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7/26/2016 2:32:08 AMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.267418</TM><Q>assessment for learning</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="assessment for learning" name="q" original_value="assessment+for+learning" url_escaped_value="assessment+for+learning" value="assessment for learning"></PARAM><PARAM js_escaped_value="AELymgWvFK7OVYmoL_EdAeEJDXGnLbO3Xiykn0iYl8lf5RWoyqq1GFoqd3tLEawIoHviaA6Q48G5H4bgVB9WLEQ4aoGZPMAjXKiXoMxCaRWxVPKjmAaTSVg" name="adkw" original_value="AELymgWvFK7OVYmoL_EdAeEJDXGnLbO3Xiykn0iYl8lf5RWoyqq1GFoqd3tLEawIoHviaA6Q48G5H4bgVB9WLEQ4aoGZPMAjXKiXoMxCaRWxVPKjmAaTSVg" url_escaped_value="AELymgWvFK7OVYmoL_EdAeEJDXGnLbO3Xiykn0iYl8lf5RWoyqq1GFoqd3tLEawIoHviaA6Q48G5H4bgVB9WLEQ4aoGZPMAjXKiXoMxCaRWxVPKjmAaTSVg" value="AELymgWvFK7OVYmoL_EdAeEJDXGnLbO3Xiykn0iYl8lf5RWoyqq1GFoqd3tLEawIoHviaA6Q48G5H4bgVB9WLEQ4aoGZPMAjXKiXoMxCaRWxVPKjmAaTSVg"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>753</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>2210</M> <FI></FI><NB><NU>/custom?q=assessment+for+learning&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivnsb&amp;ei=_gOXV9-JFIHYervpgfAB&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R MIME="application/pdf" N="1"><U>http://www.nctm.org/uploadedFiles/Research_and_Advocacy/research_brief_and_clips/Research_brief_04_-_Five_Key%20Strategies.pdf</U><UE>http://www.nctm.org/uploadedFiles/Research_and_Advocacy/research_brief_and_clips/Research_brief_04_-_Five_Key%2520Strategies.pdf</UE><T>Five “Key Strategies”</T><RK>0</RK><S>tive &lt;b&gt;assessment&lt;/b&gt;, Wiliam and Thompson (2007) proposed that three processes ... &lt;br&gt; Many teachers specify the &lt;b&gt;learning&lt;/b&gt; goals for the lesson at the beginning of the&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20070713102722-04&#39;00&#39;"/><Attribute name="producer" value="Acrobat Distiller 7.0.5 for Macintosh"/><Attribute name="moddate" value="D:20070713151824-04&#39;00&#39;"/><Attribute name="title" value="untitled"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R N="2"><U>http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2015/Vol20/Issue7/Assessing-for-Learning/</U><UE>http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2015/Vol20/Issue7/Assessing-for-Learning/</UE><T>&lt;b&gt;Assessing for Learning&lt;/b&gt; - National Council of Teachers of Mathematics</T><RK>0</RK><S>&lt;b&gt;Assessing for Learning&lt;/b&gt;. Brynja Kohler and Emina Alibegovi´c. How to design &lt;br&gt; formative and summative assessments that address different types of student&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="Weyy286mdwUJ" SZ="159k"></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R N="3"><U>http://www.nctm.org/Publications/Mathematics-Teacher/Blog/Focus-on-Learning,-Not-Grades/</U><UE>http://www.nctm.org/Publications/Mathematics-Teacher/Blog/Focus-on-Learning,-Not-Grades/</UE><T>Focus on &lt;b&gt;Learning&lt;/b&gt;, Not Grades - National Council of Teachers of ...</T><RK>0</RK><BYLINEDATE>1453190400</BYLINEDATE><S>Jan 19, 2016 &lt;b&gt;...&lt;/b&gt; Jo Boaler advocates changing our practices from “assessment of learning” to “&lt;br&gt; &lt;b&gt;assessment for learning&lt;/b&gt;” in chapter 5 of What&amp;#39;s Math Got to Do&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="E2uu7Ungi0kJ" SZ="125k"></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R N="4"><U>https://www.nctm.org/store/Products/Using-Classroom-Assessment-to-Improve-Student--Learning--Math-Problems-Aligned-with-NCTM-and-Common-Core-State-Standards/</U><UE>https://www.nctm.org/store/Products/Using-Classroom-Assessment-to-Improve-Student--Learning--Math-Problems-Aligned-with-NCTM-and-Common-Core-State-Standards/</UE><T>Using Classroom &lt;b&gt;Assessment&lt;/b&gt; to Improve Student &lt;b&gt;Learning&lt;/b&gt;: Math ...</T><RK>0</RK><BYLINEDATE>1302246000</BYLINEDATE><S>Apr 8, 2011 &lt;b&gt;...&lt;/b&gt; For many, the term &lt;b&gt;assessment&lt;/b&gt; simply means grade. Using Classroom &lt;br&gt; &lt;b&gt;Assessment&lt;/b&gt; to Improve Student &lt;b&gt;Learning&lt;/b&gt; shows how teachers can&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=uw3hWWf02x4%3D"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="85"/><Attribute name="height" value="112"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcTKgQkn4dnrCljedwklOTNR4HarXKBhQF3zfhGYWCLnyUg3lixUh1UXKA"/></DataObject></PageMap><HAS><L></L><C CID="U3OV5B1ABFoJ" SZ="133k"></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R N="5"><U>http://www.nctm.org/Research-and-Advocacy/research-brief-and-clips/Benefits-of-Formative-Assessment/</U><UE>http://www.nctm.org/Research-and-Advocacy/research-brief-and-clips/Benefits-of-Formative-Assessment/</UE><T>Benefits of Formative &lt;b&gt;Assessment&lt;/b&gt; - National Council of Teachers of ...</T><RK>0</RK><S>Formative &lt;b&gt;assessment&lt;/b&gt; is any &lt;b&gt;assessment&lt;/b&gt; task designed to promote students&amp;#39; &lt;br&gt; &lt;b&gt;learning&lt;/b&gt;. These tasks give both teachers and students feedback, so that teaching&lt;br&gt; &amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="E3xE4abc3H0J" SZ="103k"></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R N="6"><U>http://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Cathy-Seeley/Assessing-to-Learn-and-Learning-to-Assess/</U><UE>http://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Cathy-Seeley/Assessing-to-Learn-and-Learning-to-Assess/</UE><T>&lt;b&gt;Assessing&lt;/b&gt; to Learn and &lt;b&gt;Learning&lt;/b&gt; to &lt;b&gt;Assess&lt;/b&gt; - National Council of ...</T><RK>0</RK><S>When we &lt;b&gt;assess&lt;/b&gt; to learn, we seek information that allows teachers to find out &lt;br&gt; what students know in order to improve their mathematics &lt;b&gt;learning&lt;/b&gt;. This means&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/News_and_Calendar/Presidents_Corner/Presidents_Messages/thumb_Seeley_Cathy-100x140.jpg"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="72"/><Attribute name="height" value="102"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcT_oN_k8AqspbhK2fXi00x2VZHmm-jrO0S6awN7MUHZ1jGi7HCLu-U9"/></DataObject></PageMap><HAS><L></L><C CID="SEpWNZ0HAuwJ" SZ="111k"></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R MIME="application/pdf" N="7"><U>https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/Formative%20Assessment1.pdf</U><UE>https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/Formative%2520Assessment1.pdf</UE><T>Formative &lt;b&gt;Assessment&lt;/b&gt; position statement</T><RK>0</RK><BYLINEDATE>1372662000</BYLINEDATE><S>Jul 1, 2013 &lt;b&gt;...