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CSE he Oxford G om t es ple pages fr ver 250 pag ected sam corr ding o ort ontains 8 un , each provi C eacher supp er Guides Teach f the t s samples o aths for OCR M -ROM s, plu aching note nt OxBox CD te ssme of practical on the Asse able aterial avail m

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**How does Oxford GCSE Maths for OCR support your teaching?
**

Oxford GCSE Maths for OCR provides two Teacher Guides, Foundation and Higher, to match the two Student Books. These comprehensive teacher resources are full of practical and accessible lesson plans. They are designed to make teaching easier for the whole range of teacher experience and needs, including NQTs and non-specialists, and have a particular focus on the processes of the new GCSEs. In addition, OxBox CD-ROMs offer a wealth of activities and resources that include a huge amount of teacher support and assessment material. This will help inspire your students and give you more time to actually teach by doing a huge amount of the hard work for you, as well as covering all aspects of the new GCSE. Therefore, in addition to sample material from the Teacher Guides, we have also included samples of related resources from the OxBox CD-ROMs to give you as full as possible an idea of just how much help we have to offer you and your school.

Contents

Introduction page....................................................................................................... page 3

An introduction page at the beginning of each Teacher Guide shows how Oxford GCSE Maths for OCR is clearly structured into chapters that link closely to the four main curriculum strands, to help your medium term planning.

**Chapter introduction ............................................................................................ page 4
**

Each chapter is introduced with an engaging link to the real world and a commentary on the rich task designed to help deliver AO3, and teaching notes provide extra background to help make the most of this resource.

**Lesson plans ............................................................................................................. pages 5-8
**

The Teacher Guides provide thorough lesson plans linked to the material in the Student Books, with specification objectives clearly spelt out, and exercise commentary to provide focus on the new requirements.

**Summary page................................................................................................................ page 9
**

The summary page provides answers to the exam questions appearing in the student book together with a commentary highlighting what examiners are looking for in an answer.

**Case study teacher notes ...........................................................................page 10
**

Teacher notes on the real-life case studies provided in the Student Books and OxBox CD-ROMs help make it easier to bring functional maths to life in the classroom.

**Assessment resources .......................................................................pages 11-12
**

A huge amount of resources are included in the Assessment OxBox for all your assessment needs, including both on-screen tests and tests that you can print out. On-screen tests, both formative and summative, provide intuitive assessment with a wealth of questions at all levels to help consolidate learning, with auto-marking, meaningful feedback to monitor progress, and on-screen diagnostic reports providing graded feedback for teachers.

**Self-assessment checklist ..........................................................................page 13
**

Self-assessment checklist shows how students are encouraged to monitor and improve their own progress.

**Scheme of Work .........................................................................................................page 14
**

Schemes of work are provided to match the lessons with GCSE objectives, allowing you to map out the term’s work quickly and easily

1

2

**Guide toto this book Guide this book
**

NUMBER NUMBER

A1 Integers and and A1 Integers

decimals decimals

Specification A 3 unit structure followed

**Formulae and equations
**

Objectives covered in this chapter are:

FA6.3 FA6.3 FA6.2 FA8.1 FA7.1 FA7.1 FA7.1 FA8.2 FA8.2

A7

ALGEBRA ALGEBRA

GEOMETRY GEOMETRY

DATA DATA

**A2 Summary A2 Summary
**

statistics statistics

A3 Constructions A3 Constructions A4 Factors, A4 Factors, mutiples and and ratio mutiples ratio A5 Sequences A5 Sequences A6 Representing A6 Representing A7 Formulae and and A7 Formulae

equations equations and and interpreting interpreting datadata

**A8 Constructions A8 Constructions
**

and and pythagoras pythagoras

Use the conventions for coordinates in a plane Find the coordinates of the midpoint of a line segment Distinguish between the words ‘equation’, ‘formula’ and ‘expression’ Manipulate algebraic expressions Substitute numbers into a formula Change the subject of a formula Derive a formula Solve simple equations by using inverse operations Solve linear equations with the unknown on either side and including brackets

The exam specification objectives covered by the chapter are summarised

UNIT A UNIT A

**Pre-requisite knowledge
**

• • • • Coordinates in a single quadrant Order of operations (BIDMAS) Recognition of squared terms Calculating with negative integers

