Math

Homework
Helper
help for students
and parents at
home
Paine-Less Lesson Plans
 Homework Helper
Addition & Subtraction

Common Core Standards: I Can Statements:

3.NBT.2 Fluently add and subtract within I can use strategies to add and
1,000 using strategies and algorithms based on
place, properties of operations, and/or the rela- subtract multi-digit numbers.
tionship between subtraction.

Addition with Place Value Subtraction with Place Value

357 122
+145 + 98

500 + 10 + 2 20 + 4

Addition using the Expanded Method Addition using Subtraction using

Regrouping Regrouping
485 400 + 80 + 5
13
+ 156 +100 + 50 + 6 1 1 5 3 13
500 + 130 + 11 389 643
500
130 +464 - 258
+ 11 843 385
641
Addition using a number line
239 +100 +100 +10 +10 +10 +6
+236
475 239 339 439 449 459 469 475
 Homework Helper
Addition & Subtraction cont.

Vocabulary:
Addition: a mathematical operation that combines two
or more numbers
Addend: a number to be added
Difference: the answer to a subtraction problem
Expanded Form: a number written to show the value
of each of its digits
Inverse: the reverse of something else (addition and
subtraction are inverse operations)
Number Line: a line on which numbers are assigned to
lengths
Place Value: the value of a digit based on its position
in a number
Strategy: a way to solve a problem
Subtract: to find the difference of two numbers
Sum: the answer to an addition problem
Addition Clue Words Subtraction Clue Words
altogether, combined, in all, take away, less, decrease,
together, increase, sum, subtract, fewer, less, minus,
both, total, increase difference, how many more
 Homework Helper
Rounding
Common Core Standards: I Can Statements:
3.NBT.1 Use place value under- I can round whole numbers to the
standing to round whole numbers to nearest 10 or 100.
the nearest 10 or 100.

Examples:
Rounding to the nearest ten: Rounding to the nearest hundred:
Look at the ones place Look at the tens place
54
236
If the digit is 4 or lower you
If the digit is 4 or lower you
round down.
round down to the nearest hun-
dred.
54 rounds down to 50 236 rounds down to 200
If the digit is 5 or higher, you
If the digit is 5 or higher, you round up to the nearest hundred.
round up.
359
57
57 rounds up to 60 359 rounds up to 400

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Rounding cont.

Vocabulary:
ones: the first digit from the right 2,643
tens: the digit two places from the right that represents
how many groups of ten are in a number 2,643
hundreds: the digit three places from the right that rep-
resents how many groups of one hundred are in a num-
ber 2,643
thousands: the digit four places from the right that rep-
resents how many groups of one thousand are in a num-
ber-2,643
round: to find the nearest ten, hundred or thousand
estimate: about how many or how much, not an exact

Rounding Clue words

about-in a word problem, about means to estimate
round, estimate, nearest ten, nearest hundred

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Geometry
Common Core Standards: I Can Statements:
3.G.1 Understand that shapes in different I can recognize, describe, and
categories may share attributes and that
shared attributes can define a larger cate- sort shapes that share common
gory. Recognize and define attributes re- attributes.
lated to sides and lines. Recognize rhom-
buses, rectangles, and squares as examples

Quadrilaterals Non-
trapezoid: quadrilateral with exactly one Quadrilaterals
pair of opposite sides that
are parallel
parallelogram: quadrilateral with opposite sides
triangle: three sided
parallel figure

rectangle: parallelogram with 4 right

angles hexagon: three sided
figure

rhombus: parallelogram with all sides equal

length
Polygons
square: a parallelogram with all sides equal A closed shape made
up of three or more
length and 4 right angles straight lines.

IMPORTANT!!!!!
A square is ALWAYS a rectangle, but not every
rectangle is a square!

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Geometry cont.

Other Way to Sort Figures

Angle Types:
Right Angle: a square corner or 90 angle

Acute Angle: an angle smaller than a right angle

Obtuse Angle: an angle greater than a right angle

A J
Lines:/Sides D B M K
C L
Parallel Lines: two lines that will never meet or intersect
(in the figure above, lines A and C are parallel)
Perpendicular Lines: two lines that meet and form a right angle
(in the figure above, lines M and L meet and form a right angle)
Intersecting Lines: two or more lines that cross
Adjacent Sides: two sides of a figure that share an angle (in the fig-
ure above, sides D and A are adjacent.)
Opposite Sides: two sides of a shape different across from one an-
other that do NOT share a side. (in the figure above, sides A and C
are opposite.)