&lt;/b&gt; What is the role of formative &lt;b&gt;assessment&lt;/b&gt; in mathematics education? ... &lt;br&gt; requirements for &lt;b&gt;assessment&lt;/b&gt; to improve &lt;b&gt;learning&lt;/b&gt; (Hattie, 2012): 1.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Ken Krehbiel"/><Attribute name="creationdate" value="D:20130801100808-04&#39;00&#39;"/><Attribute name="creator" value="Microsoft® Office Word 2007"/><Attribute name="moddate" value="D:20130801132403-04&#39;00&#39;"/><Attribute name="producer" value="Microsoft® Office Word 2007"/><Attribute name="title" value="Formative Assessment position statement"/></DataObject></PageMap><HAS><L></L><C CID="3mJWidqJY1MJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R N="8"><U>http://www.nctm.org/Publications/mathematics-teacher-educator/2013/Vol1/Issue2/Using-Simulations-to-Foster-Preservice-Mathematics-Teachers_-Self-Assessment,-Learning,-and-Reflections-on-Teaching/</U><UE>http://www.nctm.org/Publications/mathematics-teacher-educator/2013/Vol1/Issue2/Using-Simulations-to-Foster-Preservice-Mathematics-Teachers_-Self-Assessment,-Learning,-and-Reflections-on-Teaching/</UE><T>Using Simulations to Foster Preservice Mathematics Teachers&amp;#39; Self ...</T><RK>0</RK><S>Using Simulations to Foster Preservice Mathematics Teachers&amp;#39; Self-&lt;b&gt;Assessment&lt;/b&gt;, &lt;br&gt; &lt;b&gt;Learning&lt;/b&gt;, and Reflections on Teaching. Joe Garofalo and Christine Trinter.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="wkk4NXa0QXoJ" SZ="133k"></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R N="9"><U>http://www.nctm.org/Publications/teaching-children-mathematics/2015/Vol21/Issue6/Classroom-Based-Formative-Assessments%E2%80%94-Guiding-Teaching-and-Learning/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/2015/Vol21/Issue6/Classroom-Based-Formative-Assessments%25E2%2580%2594-Guiding-Teaching-and-Learning/</UE><T>Classroom-Based Formative &lt;b&gt;Assessments&lt;/b&gt;— Guiding Teaching and ...</T><RK>0</RK><S>&lt;b&gt;Assessment&lt;/b&gt; must be linked to the planning and instruction of a lesson—every &lt;br&gt; day—ensuring that lesson activities inform teaching and &lt;b&gt;learning&lt;/b&gt; for all students.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="UdNh0i3Z3WsJ" SZ="142k"></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R MIME="application/pdf" N="10"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=0aW5%2BjJZrSw%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3D0aW5%252BjJZrSw%253D</UE><T>&lt;b&gt;Assessment&lt;/b&gt; in Action</T><RK>0</RK><S>information it generates is used by both teachers and students to improve &lt;br&gt; &lt;b&gt;learning&lt;/b&gt;. 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7/26/2016 2:32:07 AMGoogle URL: https://www.google.com/cse?cx=012414586328843467846:9xpvoxti6co&client=google-csbe&output=xml_no_dtd&num=10&start=0&q=assessment+for+learning 
7/26/2016 2:31:38 AMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.186736</TM><Q>alternative assessment</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="alternative assessment" name="q" original_value="alternative+assessment" url_escaped_value="alternative+assessment" value="alternative assessment"></PARAM><PARAM js_escaped_value="AELymgVYmUon--n4fzHfjzrofUT172dz3UBmCE3zK8N3L_po5jc_flXNpPBtLRAeQGPdmqMEZftiibWwE2LuOmIo74IDlAQaKTGUBWnZCou64glXv4P_cRA" name="adkw" original_value="AELymgVYmUon--n4fzHfjzrofUT172dz3UBmCE3zK8N3L_po5jc_flXNpPBtLRAeQGPdmqMEZftiibWwE2LuOmIo74IDlAQaKTGUBWnZCou64glXv4P_cRA" url_escaped_value="AELymgVYmUon--n4fzHfjzrofUT172dz3UBmCE3zK8N3L_po5jc_flXNpPBtLRAeQGPdmqMEZftiibWwE2LuOmIo74IDlAQaKTGUBWnZCou64glXv4P_cRA" value="AELymgVYmUon--n4fzHfjzrofUT172dz3UBmCE3zK8N3L_po5jc_flXNpPBtLRAeQGPdmqMEZftiibWwE2LuOmIo74IDlAQaKTGUBWnZCou64glXv4P_cRA"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>156</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>209</M> <FI></FI><NB><NU>/custom?q=alternative+assessment&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivnsb&amp;ei=4QOXV_77A8aoe5Hgs8AD&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>http://www.nctm.org/Publications/teaching-children-mathematics/1999/Vol6/Issue3/Journals-and-Portfolios_-Alternative-Assessment-for-Preservice-Teachers/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/1999/Vol6/Issue3/Journals-and-Portfolios_-Alternative-Assessment-for-Preservice-Teachers/</UE><T>Journals and Portfolios: &lt;b&gt;Alternative Assessment&lt;/b&gt; for Preservice ...</T><RK>0</RK><S>Discusses the author&amp;#39;s experience using two &lt;b&gt;alternative assessment&lt;/b&gt; methods in &lt;br&gt; an elementary mathematics methods course.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="llsfb30-zO0J" SZ="130k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R MIME="application/pdf" N="2"><U>http://www.nctm.org/Publications/mathematics-teacher/2013/Vol106/Issue8/mt2013-04-599a_pdf/</U><UE>http://www.nctm.org/Publications/mathematics-teacher/2013/Vol106/Issue8/mt2013-04-599a_pdf/</UE><T>Call for Manuscripts: &lt;b&gt;Assessment&lt;/b&gt;</T><RK>0</RK><S>How do assessment results guide your next steps? • Which assessments have &lt;br&gt; been effective and why? Creating &lt;b&gt;alternative assessments&lt;/b&gt;. • What alternative&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130311153515-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="gts_pdfxconformance" value="PDF/X-1a:2001"/><Attribute name="gts_pdfxversion" value="PDF/X-1:2001"/><Attribute name="moddate" value="D:20130313084402-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/><Attribute name="subject" value="This call is for manuscripts relating to assessment, an integrated part of mathematics instruction that guides and enhances teaching and learning."