B9 Fractions, B9 Fractions, decimals and and decimals percentages percentages B11B11 Straight lines Straight lines

**Useful ICT resources
**

B10B10 Circles, Circles,

angles and and lines angles lines

l l l

Autograph A7.1 Animation A7.4 Starter A7.5 Powerpoint A7.7 Consolidation A7.8 Chapter test A7 Summative on-screen test A7 Formative on-screen test A7

Coordinates and midpoints Substituting into formulae Formulae multi-choice Solving linear equations Linear equations practice Formulae and equations Formulae and equations Formulae and equations

The OxBox provides resources to enliven lessons Basic knowledge assumed from previous chapters or KS3 is clearly indicated

B12B12

Transformations Transformations

l

**B13B13 Bivariate data Bivariate data B14B14 Simultaneous Simultaneous B15B15 Surds and Surds and
**

indices indices equations and and equations inequalities inequalities and and time series time series

UNIT B UNIT B

l l l l

**B16B16 Vectors Vectors B17B17 Percentages Percentages
**

and and proportional proportional change change

**RICH TASK COMMENTARY
**

B18B18 Circles Circles C19C19 Algebraic Algebraic

manipulation manipulation

**C20C20 Surface area Surface area
**

and and volume volume

C21C21 Graphs Graphs C22C22 Everyday Everyday arithmetic and and arithmetic bounds bounds C24C24 Graphs 2 Graphs 2 C25C25 Study of Study of

chance chance

C23C23 Trigonometry Trigonometry

The spider diagram shows a variety of ways in which a linear equation can be transformed. By tackling this activity, students should begin to appreciate that there is not just one single unique way to correctly transform an equation; also, by transforming an equation correctly, the value of x stays the same. Encourage students to add to the spider diagram by thinking about the different types of operation that are used here: adding/ subtracting, and multiplying/ dividing.

The student book provides an open ended challenge which draws in many of the themes of the chapter

Advance Material • Uncorrected sample Introduction page from

iii iii

UNIT C UNIT C

Formulae and equations

5

Advance Material • Uncorrected sample Chapter Introduction page from

3

Oxford GCSE Maths for OCR Foundation Teacher Guide

Oxford GCSE Maths for OCR Higher Teacher Guide

4

Introducing ratio

• Use ratio notation, including reduction to its

A4.3

simplest form; know its various links to fraction notation (FA4.1) • Divide a quantity in a given ratio (FA4.2) • Determine the original quantity by knowing the size of one part of the divided quantity (FA4.2) • Solve word problems about ratio, including using informal strategies and the unitary method of solution (FA4.2)

Each lesson lists the objectives addressed

Real-life applications and further instances to cover A02 are highlighted

Starter

Use a spider diagram display with a randomly drawn set of 24 black and 6 red dots in the centre. Ask students to suggest equivalent ratios to put on the legs. Does one of the legs give the ratio in its lowest terms? Which is it? (Add it to the diagram if it is not there.)

Exercise commentary

Question 1 The key phrase here is ‘simplest form’. Question 2 The phrase ‘unitary form’ will need emphasising again. Question 3 These questions all involve applying ratios in simple financial contexts. Question 4 This substantial AO3 task may need some guidance from the teacher to get the students started. The idea of writing a two digit number AB as 10A + B could be introduced to more able students to allow an attempt at mathematical explanation. There are a lot of patterns in this task and even those who cannot get to a symbolic explanation of what is going on can derive benefit.

Lots of hints and ideas from experienced classroom teachers

Resources

Hints for what to highlight, what to look out for, etc.

Spider diagram for Smartboard or OHP

Teaching notes

Both the notation and concept of ratio have been encountered before. It is worth emphasising that the direction in which the ratio is written is determined by the wording of the given information. The vocabulary of simplest form and unitary form will need to be emphasised. A couple of examples involving simplifying ratios and using ratio in a practical money context could also be attempted by the group. The rich task in the text concerning the Fibonacci sequence can be attempted in class or as homework and provides a launching point for pupils if they have access to the internet.

Plenary

The investigation of the Golden Ratio, if not already done, could become a mini-project involving mathematics, history and art.