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Basic Multiplication
Common Core Standards: I Can Statements:
3.OA.1 Interpret products of whole numbers, e.g., I can understand multiplication
interpret 5 7 as the total number of objects in
5 groups of 7 objects each. For example, de- by thinking about groups of
scribe a context in which a total number of ob- objects.
jects can be expressed as 5 7
3.OA.7 Fluently multiply and divide within 100, using
strategies such as the relationship between mul- I can multiply and divide easily
tiplication and division (e.g., knowing that 8 5 = because I understand the re-
40, one knows 40 5 = 8) or properties of lationship between multiplica-
operations. By the end of Grade 3, know from tion and division.
memory all products of two one-digit numbers.

Understanding Multiplication
Creating Arrays:
****When figuring out the answer to
3 x 5 = 15 3 a multiplication problem, students can
5 draw an array either way. However,
when matching a number sentence
3 5 to an array, the first number repre-
sents the rows and the second num-
ber represents the columns. ****
5 x 3 = 15

Equal Groups:
3x4= You can create 3 groups with four
pictures in each group to find the answer.
Step 1: Draw 3 groups. Step 2: Draw 4 pictures in each
group.

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Basic Multiplication cont.

Fast Facts
Knowing multiplication facts fluently is key! Students should be
focusing on what problems are asking and strategies for solving
problems rather than computation.
*practice facts in the car on the way to school/sports/stores
*try this website for tips and tricks for faster memorization:
http://www.mathsisfun.com/multiplication-tips-tricks.html

Vocabulary:
multiply: to solve for equal groups using arrays or factors

multiples: the result of multiplying numbers together 2, 4, 6, 8, 10

are all multiples of 2

factors: two or more numbers that are multiplied together:

3 x 4 = 12

product: the answer to a multiplication problem:

3 x 4 = 12

array: an arrangement of objects or pictures in columns and rows

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Division
Common Core Standards: I Can Statements:
3.OA.2 Interpret whole-number quotients of I can solve a division equa-
whole numbers, e.g., interpret 56 8 as the
number of objects in each share when 56 ob- tion using equal shares or
jects are partitioned equally into 8 shares, or as arrays.
a number of shares when 56 objects are parti-
tioned into equal shares of 8 objects each. For
example, describe a context in which a number
of shares or a number of groups can be ex-
pressed as 56 8
3.OA.6 Understand division as an unknown- I can use multiplication
factor problem. For example, find 32 8 by
finding the number that makes 32 when multi- fact families to solve division
plied by 8. equations.

Equal Grouping Ways to Divide Arrays

Create groups of 6 until you reach 30 Start by making 6 rows, then add one
to each row until you reach 30
The number of columns
Then, count the number of groups you made you make is the answer.
to find your answer. 30/6 = 5
. .
30 . 6= 30 . 6=
. .
30 . 6= 30 . 6=
Multiplication and division are INVERSE Create 6 groups. Then, put one in each
operations. Use the multiplication facts you group until you reach 30. The number in
know to find the answer to a division prob- each group is your answer.
lem! Think about 6 x __ = 30 to know that
30/6 = 5.

Fast Facts Partitioning

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Division cont.

Vocabulary:
Divide: to partition a number into equal groups or
shares
Divisor: the number or amount by which you divide
24 / 6 = 4
Dividend: the amount that will be divided or partitioned
24 / 6 = 4
Quotient: The answer to a division problem
24 / 6 = 4
Repeated Subtraction: Equal groups are subtracted to
find the
answer. 24/6 = 4 (the number of times you subtract 6)
24 - 6 = 18 18 - 6 = 12 12 - 6 = 6 6 - 6 = 0
Array: an arrangement of objects or pictures in col-
umns and rows
Inverse: the reverse of something else (multiplication
and division are inverse operations)
24/6 =4 4 x 6 = 24

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Multiplication & Division Word Problems

Common Core Standards: I Can Statements:

3.OA.3 Use multiplication and division within I can use what I know
100 to solve word problems in situations in- about multiplication and
volving equal groups, arrays, and measure-
ment quantities, e.g., by using drawings and division to solve word
equations with a symbol for the unknown problems.
number to represent the problem

Solving Word Problems

1. Read the problem.
Molly was baking cookies for a party. She wanted each guest to receive 3 cook-
ies. She invited 5 friends. How many cookies will Molly need to bake in all?
2. Highlight or underline important numbers, clue words, and what is being asked.
Annotate above clue words that help you figure out which operation to use.
X
Molly was baking cookies for a party. She wanted each guest to receive 3 cook-
ies. She invited 5 friends. How many cookies will Molly need to bake in all?
3. Make a number sentence to represent the problem.