/><Attribute name="title" value="Call for Manuscripts: Assessment"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///d6adf6b9460a76cf4d39217437faf5c78a7871052538be025272bb62cdb4cebb"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="285"/><Attribute name="height" value="177"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQ9o6Uf10xhze50wdGlx1Cexl5xjodVdrT6rOrT_8JcDrmYXr7mMDBEH7N-"/></DataObject></PageMap><HAS><L></L><C CID="SR-6KaHpafUJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R MIME="application/pdf" N="3"><U>https://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Report-Large-ScaleAssessment.pdf</U><UE>https://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Report-Large-ScaleAssessment.pdf</UE><T>Task Force on Large-Scale &lt;b&gt;Assessment&lt;/b&gt; Report e</T><RK>0</RK><BYLINEDATE>1141718400</BYLINEDATE><S>Report of the Large-Scale Assessment Task Force. March 7, 2006 ... &lt;br&gt; development, in the area of &lt;b&gt;alternative assessment&lt;/b&gt; practices. â–« NCTM has &lt;br&gt; published&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="moddate" value="D:20061113104132-05&#39;00&#39;"/><Attribute name="creationdate" value="D:20061113104035-05&#39;00&#39;"/><Attribute name="title" value="Task Force on Large-Scale Assessment Report e.doc"/><Attribute name="creator" value="PScript5.dll Version 5.2.2"/><Attribute name="author" value="ltakane"/><Attribute name="producer" value="Acrobat Distiller 6.0 (Windows)"/></DataObject></PageMap><HAS><L></L><C CID="OjdfNjb665UJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R MIME="application/vnd.openxmlformats-officedocument.presentationml.presentation" N="4"><U>http://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Board_Materials/Briars%20et%20al%20NCTM-ASSM2016.pptx.pptx</U><UE>http://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Board_Materials/Briars%2520et%2520al%2520NCTM-ASSM2016.pptx.pptx</UE><T>ESSA and Other New Developments in Math Education</T><RK>0</RK><S>Annual assessments still required in grades 3-8 in math and reading, once in ... &lt;br&gt; Develop an &lt;b&gt;alternate assessment&lt;/b&gt; based on alternate academic achievement&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Ken Krehbiel"/><Attribute name="last saved by" value="Diane"/><Attribute name="revision number" value="682"/><Attribute name="creation date" value="4/18/2012 16:28:13"/><Attribute name="last saved date" value="4/10/2016 17:34:18"/><Attribute name="edit minutes" value="9340"/><Attribute name="word count" value="2022"/><Attribute name="source" value="Microsoft Office PowerPoint"/><Attribute name="presentation format" value="On-screen Show (4:3)"/><Attribute name="count paragraphs" value="372"/><Attribute name="slides" value="49"/><Attribute name="slide notes" value="13"/><Attribute name="hidden slides" value="0"/><Attribute name="multimedia clips" value="0"/><Attribute name="scale crop" value="no"/><Attribute name="company" value="NCTM"/><Attribute name="links up to date" value="no"/><Attribute name="shared doc" value="no"/><Attribute name="links dirty" value="no"/><Attribute name="application version" value="15.0000"/></DataObject></PageMap><HAS><L></L><C CID="0FPCTYgJoxcJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R MIME="application/pdf" N="5"><U>http://www.nctm.org/Publications/mathematics-teacher/1996/Vol1/Issue1/MATHEMATICS-TEACHER-INDEX-(1996)-Vol-89_pdf/</U><UE>http://www.nctm.org/Publications/mathematics-teacher/1996/Vol1/Issue1/MATHEMATICS-TEACHER-INDEX-(1996)-Vol-89_pdf/</UE><T>Download PDF</T><RK>0</RK><S>The Demands of &lt;b&gt;Alternative Assessment&lt;/b&gt;: What Teachers Say. Sept., 484-88. &lt;br&gt; Bennett, Albert B. Jr., and Eugene Maier. A Visual Approach to Solving Mixture.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130607140428-04&#39;00&#39;"/><Attribute name="producer" value="Adobe Acrobat 10.1.3 Paper Capture Plug-in"/><Attribute name="moddate" value="D:20130607140517-04&#39;00&#39;"/><Attribute name="title" value="MT_VOL_89_1996"/></DataObject></PageMap><HAS><L></L><C CID="76J17N-xlJEJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R N="6"><U>http://www.nctm.org/Research-and-Advocacy/advocacy-in-the-field/Capitol-Report/Capitol-Report_-May-2016/</U><UE>http://www.nctm.org/Research-and-Advocacy/advocacy-in-the-field/Capitol-Report/Capitol-Report_-May-2016/</UE><T>Capitol Report: May 2016 - National Council of Teachers of ...</T><RK>0</RK><S>NCTM had hoped to be selected for the panel, particularly since one of the &lt;br&gt; assessment issues addressed the use of &lt;b&gt;alternative assessments&lt;/b&gt; for grade 8&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="ssJJLXG9PBgJ" SZ="109k"></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R MIME="application/pdf" N="7"><U>http://www.nctm.org/Publications/mathematics-teacher/2000/Vol93/Issue2/mt2000-02-132a_pdf/</U><UE>http://www.nctm.org/Publications/mathematics-teacher/2000/Vol93/Issue2/mt2000-02-132a_pdf/</UE><T>Download PDF</T><RK>0</RK><S>One &lt;b&gt;alternative&lt;/b&gt; form of &lt;b&gt;assessment&lt;/b&gt; that incorporates these standards is journal &lt;br&gt; writing. After reading about the potential benefits of jour- nal writing, we each&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20020421140524Z"/><Attribute name="producer" value="Acrobat Distiller 4.05 for Macintosh"/><Attribute name="author" value="Don Christian"/><Attribute name="creator" value="QuarkXPressª 4.11: AdobePS 8.7.2 (104)"/><Attribute name="title" value="Feb 119-138"/><Attribute name="moddate" value="D:20030806095813-03&#39;00&#39;"/></DataObject></PageMap><HAS><L></L><C CID="XH-u0CX_gRQJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R MIME="application/pdf" N="8"><U>http://www.nctm.org/Publications/teaching-children-mathematics/1994/Vol1/Issue1/INDEX-to-TEACHING-CHILDREN-MATHEMATICS-(1994-1995)-Vol_-1_pdf/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/1994/Vol1/Issue1/INDEX-to-TEACHING-CHILDREN-MATHEMATICS-(1994-1995)-Vol_-1_pdf/</UE><T>Download PDF</T><RK>0</RK><S>Lase: Journal Keeping in Mathematics Class. Feb., 336-40. Hirstein, James, and &lt;br&gt; Sharon B. Walen, Classroom. Vignette: An &lt;b&gt;Alternative&lt;/b&gt;-&lt;b&gt;Assessment&lt;/b&gt; Tool. Feb.,.