Practical suggestions to help cater for less and more able students

Suggestions for how to summarise the lesson and draw out its main themes

Advance Material • Uncorrected sample lesson plan page from

Advance Material • Uncorrected sample lesson plan page from

5

Oxford GCSE Maths for OCR Foundation Teacher Guide

Oxford GCSE Maths for OCR Foundation Teacher Guide

3

6

Coordinates of points

• Use the conventions for coordinates in the plane; plot •

A7.9

**Square and triangle numbers
**

• Generate terms of a sequence using position-to-

A5.2

• • •

points in all four quadrants Understand that one coordinate identifies a point on a number line, two coordinates identify a point in a plane using the terms ‘1D’ and ‘2D’ Use axes and coordinates to specify points in all four quadrants Locate points with given coordinates Find the coordinates of the midpoint of the line segment AB, given points A and B, then calculate the length AB. (FA6.3)

Exercise commentary

These questions can be done on squared paper or on screen using AUTOGRAPH. Question 1 The coordinates need to be enclosed in brackets and be in the correct order. Question 2 This problem solving question does require calculation of the coordinates of the mid-points and not just observation from the coordinates-axes. Question 3 This question involves more calculation of mid-points, which could be done by drawing or calculation. Question 4 This question requires knowledge of the properties of the diagonals of some quadrilaterals or can be solved by plotting the points on axes scaled in tens. Question 5 This question can be answered by reasoning alone or by plotting and observation. Question 6 This problem needs considerable thought but is probably best solved by drawing at this level. Some revision of quadrilaterals may be required for some.

term rules • Generate common integer sequences (including sequences of odd or even integers, squared integers, powers of 2, powers of 10, triangular numbers) (HA7.2) • Use linear expressions to describe the n th term of an arithmetic sequence, justifying its form by referring to the activity or context from which it was generated (HA7.3)

A quick, punchy activity to get students thinking and in the mood to learn

Exercise commentary

This is the famous handshake investigation sometimes also presented as the mystic rose puzzle. Pupils should record results in a table and look for a pattern in the numbers. This should be clear given they recently saw the triangle numbers. The general term is easily adapted from the triangle number formula. Question 1 This provides a famous number pattern that the sum of the odd numbers gives square numbers. Question 2 This AO3 investigation will probably be helped if the students list the square numbers they know on their page. It is not unusual to have to remind pupils that 1 is also a square number. At some stage in the lesson it would be good to collect together their findings to fill in any gaps. Question 3 This question introduces the sigma notation for sum of and may need a little further explanation by the teacher, though this notation could be met again in the plenary session. Question 4 This functional maths task needs the use of the triangle number formulae. Some may need reminding to be consistent by working in pounds or in pence.

Starter

Begin by chanting a sequence of numbers, starting from 6 and going up in steps of 0.5. You could use a count stick or number line. Repeat the activity going up in steps of 0.4. Challenge students to individually record these sequences (perhaps on a mini whiteboard) as quickly as possible, this time going up in steps of 0.3, beginning at 4.1. Give students exactly one minute for this activity, and then compare results. Repeat with 0.3s but this time going back from 12.5.

Starter

Starting with 100, go around the class asking students for the next term in the sequence you describe, for example: Count down in 7s, in square numbers, in steps of 0.95.

Teaching notes

The rich task provides a good introduction to this section. Encourage the class to look closely at how to get from one term to the next and hopefully they will spot that a square number is being added each time. It is unlikely that a general formula will be forthcoming but the problem can be left for the plenary session at this stage.

Resources

Mini whiteboard

Suggestions for how to incorporate software packages into your teaching

Teaching notes

Students will have met the idea of plotting coordinates before at least in the first quadrant. A quick test of plotting points using AUTOGRAPH should both revise basic ideas and indicate the knowledge base of the students. Extend the axes into four quadrants and indicate how negative numbers are interpreted in a pair of coordinates. Using AUTOGRAPH get the students to come up individually and plot specified points, perhaps to produce shapes. The order (x, y) needs to be emphasised and that brackets need to be drawn around the numbers. It is worth plotting points like (0, 3) (–6, 0) etc since these can cause confusion. It is worth highlighting the coordinates of the origin and the vocabulary ‘origin’ as well. Once they are familiar with the idea of plotting points then set a task of finding the midpoint of a line segment joining two points. They can investigate this and hopefully come up with some conclusions on a general method. The results can be collected together at a suitable point and the method summarised and its use reinforced with a further example.