3x5=C
3 cookies per guest times 9 guests equals how many cookies she will need.
4. Draw a picture to help you solve.
5 friends
Answer:
15 cookies
3 cookies each

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Multiplication & Division Word Problems

These words can be clues to help you determine if

a word problem involves multiplication or division.

Multiplication Key Words:

product, twice, each, factor, every

in all, total, multiply, multiples,
per, times, equal groups,
twice as many, area

division Key Words:

divide, how many in each, split

equal groups, divided into, each
group has, shared, equal,
equally, divided by

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Properties of Multiplication
Common Core Standards: I Can Statements:
3.OA.5 Apply properties of operations as strategies to multiply
and divide. Examples: If 6 4 = 24 is known, then 4 6 = 24 I can use the properties
is also known. (Commutative property of multiplication.) 3 5 of operations to solve
2 can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 =
10, then 3 10 = 30. (Associative property of multiplication.) equations with mixed
Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as
8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive
operations.
property )

Identity Property: Commutative Property:

The product of 1 and any other number When 2 numbers are multiplied together,
is the other number. The number other the product is the name no matter the or-
than 1, does not change its identity. der of the factors.
4x1=4 3 x 5 is the same as 5 x 3

15 15
Associative property:
When 3 or more numbers are multiplied, the grouping of the factors does not matter.
3 x (4 x 2) = (3 x 4) x 2

3 x 8 = 24 12 x 2 = 24
Distributive property:
Multiplying a sum by a number is the same as multiplying each addend by the number
and then adding the products together.
4 x (3 + 2) = (4 x 3) + (4 x 2)

4x 5 = 12 + 8
20 = 20

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Properties of Multiplication-cont.

Order of Operations
Follow these steps IN ORDER when solving problems involving multiple
operations.
PEMDAS
Solve anything with PARENTHESIS first. Leave everything else as it
is.
12/ 6 + (5 x 2) - 9 =

12/6 + 10 - 9 =
Skip exponents. We dont address those in 3rd grade :-)
Next, solve any MULTIPLICATION or DIVISION in order from
left to right. (So if division comes before multiplication, solve it first.)

12/6 + 10 - 9 =

2 + 10 - 9 =
Then, solve any ADDITION or SUBTRACTION in order from left
to right.
2 + 10 - 9 =

12 - 9 = 3

The trick to remember the order is Please Excuse My Dear Aunt Sally.

PEMDAS

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Patterns
Common Core Standards: I Can Statements:
3.OA.9 Identify arithmetic patterns (including pat- I can find patterns in addition and mul-
terns in the addition table or multiplication table),
and explain them using properties of operations. tiplication and explain them using what
For example, observe that 4 times a number is
always even, and explain why 4 times a number I know about how numbers work.
can be decomposed into two equal addends.

Examples:
I can see that every time you
add two even numbers to-
gether, the sum will
be even.

I notice that every time you

multiply a number by 5, the
product has a 0 or 5 in the
ones column.

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Patterns cont.

Vocabulary
patterns: a repetition with at least 3 terms
addend: numbers being added together
sum: the answer to an addition problem
factors: numbers being multiplied together
product: the answer to a multiplication problem
ones: the value of the digit in the first place value position
from the right
tens: the value of the digit in the second place value posi-
tion from the right
Things to Think About:
Look for patterns in the ones place. Is the sum or prod-
uct always even? Always odd? What digits are always in
the ones place?
Thinking about these things will help you know if you an-
swers are reasonable.

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Area
Common Core Standards: I Can Statements:
3.MD.5 Recognize area as an attrib- I can understand that one way to
ute of plane figures and understand measure shapes is by finding the ar-
concepts of area measurement.
3.MD.6 Measure area by counting
ea they have.
unit squares (square cm, square m,
square in, square ft., and improvised I can measure area by counting
units). unit squares.
3.MD.7 Relate area to the operations
of multiplication and division. Recognize
area as additive. Find areas of rectiline- I can use the distributive property to
ar figures by decomposing them into show how to find the area of a recti-
non-overlapping rectangles and adding
the areas of non-overlapping parts, ap-
linear figure.
plying this technique to solve real world
problems.

Important Vocabulary:
Area: the measure inside of a figure (the space inside)
Composite Shape: A figure that can be divided into two or more of its
basic shapes
Decompose: Breaking apart into groups
Distributive Property: Multiplying a sum by a number is the same as
multiplying each addend by the number and then adding the products
together.
Rectilinear Figure: a figure where all edges meet at right angles
Side Length: the measurement of one side of a figure
Square Unit: the area of a square where the sides measure 1 unit

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Area continued
Ways to Find the Area of a figure:
width The area of a figure is the
8 cm
space inside of a figure
such as how much carpet
5 cm covers a floor. The area
can be found by multiplying
the length and the width of
length
8 x 5 = 13 sq cm a figure.