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130613115727-04&#39;00&#39;"/><Attribute name="producer" value="Adobe Acrobat 10.1.3 Paper Capture Plug-in"/><Attribute name="moddate" value="D:20130613115836-04&#39;00&#39;"/><Attribute name="title" value="TCM_VOL_1_1994-95"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///d9addebb652116e7d0a65d3514c190105dbd137d83754dce16aab9afa3eaf327"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="194"/><Attribute name="height" value="259"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQL2NdluceVhrYH6AnHwTDhqN4jGgdAkUMdbzScuzd3QQfsjG-oHwuVOfxM"/></DataObject></PageMap><HAS><L></L><C CID="gyHVz8eDKJwJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R MIME="application/pdf" N="9"><U>http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Research_Conference/1994ResearchPresessionProg.pdf</U><UE>http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Research_Conference/1994ResearchPresessionProg.pdf</UE><T>RESEARCH &amp;#39; PRESESSION</T><RK>0</RK><BYLINEDATE>766134000</BYLINEDATE><S>Apr 12, 1994 &lt;b&gt;...&lt;/b&gt; National Assessment of Educational Progress (NAEP), with special emphasis on &lt;br&gt; recent ..... Developing &lt;b&gt;Alternative Assessment&lt;/b&gt;: _. What We&amp;#39;re&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="producer" value="Adobe PSL 1.1e for Canon"/><Attribute name="moddate" value="Tue Oct 1 07:17:56 2013"/><Attribute name="creator" value="Canon iR-ADV C5035 PDF"/><Attribute name="creationdate" value="Tue Oct 1 05:13:01 2013"/></DataObject></PageMap><HAS><L></L><C CID="_v8iIQB-1TMJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R N="10"><U>http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2005/Vol10/Issue9/?ref=1</U><UE>http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2005/Vol10/Issue9/%3Fref%3D1</UE><T>Issue9 - National Council of Teachers of Mathematics</T><RK>0</RK><S>&lt;b&gt;Alternative assessment&lt;/b&gt; plays a crucial role in providing feedback to students &lt;br&gt; throughout the unit. Student work provided. Skills, behavior expectations, and&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="5u1l-MWeS14J" SZ="138k"></C><RT></RT></HAS></R></RES> </GSP> 
7/26/2016 2:31:38 AMGoogle URL: https://www.google.com/cse?cx=012414586328843467846:9xpvoxti6co&client=google-csbe&output=xml_no_dtd&num=10&start=0&q=alternative+assessment 
7/26/2016 2:31:37 AMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.229412</TM><Q>alternative assessment</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="alternative assessment" name="q" original_value="alternative+assessment" url_escaped_value="alternative+assessment" value="alternative assessment"></PARAM><PARAM js_escaped_value="AELymgXnRG16xGZYfUerDevdcnFW11e8ugPcfzcMC4LMYitYc1ZAfDKctVy5RhysepMzMG95vFCVCbQaHLUYQZPYyQ_hz0kRr03jSB2w21ugY8AdLf5hqCg" name="adkw" original_value="AELymgXnRG16xGZYfUerDevdcnFW11e8ugPcfzcMC4LMYitYc1ZAfDKctVy5RhysepMzMG95vFCVCbQaHLUYQZPYyQ_hz0kRr03jSB2w21ugY8AdLf5hqCg" url_escaped_value="AELymgXnRG16xGZYfUerDevdcnFW11e8ugPcfzcMC4LMYitYc1ZAfDKctVy5RhysepMzMG95vFCVCbQaHLUYQZPYyQ_hz0kRr03jSB2w21ugY8AdLf5hqCg" value="AELymgXnRG16xGZYfUerDevdcnFW11e8ugPcfzcMC4LMYitYc1ZAfDKctVy5RhysepMzMG95vFCVCbQaHLUYQZPYyQ_hz0kRr03jSB2w21ugY8AdLf5hqCg"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>156</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>209</M> <FI></FI><NB><NU>/custom?q=alternative+assessment&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivnsb&amp;ei=3wOXV4ncMMTre-aZl9AH&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>http://www.nctm.org/Publications/teaching-children-mathematics/1999/Vol6/Issue3/Journals-and-Portfolios_-Alternative-Assessment-for-Preservice-Teachers/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/1999/Vol6/Issue3/Journals-and-Portfolios_-Alternative-Assessment-for-Preservice-Teachers/</UE><T>Journals and Portfolios: &lt;b&gt;Alternative Assessment&lt;/b&gt; for Preservice ...</T><RK>0</RK><S>Discusses the author&amp;#39;s experience using two &lt;b&gt;alternative assessment&lt;/b&gt; methods in &lt;br&gt; an elementary mathematics methods course.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="llsfb30-zO0J" SZ="130k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R MIME="application/pdf" N="2"><U>http://www.nctm.org/Publications/mathematics-teacher/2013/Vol106/Issue8/mt2013-04-599a_pdf/</U><UE>http://www.nctm.org/Publications/mathematics-teacher/2013/Vol106/Issue8/mt2013-04-599a_pdf/</UE><T>Call for Manuscripts: &lt;b&gt;Assessment&lt;/b&gt;</T><RK>0</RK><S>How do assessment results guide your next steps? • Which assessments have &lt;br&gt; been effective and why? Creating &lt;b&gt;alternative assessments&lt;/b&gt;. • What alternative&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130311153515-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="gts_pdfxconformance" value="PDF/X-1a:2001"/><Attribute name="gts_pdfxversion" value="PDF/X-1:2001"/><Attribute name="moddate" value="D:20130313084402-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/><Attribute name="subject" value="This call is for manuscripts relating to assessment, an integrated part of mathematics instruction that guides and enhances teaching and learning."/><Attribute name="title" value="Call for Manuscripts: Assessment"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///d6adf6b9460a76cf4d39217437faf5c78a7871052538be025272bb62cdb4cebb"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="285"/><Attribute name="height" value="177"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQ9o6Uf10xhze50wdGlx1Cexl5xjodVdrT6rOrT_8JcDrmYXr7mMDBEH7N-"/></DataObject></PageMap><HAS><L></L><C CID="SR-6KaHpafUJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R MIME="application/pdf" N="3"><U>https://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Report-Large-ScaleAssessment.pdf</U><UE>https://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Report-Large-ScaleAssessment.pdf</UE><T>Task Force on Large-Scale &lt;b&gt;Assessment&lt;/b&gt; Report e</T><RK>0</RK><BYLINEDATE>1141718400</BYLINEDATE><S>Report of the Large-Scale Assessment Task Force. March 7, 2006 ... &lt;br&gt; development, in the area of &lt;b&gt;alternative assessment&lt;/b&gt; practices. â–« NCTM has &lt;br&gt; published&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="moddate" value="D:20061113104132-05&#39;00&#39;"/><Attribute name="creationdate" value="D:20061113104035-05&#39;00&#39;"/><Attribute name="title" value="Task Force on Large-Scale Assessment Report e.doc"/><Attribute name="creator" value="PScript5.dll Version 5.2.2"/><Attribute name="author" value="ltakane"/><Attribute name="producer" value="Acrobat Distiller 6.0 (Windows)"/></DataObject></PageMap><HAS><L></L><C CID="OjdfNjb665UJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R