Questions needing A03 problem solving skills are clearly highlighted

Plenary

Fractional/decimal coordinates can be introduced as a simple extension. The historical development of the system of coordinates and why they are called Cartesian coordinates can be investigated. Some students may wish to look at other coordinate systems such as map references or polar coordinates. 3-D coordinates could be investigated as a precursor to later work.

Common misconceptions highlighted

Plenary

There are a number of ideas in the exercise that could be developed further including the sigma notation. Students could research a formula for the sum of the square numbers and hence finish off the rich task which began the section. The method of summing arithmetic series attributed to Gauss could be investigated and some may be able to generalise the approach for any arithmetic series.

Extension activities to put topics into cultural and historical context

9

Advance Material • Uncorrected sample lesson plan page from

Advance Material • Uncorrected sample lesson plan page from 2

7

Oxford GCSE Maths for OCR Higher Teacher Guide

Oxford GCSE Maths for OCR Higher Teacher Guide

8

Summary

Exam-style question commentary

A7

**Business Case study
**

Objectives

l l

A6.1

Use calculators effectively and efficiently Discuss, plot and interpret graphs modelling real situations Use formulae from mathematics and other subjects

Worked solution

1) Solve a) 5x=30 b) y+8=25 c) 2z – 3 = 21 1) a) 5x = 30 5x ÷ 5 = 30 ÷ 5 x=6 check: 5 x 6 = 30 ✓ b) y+8 = 25 y+8 - 8= 25 – 8 y = 17 check: 17+8=25 ✓ c) 2z – 3 = 21 2z -3 + 3 = 21 + 3 2z = 24 2z ÷ 2 = 24 ÷ 2 z = 12 check: 2 x 12 -3 = 24 – 3 = 21 ✓

Commentary

1) a) Students often quickly identify the inverse operation as ÷ 5. However they may think that they have to ÷ 5 twice, once for the 5 and once for the x. It may help to write the working in the form of fractions to be cancelled. b) Some students may subtract 25 from 8 (the wrong order is also common with division). Some students may find rules such as ‘swap side, swap sign’ helpful. c) A common error with two-operation equations is undoing the operations in the wrong order. Encourage students to ‘read’ an equation in terms of what is happening to the unknown – then reverse the operations. Function machines can help but should be weaned off before students tackle two-sided equations. 2) This is an AO3-type problem, with no unique correct answer. Students should recall the formula for the area of a rectangle fairly easily. They may however need encouragement in the tricky step of realising that they need to factorise. This will be a newly-learned skill, and students may not realise that there is more than one way to factorise.

l

Case studies provide realistic and relevant scenarios in which to develop and practice AO3 problem solving skills and functional maths

Aim

l

l

To introduce students to some of the ways that mathematics can be used in business; To express the importance of mathematics in financial situations.

Useful resources

Business worksheet Foundation Balance sheet template Annie’s cards cash flow table Annie’s cards breakeven graph PowerPoint 3.2, Excel spreadsheet 4

Teaching notes

Ask if any of the students’ families have their own business. Show the balance sheet template and invite volunteers to explain what it means to the rest of the class. Introduce the scenario of Annie’s cards as outlined in the student book and ask students to complete the cash flow data (ensure that they understand the information!). They could then work through the example, including the further questions at the bottom of the page. If students have ICT access, this is an ideal opportunity to show the benefits of using a spreadsheet. Ask students if they know what ‘breakeven’ means. Discuss why it is important for a business to know their ‘breakeven’ point, and talk students through the method for creating a ‘breakeven chart’ in the Case study. Ensure that they understand how the lines relate to the data. Also, discuss the gradient and y-intercept of each line, linking these values to the data. Students could then use the questions below the graph to create their own ‘breakeven charts’ for the scenarios described. This is a good opportunity to reinforce how to draw straight line graphs. This case study is also good for introducing or reinforcing formulae – you could ask how many formulae are presented on the case study pages. Students may be unfamiliar with the term ‘direct proportion’ as this is outside the GCSE Foundation specification, although it is referred to in the student book.

Extension

Students could apply the information in this Case study to a business of their own that they could invent. Examples: ➤ tuck shop at school; ➤ selling hand-made t-shirts. Encourage students to think about the costs involved. They could use the breakeven analysis to determine if their business would make a profit or a loss.