Another way to determine the ar-

ea of a figure is to count the
square units that make up the
figure.

4 + 4 + 4 = 12 square units

8 ft
The area of rectilinear figures can
3 ft be found by decomposing (breaking
apart) the figure into rectangles.

4 ft 8 ft
3 ft 3 x 8 =24
3 ft
The area of this rectilinear figure can be found 4 x 3 = 12
using the equation 4 ft
(3 x 8) + (4 x 3) = 24 + 12 = 36 sq ft
3 ft

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Perimeter
Common Core Standards: I Can Statements:
3.MD.8 Solve real world and mathematical prob- 3.MD.8 I can solve real
lems involving perimeters of polygons, including world problems using what I
finding the perimeter given the side lengths, finding know to find the perimeter
an unknown side length, and exhibiting rectangles shapes.
with the same perimeter and different areas or
with the same area and perimeter.

Finding Perimeter of a Polygon:

To find the perimeter of a
polygon, add up all of the
side lengths.

6 + 5 + 6 + 5 = 22 units
9 cm
**Make sure to add up
2 cm
5 cm ALL the side lengths
? 6 cm when finding the pe-
rimeter of a figure!
3 cm
If there are missing side lengths, use what you know
to find the missing information.
2 + ? is the same length as the parallel side 5 cm.
So 2 + ? = 5 so the missing side length is 3 cm
*then, add all the sides together!
Perimeter: the distance around a figure

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Graphing
Common Core Standards: I Can Statements:
Draw a scaled picture graph and
3.MD.3
a scaled bar graph to represent a data
I can draw a bar graph or picture
set with several categories. Solve one- graph and answer questions about
and two-step "how many more" and
"how many less" problems using infor-
the information in the graph.
mation presented in scaled bar graphs.
For example, draw a bar graph in which
each square in the bar graph might rep-
resent 5 pets

Title Students need to be able to cre-

ate a bar graph or picture graph
with all of the parts shown. Then,
students need to be able to an-
Y-Axis

swer questions such as

How many more chocolate donuts
were sold on Tuesday than maple
and glazed donuts?
400 - (200 + 100) = 100 books
X-Axis

Pay close attention to

the key that tells how
much each picture
is worth!

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Graphing

Vocabulary:
bar graph: a graph that uses bars to represent numbers
data: facts collected to be analyzed
horizontal axis: the reference line on a graph that runs left
to right also known as the X-AXIS
label: labels are used to identify what bars or pictures repre-
sent in graphs
key: the information on a graph or chart that gives you the
value for each picture
picto or picture graph: a graph that uses pictures to represent
numbers
scale: an arrangement of numbers in equal intervals
survey: the process of asking for information or data and re-
cording the results
title: gives more information about the data that is displayed
in the graph
vertical axis: the reference line on a graph that runs up and
down also known as the Y-AXIS
 Homework Helper
Identifying & Partitioning Fractions

Common Core Standards: I Can Statements:

3.NF. 1 Understand a fraction 1/b as I can show and understand that fractions
the quantity formed by 1 part represent parts of a whole, where the top
when a whole is partitioned in- number is the part and the bottom number is
to b equal parts; understand a frac- the total number of parts in the whole.
tion a/b as the quantity formed by a
parts of size 1/b.
3.NF.2 Understand a fraction as a I can partition a number line into equal parts
number on the number line; represent and label fractions.
fractions on a number line diagram
3.G.2: Partition shapes into parts with I can divide shapes into parts with equal are-
equal areas. Express the area of each as and show those areas using fractions.
part as a unit fraction of the whole.

Representing Fractions
Models: draw a shape and partition it so that all the
parts have equal areas.

A c H J
Number Line:

0 1 2 3 4
4 4 4 4 4

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Fractions continued

Vocabulary:
Denominatorthe bottom of a fraction. Tells how many parts the whole
is divided into.
Fraction a part of a whole. One whole can be broken into equal size
pieces and a fraction tells you how much of the whole you have.
Numerator top part of the fraction. Tells how many equal parts you
are talking about.
Partition to divide the object/shape into equal sized parts.
Unit Fraction- a fraction with a unit of 1 or 1 equal part of a whole

Ex. AFOjs
A fraction is made up of unit fractions added together.