MIME="application/vnd.openxmlformats-officedocument.presentationml.presentation" N="4"><U>http://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Board_Materials/Briars%20et%20al%20NCTM-ASSM2016.pptx.pptx</U><UE>http://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Board_Materials/Briars%2520et%2520al%2520NCTM-ASSM2016.pptx.pptx</UE><T>ESSA and Other New Developments in Math Education</T><RK>0</RK><S>Annual assessments still required in grades 3-8 in math and reading, once in ... &lt;br&gt; Develop an &lt;b&gt;alternate assessment&lt;/b&gt; based on alternate academic achievement&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Ken Krehbiel"/><Attribute name="last saved by" value="Diane"/><Attribute name="revision number" value="682"/><Attribute name="creation date" value="4/18/2012 16:28:13"/><Attribute name="last saved date" value="4/10/2016 17:34:18"/><Attribute name="edit minutes" value="9340"/><Attribute name="word count" value="2022"/><Attribute name="source" value="Microsoft Office PowerPoint"/><Attribute name="presentation format" value="On-screen Show (4:3)"/><Attribute name="count paragraphs" value="372"/><Attribute name="slides" value="49"/><Attribute name="slide notes" value="13"/><Attribute name="hidden slides" value="0"/><Attribute name="multimedia clips" value="0"/><Attribute name="scale crop" value="no"/><Attribute name="company" value="NCTM"/><Attribute name="links up to date" value="no"/><Attribute name="shared doc" value="no"/><Attribute name="links dirty" value="no"/><Attribute name="application version" value="15.0000"/></DataObject></PageMap><HAS><L></L><C CID="0FPCTYgJoxcJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R MIME="application/pdf" N="5"><U>http://www.nctm.org/Publications/mathematics-teacher/1996/Vol1/Issue1/MATHEMATICS-TEACHER-INDEX-(1996)-Vol-89_pdf/</U><UE>http://www.nctm.org/Publications/mathematics-teacher/1996/Vol1/Issue1/MATHEMATICS-TEACHER-INDEX-(1996)-Vol-89_pdf/</UE><T>Download PDF</T><RK>0</RK><S>The Demands of &lt;b&gt;Alternative Assessment&lt;/b&gt;: What Teachers Say. Sept., 484-88. &lt;br&gt; Bennett, Albert B. Jr., and Eugene Maier. A Visual Approach to Solving Mixture.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130607140428-04&#39;00&#39;"/><Attribute name="producer" value="Adobe Acrobat 10.1.3 Paper Capture Plug-in"/><Attribute name="moddate" value="D:20130607140517-04&#39;00&#39;"/><Attribute name="title" value="MT_VOL_89_1996"/></DataObject></PageMap><HAS><L></L><C CID="76J17N-xlJEJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R N="6"><U>http://www.nctm.org/Research-and-Advocacy/advocacy-in-the-field/Capitol-Report/Capitol-Report_-May-2016/</U><UE>http://www.nctm.org/Research-and-Advocacy/advocacy-in-the-field/Capitol-Report/Capitol-Report_-May-2016/</UE><T>Capitol Report: May 2016 - National Council of Teachers of ...</T><RK>0</RK><S>NCTM had hoped to be selected for the panel, particularly since one of the &lt;br&gt; assessment issues addressed the use of &lt;b&gt;alternative assessments&lt;/b&gt; for grade 8&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="ssJJLXG9PBgJ" SZ="109k"></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R MIME="application/pdf" N="7"><U>http://www.nctm.org/Publications/mathematics-teacher/2000/Vol93/Issue2/mt2000-02-132a_pdf/</U><UE>http://www.nctm.org/Publications/mathematics-teacher/2000/Vol93/Issue2/mt2000-02-132a_pdf/</UE><T>Download PDF</T><RK>0</RK><S>One &lt;b&gt;alternative&lt;/b&gt; form of &lt;b&gt;assessment&lt;/b&gt; that incorporates these standards is journal &lt;br&gt; writing. After reading about the potential benefits of jour- nal writing, we each&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20020421140524Z"/><Attribute name="producer" value="Acrobat Distiller 4.05 for Macintosh"/><Attribute name="author" value="Don Christian"/><Attribute name="creator" value="QuarkXPressª 4.11: AdobePS 8.7.2 (104)"/><Attribute name="title" value="Feb 119-138"/><Attribute name="moddate" value="D:20030806095813-03&#39;00&#39;"/></DataObject></PageMap><HAS><L></L><C CID="XH-u0CX_gRQJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R MIME="application/pdf" N="8"><U>http://www.nctm.org/Publications/teaching-children-mathematics/1994/Vol1/Issue1/INDEX-to-TEACHING-CHILDREN-MATHEMATICS-(1994-1995)-Vol_-1_pdf/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/1994/Vol1/Issue1/INDEX-to-TEACHING-CHILDREN-MATHEMATICS-(1994-1995)-Vol_-1_pdf/</UE><T>Download PDF</T><RK>0</RK><S>Lase: Journal Keeping in Mathematics Class. Feb., 336-40. Hirstein, James, and &lt;br&gt; Sharon B. Walen, Classroom. Vignette: An &lt;b&gt;Alternative&lt;/b&gt;-&lt;b&gt;Assessment&lt;/b&gt; Tool. Feb.,.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130613115727-04&#39;00&#39;"/><Attribute name="producer" value="Adobe Acrobat 10.1.3 Paper Capture Plug-in"/><Attribute name="moddate" value="D:20130613115836-04&#39;00&#39;"/><Attribute name="title" value="TCM_VOL_1_1994-95"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///d9addebb652116e7d0a65d3514c190105dbd137d83754dce16aab9afa3eaf327"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="194"/><Attribute name="height" value="259"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQL2NdluceVhrYH6AnHwTDhqN4jGgdAkUMdbzScuzd3QQfsjG-oHwuVOfxM"/></DataObject></PageMap><HAS><L></L><C CID="gyHVz8eDKJwJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R MIME="application/pdf" N="9"><U>http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Research_Conference/1994ResearchPresessionProg.pdf</U><UE>http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Research_Conference/1994ResearchPresessionProg.pdf</UE><T>RESEARCH &amp;#39; PRESESSION</T><RK>0</RK><BYLINEDATE>766134000</BYLINEDATE><S>Apr 12, 1994 &lt;b&gt;...&lt;/b&gt; National Assessment of Educational Progress (NAEP), with special emphasis on &lt;br&gt; recent ..... Developing &lt;b&gt;Alternative Assessment&lt;/b&gt;: _. What We&amp;#39;re&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="producer" value="Adobe PSL 1.1e for Canon"/><Attribute name="moddate" value="Tue Oct 1 07:17:56 2013"/><Attribute name="creator" value="Canon iR-ADV C5035 PDF"/><Attribute name="creationdate" value="Tue Oct 1 05:13:01 2013"/></DataObject></PageMap><HAS><L></L><C CID="_v8iIQB-1TMJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R N="10"><U>http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2005/Vol10/Issue9/?ref=1</U><UE>http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2005/Vol10/Issue9/%3Fref%3D1</UE><T>Issue9 - National Council of Teachers of Mathematics</T><RK>0</RK><S>&lt;b&gt;Alternative assessment&lt;/b&gt; plays a crucial role in providing feedback to students &lt;br&gt; throughout the unit. Student work provided. Skills, behavior expectations, and&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="5u1l-MWeS14J" SZ="138k"></C><RT></RT></HAS></R></RES> </GSP> 
