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**How Many Points?**- Students work with: (a) a context =E2=80= =94 distance as a function of time; (b) generating coordinates. =20

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**Cartesian Candy Bars II**- Children work on shar= ing different amounts of candy bars among different numbers of people. They= compare ratios (candy bars per person) and plot points in a Cartesian grid= . =20
**Comparing Strips of Unmeasured Lengths I**- The class is the first of a series that will focus directly up= on the algebraic representation of measurements and their multiplicative re= lations. Children are asked to compare the lengths of strips, to describe t= he relationships between them in multiple ways, and to demonstrate that the= relationships they represent are true. =20
**Comparing Strips of Unmeasured Lengths II<= /a>**- The class is the second of the "Strips of Unmeasured Lengths= " series that will focus directly upon the algebraic representation of meas= urements and their multiplicative relations. Children are asked to compare = the lengths of strips, to use algebraic notation to describe the relationsh= ips between them, and to demonstrate that the relationships they represent = are true. =20
**Comparing Strips of Unmeasured Lengths II= I**- This is the third lesson in the "Strips of Unmeasured Leng= ths" series that focuses directly upon the algebraic representation of meas= urements and their multiplicative relations. We will work with the relation= ship B =3D 3S, focusing on equations and their verbal descriptions and on t= rue and false equations and statements. =20
**Three to One**- Children discuss and produce verbal and mat= hematical statements on the proportion, S:L :: 1:3, that is, on the functio= n f( x ) =3D 3x and on its inverse f^{-1}( x ) =3D 1/3 x =20

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**Elapsed Time**- A variant of the train crash problem is use= d to address questions about elapsed time. The task is to determine where a= train is, given a certain time. =20