2) A rectangle has an area of 12x + 24. What might its length and width be? Give two different possible answers. Area of a rectangle = length x width 12x + 24 = 2(6x+12)

One possible answer is length = 2, width = 6x + 12 12x + 24 = 12(x+2) Another possibility is length = 12, width = x+2

Those more confident with expanding may prefer to use a trial-and-error method by guessing the dimensions and multiplying – remind them that they will need to expand using brackets.

Summary

9

10

Business Case study

Advance Material • Uncorrected sample Summary page

Advance Material • Uncorrected sample Case Study teacher notes page from

9

Oxford GCSE Maths for OCR Higher Teacher Guide

**Oxford GCSE Maths for OCR Foundation Teacher Guide
**

(referring to pages 354-355 of Foundation Student Book)

10

Consolidation

Oxford GCSE

**Maths for OCR
**

Foundation

13

5

Bivariate data and time series

**e maximum temperature, in °C, for each month is shown in the table. Jan
**

6.4

Feb

6.7

Mar

9.3

Apr

1 1.8

May

15.7

Jun

18.3

Jul

20.8

Aug

20.6

Sep

17 .3

Oct

13.3

Nov

9.2

Dec

7 .2

Draw a line graph to show the maximum temperatures. 6 e height of water, in centimetres, in a harbour is measured at 3-hour intervals. Time Height (cm)

00:00 18 03:00 20 06:00 5 09:00 19 12:00 8 15:00 28 18:00 10 21:00 15 24:00 26

1601OP_Foundation-Plus_02 18/9/06 11:44 am Page 129

Draw a line graph to show the heights.

Extra Practice

D5.5

1601OP_Foundation-Plus_02 18/9/06 1601OP_Foundation-Plus_02 18/9/06 11:44 am Page 129

2

GCSE Maths

**More scatter graphs
**

11:44 am Page 129

Foundation Plus

1601OP_Foundation-Plus_02

18/9/06

11:44 am

Page 129

2 GCSE Consolidation Extra Practice a Oxford GCSE Maths for OCR 2 GCSEc Maths Maths Extra Practice b Foundation Foundation More D5.5graphs scatter graphs 2 GCSE Maths Plus Extra Practice Foundation Plus D5.5 More scatter

1601OP_Foundation-Plus_02 18/9/06

1 Decide whether the lines are good lines of best fit. Explain your decision.

D5.513 More scatter graphs

11:44 am

Page 129

Bivariate data and time series

Foundation Plus

Extra Practice

D5.5

1601OP_Foundation-Plus_02 18/9/06 11:44 am

1 Decide whether 1 Decideare good lineslines arefit. the lines whether the of best good lines of best fit. Explain your decision. Explain your decision. 3 1 Decide whether the lines are good lines of best ﬁt. Explain your decision. Decide whether the lines are good lines of best fit. a d GCSEc Maths a Explain your decision. b a d b c e

2

**More scatter graphs a
**

Page 129

b

Foundation Plus c

1 Decide whether the lines are good lines of best fit. Explain your decision.

Extra Practice

D5.5

Consolidation

3

a

bb d

d

2 d e c

GCSE Maths ee

More scatter graphs

Foundation Plus e

2 Use the line of best fit to estimate a the price of the crop, if there are 200 bugs

Formative screen test from the Assessment OxBox

Oxford GCSE

Maths

© Oxford University Press best 1 Decide whether the lines are good lines of 2010 fit. for OCR

Explain your decision. Foundation

13

1

a Bivariate data and time series

d b

c e c

**b the number of bugs, if the crop costs £2.50.
**

500

a the estimate 2 a the price ofof best fit toprice of the crop, if there are 200 bugs Use the line the crop, if there are 200 bugs 300

Number of ‘reminder’ signs Number of lost property items a b c

25 18

15 20

55 5

20 19

50 8

0 28

45 10

30 15

d 5

35 1 1

10 24

40 14

e

4

26

b to there b the number the ﬁt the the crop costs bugs a the price of of bugs, estimate are bugs, if the 200 Use the line of best crop,ififnumber of200£2.50. crop costs £2.50. a the price of the crop, if there are 200 bugs b the number of bugs, if the crop costs £2.50. 500 the crop costs £2.50. 100 b 500 number of bugs, if the