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7/26/2016 2:31:03 AMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.187806</TM><Q>odd and even</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="odd and even" name="q" original_value="odd+and+even" url_escaped_value="odd+and+even" value="odd and even"></PARAM><PARAM js_escaped_value="AELymgVKEIbZIxj3ZUYbv9k-mBmmEYkTzm9f9k3BEkJCCC8qfO4FMeTzHrV-AdqBCUjHFK2u5ax8BRLPAk2F28bPx3ZUGKXACGdNUIoWH6QfcyN1gxpTfZg" name="adkw" original_value="AELymgVKEIbZIxj3ZUYbv9k-mBmmEYkTzm9f9k3BEkJCCC8qfO4FMeTzHrV-AdqBCUjHFK2u5ax8BRLPAk2F28bPx3ZUGKXACGdNUIoWH6QfcyN1gxpTfZg" url_escaped_value="AELymgVKEIbZIxj3ZUYbv9k-mBmmEYkTzm9f9k3BEkJCCC8qfO4FMeTzHrV-AdqBCUjHFK2u5ax8BRLPAk2F28bPx3ZUGKXACGdNUIoWH6QfcyN1gxpTfZg" value="AELymgVKEIbZIxj3ZUYbv9k-mBmmEYkTzm9f9k3BEkJCCC8qfO4FMeTzHrV-AdqBCUjHFK2u5ax8BRLPAk2F28bPx3ZUGKXACGdNUIoWH6QfcyN1gxpTfZg"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>111</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>128</M> <NB><NU>/custom?q=odd+and+even&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivns&amp;ei=vgOXV4O2BorMeuHDrrAO&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>https://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-and-Odd-Numbers_-A-Journey-into-The-Algebraic-Thinking-Practice-of-Justification/</U><UE>https://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-and-Odd-Numbers_-A-Journey-into-The-Algebraic-Thinking-Practice-of-Justification/</UE><T>&lt;b&gt;Even&lt;/b&gt; and &lt;b&gt;Odd&lt;/b&gt; Numbers: A Journey into The Algebraic Thinking ...</T><RK>0</RK><BYLINEDATE>1453104000</BYLINEDATE><S>Jan 18, 2016 &lt;b&gt;...&lt;/b&gt; Our goals with this activity were to have students explore &lt;b&gt;even&lt;/b&gt; and &lt;b&gt;odd&lt;/b&gt; numbers, &lt;br&gt; develop conjectures based on the sums of &lt;b&gt;even&lt;/b&gt; and &lt;b&gt;odd&lt;/b&gt;&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/teaching_children_mathematics/TCM_Blog/2016_01_18_Isler%20et%20al_1%20fig_1.png"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="202"/><Attribute name="height" value="250"/><Attribute name="src" value="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTdr4ITiQE5s2cCZpMO-IatXhcosH-eERJMRzVPcIPKmZYNd_UeW8Pv68k"/></DataObject></PageMap><HAS><L></L><C CID="Hc3eBBaQoOYJ" SZ="127k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R N="2"><U>http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-and-Odd-Numbers,-Part-2_-A-Journey-into-the-Algebraic-Thinking-Practice-of-Justification/</U><UE>http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-and-Odd-Numbers,-Part-2_-A-Journey-into-the-Algebraic-Thinking-Practice-of-Justification/</UE><T>&lt;b&gt;Even&lt;/b&gt; and &lt;b&gt;Odd&lt;/b&gt; Numbers, Part 2: A Journey into the Algebraic ...</T><RK>0</RK><BYLINEDATE>1454313600</BYLINEDATE><S>Feb 1, 2016 &lt;b&gt;...&lt;/b&gt; Peggy&amp;#39;s argument is not dependent on specific numbers; rather, it is built on &lt;br&gt; generalizations about sums of &lt;b&gt;even&lt;/b&gt; and &lt;b&gt;odd&lt;/b&gt; numbers. Therefore&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/teaching_children_mathematics/TCM_Blog/2016-02-01_Isler%20et%20al_2%20fig%202b.png"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="269"/><Attribute name="height" value="188"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcSn3VszcH7sn9-3OrG9eFqJJ4UDLudpCb_v2Z6yY-5tFsAGK5rapTEv80uH"/></DataObject></PageMap><HAS><L></L><C CID="WkiwSyBQjbsJ" SZ="130k"></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R MIME="application/pdf" N="3"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=VJwObEnErFo%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DVJwObEnErFo%253D</UE><T>Benny, a sixth grader whose teacher regards him as one of her best ...</T><RK>0</RK><S>&lt;b&gt;even&lt;/b&gt; numbers, in a pattern, can be &lt;b&gt;even&lt;/b&gt; and &lt;b&gt;odd&lt;/b&gt;, and some can&amp;#39;t. Four can&amp;#39;t ... &lt;br&gt; two is eleven groups, that doesn&amp;#39;t mean it&amp;#39;s an &lt;b&gt;odd&lt;/b&gt; num- ber. My conjecture, I&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20090730101755-04&#39;00&#39;"/><Attribute name="producer" value="Acrobat Distiller 8.1.0 (Macintosh)"/><Attribute name="moddate" value="D:20090730101912-04&#39;00&#39;"/><Attribute name="title" value="untitled"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///4d652e7f902d35e8b7efa1a1c441666ac11effe830ca689be153d3214c1e9c0d"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="375"/><Attribute name="height" value="134"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQaHyFJJnmKW-EgkiWRfn5e8ObWlu0TCCwMGtKf8FiOJeBtpyrkZV6u2X8"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R MIME="application/pdf" N="4"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=THVr8%2BojgxA%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DTHVr8%252BojgxA%253D</UE><T>Read an Excerpt (PDF)</T><RK>0</RK><S>example, “um that, that one, [pause] um—zero has to be an &lt;b&gt;odd&lt;/b&gt;, an &lt;b&gt;even&lt;/b&gt; number&lt;br&gt; .” Moreover, the initial disagreeing party will often avoid using the term&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20100322095507-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS3 (5.0.4)"/><Attribute name="producer" value="Adobe PDF Library 8.0"/><Attribute name="moddate" value="D:20100322100713-04&#39;00&#39;"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///2c57b0c5ceba9880c9d86290848614c98ea65a5a51eb68d5a5cd1593cae90dca"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="306"/><Attribute name="height" value="165"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRBxIBkfNtvIHomsVdbiZUugsoDR_w8Q3L0ZOiWncyrLMm3GgXBFysrh5t5"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R MIME="application/pdf" N="5"><U>https://www.nctm.org/uploadedFiles/Classroom_Resources/Lesson_Plans/PaperPool-ScoringSamples.pdf</U><UE>https://www.nctm.org/uploadedFiles/Classroom_Resources/Lesson_Plans/PaperPool-ScoringSamples.pdf</UE><T>Scoring