities

with values, students will discuss and

practice determining what chance words

would equate with 0 (impossible) and 1

(100% certain).

With a variety of task cards with chance

Cooperative

words labeled on them impossible, fiftylearning

fifty, likely, unlikely, certain etc.

Working together as a team, students will

place the chance cards along the number

line, producing a scale of chance

terminology from 0 1. All groups will

compare with one another discussing their

reasoning. Students will have an

opportunity to add to the number line with Brainstorming

Page 18 of 20

chance words of their choice.

Once having completed the task students

Whole c

Indepen

work

Group w

Whole c

11501113

References

Acppheditor, B. (2013). Microsoft Excel: Advantages and benefits.

http://www.acpcomputer.edu.sg/index.php/microsoft-excel-advantagesand-benefits/

Board of Studies NSW (2012). Mathematics K-10 Sydney: Board of

Studies. Retrieved rom

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/.

Buchanan, M. (2001). Pattern power. Retrieved from

https://nrich.maths.org/2148

Drier, H. (2001). Teaching and learning mathematics with interactive

spreadsheets. Retrieved from

http://www.pucrs.br/famat/viali/tic_literatura/artigos/planilhas/Drier

.pdf

Page 19 of 20

11501113

Retrieved from http://people.umass.edu/evagold/excel.html

National Curriculum Board (NCB) (2009). Shape of the Australian

Curriculum: Mathematics. Canberra: Commonwealth of Australia.

OConnell, S, & SanGiovanni, J. (2011). Mastering the basic math facts

in multiplication and division. Retrieved from

https://www.heinemann.com/shared/onlineresources/E02962/ocon

nellmultweb.pdf).

Polya, G. (1945). How t solve it: A new aspect of mathematical method.

Retrieved from

https://notendur.hi.is/hei2/teaching/Polya_HowToSolveIt.pdf

Shaw, J. (n.d.). Sorting, classifying, and patterning: Critical to

mathematical understanding in kindergarten. Retrieved

https://www.eduplace.com/state/pdf/author/shaw2_hmm05.pdf

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E.

(2011). Teaching mathematics: Foundations to Middle Years. South

Melbourne: Oxford University Press.

Sullivan, P. (n.d.). The potential of open-ended mathematics tasks for

overcoming barreirs to learning. Retrieved from

http://www.merga.net.au/documents/_Symposium_2Sullivan.pdf

Thompson, I. (n.d.). The principal counting principles. Retrieved from

https://www.ncetm.org.uk/public/files/712850/The+principal+coun

ting+principles.pdf

Watson, J, & Donne, J. (2009). TinkerPlots as a research tool to explore

student understanding. Retrieved from

http://escholarship.org/uc/item/8dp5t34t#page-1

Wong, M, & Evans, D. (2007). Students conceptual understanding of

equivalent fractions. Retrieved from

http://www.merga.net.au/documents/RP782007.pdf

Page 20 of 20

- assessment item 1 emm410Uploaded byapi-324846334
- charles sturt university onlineUploaded byapi-324846334
- emm410 aboriginalUploaded byapi-324846334
- ept432 smart goalsUploaded byapi-353396745
- maths emm410 - a1 teaching for divversity markedUploaded byapi-354168340
- Problem-based maths lessonUploaded byKaren Gaiser
- Math Lesson Plan the Vitruvian ManUploaded byNaomi Elliott
- assessment item 2Uploaded byapi-324846334
- ess419 3Uploaded byapi-248876211
- science a1b - stage 2 - 3 lessons markedUploaded byapi-354168340
- 11168546Uploaded byapi-292497298
- english eml439 - a1 poppy markedUploaded byapi-354168340
- stage 2 - maths emm410 - geometry 2d shapesUploaded byapi-354168340
- emm410 11501113 2 3Uploaded byapi-326968990
- final report - isabel horton - signedUploaded byapi-297389221
- resumeUploaded byapi-324846334
- A Classroom Management PlanUploaded by112578
- copyofcopyofanalysisofatechinfusedlesson-templateUploaded byapi-336351393
- emm410 1Uploaded byapi-256040762
- eed408 2Uploaded byapi-354631612
- eed uploadUploaded byapi-354631612
- assessment item 2 copyUploaded byapi-324846334
- stage 1 creative arts va d - unitUploaded byapi-354168340
- eep306 assess 2Uploaded byapi-354631612
- holly turner 2Uploaded byapi-324846334
- evidence 1 5Uploaded byapi-322552977
- work samplesUploaded byapi-248876211
- Direct Instruction Lesson PlanUploaded byCara Krzeski

- ept426 secondary professional expereince goalsUploaded byapi-326968990
- professional development 6 2Uploaded byapi-326968990
- ema303 11501113 3 1Uploaded byapi-326968990
- emh442 11501113 2 2bUploaded byapi-326968990
- easts 693035 12105072eee405 11501113Uploaded byapi-326968990
- emh304 11501113 3 2Uploaded byapi-326968990
- ess304 11501113 4 1Uploaded byapi-326968990
- eeb419 professional development packageUploaded byapi-326968990
- ict lesson plan 2 6Uploaded byapi-326968990
- eml309 2 5Uploaded byapi-326968990
- emh442 11501113 2 1Uploaded byapi-326968990
- emm410 11501113 2 3Uploaded byapi-326968990

- 67829050-Glucocorticoides.pptUploaded bySandra Zarate Gonzales
- Encuesta Loly Valle de Angeles (1)Uploaded byGIraeta
- 60222174 Notas a Los Estados FinancierosUploaded byDAANTALE
- copany profileUploaded byapi-290521694
- Review on Deep Water Flowlines of Gumusut-Kakap MalaysiaUploaded byPaul Ong
- 4_-_Seleccion_de_Conceptos.pdfUploaded byAmi Yzet
- Libro Instrumentos FinalUploaded byClaudia Inelda Saldia Alvarez
- Station Grounding CalculationUploaded byNguyễn Lê Việt
- F-C-321 Soluciones Informaticas Florales S.a. a 950Uploaded byLIMA
- Shoretel Installation GuideUploaded byichung819
- 007_13779life1004s_47_55Uploaded byNadya Purwanty
- Catalogo Conjuntos de Puesta a Punto_02Uploaded byFabian Smirnoff
- Report Cad CamUploaded byDanielRao
- Spanish ManualUploaded byBuba Mara
- Le plan de démantèlement de DexiaUploaded byclechantre
- Marco Legal Capacitacion en MexicoUploaded byCarlos Enrique Yam
- Cognitive BiasesUploaded byNenad Milosevic
- 2011 Sonata recall fuel doorUploaded byRonald Moon
- Solicit UdUploaded byJuan Huarac
- Experimental Investigation on the Rheology of FoamsUploaded byYorman Azocar Ibarra
- Los/as Congresistas Del Frente Amplio » Gran Combo ClubUploaded byrensilvio187
- Pc 20170519Uploaded bybiblioprc
- General Guidelines for Conducting Research InterviewsUploaded byperuesbabel
- Tarea Del Van, Tir y Flujo de CajaUploaded byChrisLevaMH
- Ejercicios-5-6-y-7Uploaded byMoniik Alelii Esp
- REINOS++PROTISTAS+Y+HONGOS.pptUploaded byAkior
- El InventarioUploaded byGladys Avalos
- 03-Informe-datacenterUploaded byJhonSolanoTipoMamani
- Profession de foi de Ségolène Royal pour le second tourUploaded byLeMonde.fr
- 5's Fundamento Chino para buenas practicasUploaded byJuank21988