How to pronounce fraction words:

A one-half O one-sixth 1
1
one-whole
2
two-wholes
C one-third U one-seventh 1
3
three-wholes
F one-fourth b one-eighth 1
4
four-wholes
1
J one-fifth j one-ninth 5
1
five-wholes

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Comparing & Ordering Fractions

Common Core Standards: I Can Statements:

3.NF.3 Explain equivalence of fractions in special cases,
and compare fractions by reasoning about their
I can understand how
size. Understand two fractions as equivalent if they are some fractions can be equal
the same size, or recognize and generate simple if they are the same size
equivalent fractions, e.g., 1/2 = 2/4. Explain why the
fractions are equivalent, by using a visual fraction mod- or are at the same point on
el. Express whole numbers as fractions, and recognize a number line.
fractions that are equivalent to whole numbers. Eg:
Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; I can understand that
locate 4/4 and 1 at the same point of a number line fractions can be equivalent
diagram. Compare two fractions with the same numer-
ator or the same denominator by reasoning about their to one whole.
size. Recognize that comparisons are valid only when I can compare two frac-
the two fractions refer to the same whole. Record the
results of comparisons with the symbols >, =, or <, and
tions with the same nu-
justify the conclusions by using a visual fraction model. merator or denominator.

Ways to Compare
Visual Models Fraction Bars

K=
x
Draw two models that are the
same size and shape.
Draw two fractions bars, one on
Be accurate and precise.
top of the other.

G=A 4
6 = 1
3

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Comparing & Ordering Fractions cont.

Compare Numerators Fractions on a

and Denominators Number Line
If the numerators are the
same, then the greater the
denominator, the smaller the 0 1 2 3 4
parts. 4 4 4 4 4
If the denominators are the
same, then the greater the
0 1 2 3
numerator, the greater the
3 3 3 3
fraction.

A>F 2
4 < 2
3

Vocabulary:
compare: look for similarities or differences

comparison: the act of comparing two or more things

equivalent: different fractions that represent the same

number

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Whole Numbers as Fractions
Common Core Standards: I Can Statements:
3.NF.3 Explain equivalence of fractions in special I can show whole numbers as
cases, and compare fractions by reasoning
about their size. Express whole numbers as fractions.
fractions, and recognize fractions that are
equivalent to whole numbers. Eg: Express 3 in I can recognize fractions that
the form 3 = 3/1; recognize that 6/1 = 6; lo- are equal to one whole.
cate 4/4 and 1 at the same point of a number
line diagram.

Equivalent to one whole

Any fraction with the same numerator and denominator is
equivalent to one whole.

M 4
4 =1 w 8
8 =1
Greater than one whole
Any fraction with a larger numerator than denominator is
greater than one whole.

222 3
1 =3
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Time
Common Core Standards: I Can Statements:
3.MD.1 Tell and write time to the nearest minute I can tell and write time to
and measure time intervals in minutes. Solve word the nearest minute.
problems involving addition and subtraction of time I can solve problems involv-
intervals in minutes, e.g., by representing the prob- ing time using addition and
lem on a number line diagram subtraction.

Telling Time on a Number Line:

+ 30 + 15 + 10 + 1 + 1

3:30 4:00 4:15 4:25 4:27

Veronica started her homework at 3:30 and worked for 57 minutes.

What time did she stop working on homework?

Create a number line and use easy to add intervals to find beginning
and ending times.

Vocabulary
AM: abbreviation for the time period between midnight and noon
PM: abbreviation for the time period between noon and midnight
analog clock: type of clock that measures time by the positions of
rotating hands
digital clock: type of clock that displays the time using numbers
or symbols.
elapsed time: how much time has passed

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Mass & Volume
Common Core Standards: I Can Statements:
3.MD.2 Measure and estimate liquid volumes I can measure solids and liq-
and masses of objects using standard uids with grams (g), kilograms
units of grams (g), kilograms (kg), and li- (kg), and liters (l).
ters (l). Add, subtract, multiply, or divide to
solve one-step word problems involving
masses or volumes that are given in the I can use addition, subtraction,
same units, e.g., by using drawings (such multiplication, and division to
as a beaker with a measurement scale) solve word problems involving
to represent the problem mass and volume.

Estimating Weight and Volume

About 1 gram: About 1 kilogram: About 1 liter:
paper clip a pineapple a water bottle
If I know a pineapple is about 1 kilogram, I can predict that a
dictionary is about a kilogram and not a gram.
Vocabulary
capacity: the maximum amount something can hold
gram: a metric unit of mass (used to measure solids)
liter: a metric unit of capacity (used to measure liquids)
mass: the amount of atoms an object can hold
volume: the amount of space taken up by an object

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Helpers

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