Samples</T><RK>0</RK><S>&lt;b&gt;even&lt;/b&gt; or &lt;b&gt;even&lt;/b&gt; by &lt;b&gt;odd&lt;/b&gt;, but she does not tell whether she is giving the horizontal or &lt;br&gt; the vertical dimension first. Her drawings and organizational tools (she made&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20050728083132-04&#39;00&#39;"/><Attribute name="author" value="pvennebush"/><Attribute name="creator" value="PScript5.dll Version 5.2"/><Attribute name="producer" value="Acrobat Distiller 6.0 (Windows)"/><Attribute name="moddate" value="D:20080627143413-07&#39;00&#39;"/><Attribute name="title" value="Microsoft Word - PaperPool-SampleScoring.doc"/></DataObject></PageMap><HAS><L></L><C CID="sFDyp-0ZYr8J" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R MIME="application/pdf" N="6"><U>http://www.nctm.org/Publications/mathematics-teacher/2013/Vol107/Issue5/mt2013-12-341a_pdf/</U><UE>http://www.nctm.org/Publications/mathematics-teacher/2013/Vol107/Issue5/mt2013-12-341a_pdf/</UE><T>Download PDF</T><RK>0</RK><S>pairs of candidates; one is {2, 6}, which is &lt;b&gt;even&lt;/b&gt;, and the other is {3, 4}, which is &lt;br&gt; &lt;b&gt;odd&lt;/b&gt;. Parity can be used to make progress in the first row of the puzzle in figure 3.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Harold B. Reiter, John Thornton, and G. Patrick Vennebush"/><Attribute name="creationdate" value="D:20131113122510-05&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="moddate" value="D:20131113122645-05&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/><Attribute name="subject" value="Through KenKen puzzles, students can explore parity, counting, subsets, and various problem-solving strategies."/><Attribute name="title" value="Using KenKen to Build Reasoning Skills"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///4384483d2bb7ba48a7f29f4743df4e3d9e52d8f364d7253279898c11b0ca15fc"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="261"/><Attribute name="height" value="193"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRNuMrWnX9Q0m5vefJL27Xo53M537uDI48wEkD_kqrwKVU2Blcb3nWQq2M"/></DataObject></PageMap><HAS><L></L><C CID="idwip4F-hn8J" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R MIME="application/pdf" N="7"><U>http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue7/tcm2016-03-412a/</U><UE>http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue7/tcm2016-03-412a/</UE><T>Promoting Mathematical Argumentation</T><RK>0</RK><S>&lt;b&gt;odd&lt;/b&gt; numbers?” Specify conditions. A × ___ = B × ___. Introduce false claims. “&lt;br&gt; Every time you multiply two numbers, you are always going to get an &lt;b&gt;even&lt;/b&gt; &lt;br&gt; number&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Chepina Rumsey and Cynthia W. Langrall"/><Attribute name="creationdate" value="D:20160222111449-05&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS6 (Macintosh)"/><Attribute name="moddate" value="D:20160223083421-05&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 10.0.1"/><Attribute name="subject" value="These evidence-based instructional strategies can lead to deeper mathematical conversations in upper elementary school classrooms."/><Attribute name="title" value="Promoting Mathematical Argumentation"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///435aa108fb82da4b3206ee990e49f02d1fa70dee1a087c29de003c1647f3f152"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="260"/><Attribute name="height" value="194"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQ730MRtKuLSSzxmIAO7D5sBiYjvtEpooGHZKGm594-bNE-5B6ILYM8Jndf"/></DataObject></PageMap><HAS><L></L><C CID="F0Pcb01K9OIJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R N="8"><U>http://www.nctm.org/classroom-resources/lessons/Which-Pocket_/</U><UE>http://www.nctm.org/classroom-resources/lessons/Which-Pocket_/</UE><T>Which Pocket? - National Council of Teachers of Mathematics</T><RK>0</RK><S>If the ball lands in pocket B , the length is &lt;b&gt;even&lt;/b&gt;. If the ball lands in pocket D , the ... &lt;br&gt; The length and height are equal, or; The length and height are both &lt;b&gt;odd&lt;/b&gt;.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Classroom_Resources/Lesson_Plans/6042%20icon.png"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="120"/><Attribute name="height" value="120"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQjLKV49xnsl5iLDezqAvK7lRNXNIzkR7KBy1lUjnAGjFQblX8EejQb"/></DataObject></PageMap><HAS><L></L><C CID="BXInq7iXh9gJ" SZ="124k"></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R MIME="application/pdf" N="9"><U>http://www.nctm.org/uploadedFiles/Professional_Development/FHSM_Video_Library_Task_Force/Inductive%20reasoning%20to%20proof.pdf</U><UE>http://www.nctm.org/uploadedFiles/Professional_Development/FHSM_Video_Library_Task_Force/Inductive%2520reasoning%2520to%2520proof.pdf</UE><T>From Inductive Reasoning to Proof</T><RK>0</RK><S>that every &lt;b&gt;odd&lt;/b&gt; whole number will be the sum of consecutive whole numbers. (a) &lt;br&gt; take any &lt;b&gt;odd&lt;/b&gt; number, say, 17. Because 17 is &lt;b&gt;odd&lt;/b&gt;, it is an &lt;b&gt;even&lt;/b&gt; number plus 1.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20091120154658-05&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS3 (5.0.4)"/><Attribute name="producer" value="Adobe PDF Library 8.0"/><Attribute name="moddate" value="D:20091120154706-05&#39;00&#39;"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///46a5f3d2ebfc3bdb4030b9b1efd3f6c0cd70d5f602a1c49180cc5eb0d747edca"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="196"/><Attribute name="height" value="257"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRIhZIgYncWYnAmxk0kl29tgvz4Wt5MdEk1T1Dyz-eBCRnAcmfpGbDnoAtg"/></DataObject></PageMap><HAS><L></L><C CID="8SC8Rv0rWkAJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R MIME="application/pdf" N="10"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=3gGscrZcfJc%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3D3gGscrZcfJc%253D</UE><T>Number and Operations</T><RK>0</RK><S>whether they are &lt;b&gt;odd&lt;/b&gt; or &lt;b&gt;even&lt;/b&gt;, etc.), conclusions can be drawn about them. •• The &lt;br&gt; patterns in the place value system can make it easier to interpret and operate&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20120308163517-05&#39;00&#39;"/><Attribute name="author" value="darrelfrost"/><Attribute name="creator" value="Adobe InDesign CS4 (6.0.6)"/><Attribute name="producer" value="Acrobat Distiller 9.5.0 (Macintosh)"/><Attribute name="moddate" value="D:20120308163535-05&#39;00&#39;"/><Attribute name="title" value="Small_2012_final.indd"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///fdc34c154cef973eec99845873a02ba6a5bbaaa9b192f762ce91943d6ab03070"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="215"/><Attribute name="height" value="235"/><Attribute name="src" value="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTi72Mt_9xH2GsnAqVyHc8bQoeV84_sDGLG6A7rrjNdvn3DWE1Ymn6Kn0w"/></DataObject></PageMap><HAS><L></L><C CID="GERS4V0dyCAJ" SZ=""></C><RT></RT></HAS></R></RES> </GSP> 