400 0

a the price of the crop, if there are 200 bugs 300 400 300 b the number of bugs, if300 crop costs £2.50. the 200 200

500

Number of Number of bugs bugs

Draw a scatter graph to show this information. Use 2 cm to represent 10 signs on the horizontal axis. Use 2 cm to represent 10 items on the vertical axis. State the type of correlation shown by the graph. Copy and complete these sentences: e more ‘reminder’ signs that are used, the _____ items of property are lost. e fewer ‘reminder’ signs that are used, the _____ items of property are lost.

Number of bugs

2 Use the line of best fit to500 estimate 400

Number of bugs

A bus company keeps a record of the number of items of lost property and the number of ‘reminder’ signs on all the buses, for each month of a year.

2 fit the line of 400 2 Use the line of bestUseto estimate best fit to estimate

0

£1

£2 £3 £4 Price of crop

£5

£6

200 100

100 0 £4 £2 £3 0 £4 £1 £5 £2 £6 £3 Price of crop Price of crop

2

Number of bugs

2 Use the line 100 e instances of vandalism and the number of letters to a local newspaper each of best fit to estimate 400 0 0 month are shown. a the price of the crop, if there are 200 bugs 0 300

£1

£5

£6 © Oxford University Press 2006

0

£1

Instances of vandalism Number of letters a b c

38 12

23 13

13 9

50 15

8 8

36 14

45 15

20 10

b 43 5 of 31 the number 25 bugs, if the crop costs £2.50. 200

£2 £3 £4 Price of crop

£5

£6

9

Number of bugs

500 400

13

7

12

100 0

Draw a scatter graph to show the information. Use 2 cm to represent 10 instances 300 of vandalism on the horizontal axis. Use 2 cm to represent 10 letters of vandalism on the vertical axis. 200 State the type of correlation shown by the graph. Describe in words any relationship between the instances of vandalism and the 100 number of letters.

0 0 £1

0

£1

2 £2 £3 £4 Price of crop

£5

£6

**© Oxford University Press 2010
**

© Oxford University Press 2006 © Oxford University Press 2006

© Oxford University Press 2006

£2 £3 £4 Price of crop

£5

£6

**Print out tests available on the Asessment OxBox for paper-based testing
**

© Oxford University Press 2006 © Oxford University Press 2006

1

© Oxford University Press 2010

**Summative screen test from the Assessment OxBox
**

Advance Material • Uncorrected sample screens from the Advance Material • Uncorrected sample screens from the

11

Oxford GCSE Maths for OCR Assessment OxBox CD-ROM

Oxford GCSE Maths for OCR Assessment OxBox CD-ROM

12

Self assessment checklist

Oxford GCSE

**Maths for OCR
**

Foundation

1

Name:

Integers and decimals

**You can use this sheet to help you track your progress.
**

I can do it. A1.1 p4–5 Understand place value and order positive numbers A1.1 p4–5 Multiply and divide by powers of 10 A1.2 p6–7 Represent numbers as positions and transitions on a number line A1.2 p6–7 Read measurements and information from scales, dials and timetables A1.3 p8–9 Order temperatures and position them on a number line A1.3 p8–9 Calculate changes in temperature A1.4 p10–11 Order negative numbers and position them on a number line A1.4 p10–11 Add, subtract and multiply with negative numbers I’m almost there. I need a bit more help.

Advance Material • Uncorrected sample screens from the

Advance Material • Uncorrect sample screen Scheme of Work from the

13

**Oxford GCSE Maths for OCR Assessment OxBox CD-ROM
**

1 © Oxford University Press 2010

Oxford GCSE Maths for OCR Assessment OxBox CD-ROM

14

Evaluate both of the Oxford GCSE Maths for OCR Teacher Guides

3 3

The two Oxford GCSE Maths for OCR Teacher Guides match the two Student Books, Foundation and Higher. There is also a huge amount of extra teacher support material in the Oxford GCSE Maths for OCR OxBox CD-ROMs, order your evaluation copies on 30 days free approval. In official partnership with OCR we offer a highly achievable route to success with OCR’s flexible new Specification A, developed with teachers for teachers.

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ow? Wh a t n

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