7/26/2016 2:31:03 AMGoogle URL: https://www.google.com/cse?cx=012414586328843467846:9xpvoxti6co&client=google-csbe&output=xml_no_dtd&num=10&start=0&q=odd+and+even 
7/26/2016 2:31:02 AMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.199370</TM><Q>odd and even</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="odd and even" name="q" original_value="odd+and+even" url_escaped_value="odd+and+even" value="odd and even"></PARAM><PARAM js_escaped_value="AELymgWm1oIx7P_Jnvs2OpN2ulB0bGxu7qt-S5PB3PNnuWdlhxEvpgHkAKP5As7swVasdw-EG1o6yPNV3Mb-D6y7PJInp05DK2LX-KlEstFNly2A2kMPVkw" name="adkw" original_value="AELymgWm1oIx7P_Jnvs2OpN2ulB0bGxu7qt-S5PB3PNnuWdlhxEvpgHkAKP5As7swVasdw-EG1o6yPNV3Mb-D6y7PJInp05DK2LX-KlEstFNly2A2kMPVkw" url_escaped_value="AELymgWm1oIx7P_Jnvs2OpN2ulB0bGxu7qt-S5PB3PNnuWdlhxEvpgHkAKP5As7swVasdw-EG1o6yPNV3Mb-D6y7PJInp05DK2LX-KlEstFNly2A2kMPVkw" value="AELymgWm1oIx7P_Jnvs2OpN2ulB0bGxu7qt-S5PB3PNnuWdlhxEvpgHkAKP5As7swVasdw-EG1o6yPNV3Mb-D6y7PJInp05DK2LX-KlEstFNly2A2kMPVkw"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>111</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>128</M> <NB><NU>/custom?q=odd+and+even&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivns&amp;ei=vAOXV9ndO4nneMT4t6gK&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>https://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-and-Odd-Numbers_-A-Journey-into-The-Algebraic-Thinking-Practice-of-Justification/</U><UE>https://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-and-Odd-Numbers_-A-Journey-into-The-Algebraic-Thinking-Practice-of-Justification/</UE><T>&lt;b&gt;Even&lt;/b&gt; and &lt;b&gt;Odd&lt;/b&gt; Numbers: A Journey into The Algebraic Thinking ...</T><RK>0</RK><BYLINEDATE>1453104000</BYLINEDATE><S>Jan 18, 2016 &lt;b&gt;...&lt;/b&gt; Our goals with this activity were to have students explore &lt;b&gt;even&lt;/b&gt; and &lt;b&gt;odd&lt;/b&gt; numbers, &lt;br&gt; develop conjectures based on the sums of &lt;b&gt;even&lt;/b&gt; and &lt;b&gt;odd&lt;/b&gt;&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/teaching_children_mathematics/TCM_Blog/2016_01_18_Isler%20et%20al_1%20fig_1.png"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="202"/><Attribute name="height" value="250"/><Attribute name="src" value="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTdr4ITiQE5s2cCZpMO-IatXhcosH-eERJMRzVPcIPKmZYNd_UeW8Pv68k"/></DataObject></PageMap><HAS><L></L><C CID="Hc3eBBaQoOYJ" SZ="127k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R N="2"><U>http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-and-Odd-Numbers,-Part-2_-A-Journey-into-the-Algebraic-Thinking-Practice-of-Justification/</U><UE>http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-and-Odd-Numbers,-Part-2_-A-Journey-into-the-Algebraic-Thinking-Practice-of-Justification/</UE><T>&lt;b&gt;Even&lt;/b&gt; and &lt;b&gt;Odd&lt;/b&gt; Numbers, Part 2: A Journey into the Algebraic ...</T><RK>0</RK><BYLINEDATE>1454313600</BYLINEDATE><S>Feb 1, 2016 &lt;b&gt;...&lt;/b&gt; Peggy&amp;#39;s argument is not dependent on specific numbers; rather, it is built on &lt;br&gt; generalizations about sums of &lt;b&gt;even&lt;/b&gt; and &lt;b&gt;odd&lt;/b&gt; numbers. Therefore&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/teaching_children_mathematics/TCM_Blog/2016-02-01_Isler%20et%20al_2%20fig%202b.png"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="269"/><Attribute name="height" value="188"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcSn3VszcH7sn9-3OrG9eFqJJ4UDLudpCb_v2Z6yY-5tFsAGK5rapTEv80uH"/></DataObject></PageMap><HAS><L></L><C CID="WkiwSyBQjbsJ" SZ="130k"></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R MIME="application/pdf" N="3"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=VJwObEnErFo%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DVJwObEnErFo%253D</UE><T>Benny, a sixth grader whose teacher regards him as one of her best ...</T><RK>0</RK><S>&lt;b&gt;even&lt;/b&gt; numbers, in a pattern, can be &lt;b&gt;even&lt;/b&gt; and &lt;b&gt;odd&lt;/b&gt;, and some can&amp;#39;t. Four can&amp;#39;t ... &lt;br&gt; two is eleven groups, that doesn&amp;#39;t mean it&amp;#39;s an &lt;b&gt;odd&lt;/b&gt; num- ber. My conjecture, I&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20090730101755-04&#39;00&#39;"/><Attribute name="producer" value="Acrobat Distiller 8.1.0 (Macintosh)"/><Attribute name="moddate" value="D:20090730101912-04&#39;00&#39;"/><Attribute name="title" value="untitled"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///4d652e7f902d35e8b7efa1a1c441666ac11effe830ca689be153d3214c1e9c0d"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="375"/><Attribute name="height" value="134"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQaHyFJJnmKW-EgkiWRfn5e8ObWlu0TCCwMGtKf8FiOJeBtpyrkZV6u2X8"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R MIME="application/pdf" N="4"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=THVr8%2BojgxA%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DTHVr8%252BojgxA%253D</UE><T>Read an Excerpt (PDF)</T><RK>0</RK><S>example, “um that, that one, [pause] um—zero has to be an &lt;b&gt;odd&lt;/b&gt;, an &lt;b&gt;even&lt;/b&gt; number&lt;br&gt; .” Moreover, the initial disagreeing party will often avoid using the term&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20100322095507-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS3 (5.0.4)"/><Attribute name="producer" value="Adobe PDF Library 8.0"/><Attribute name="moddate" value="D:20100322100713-04&#39;00&#39;"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///2c57b0c5ceba9880c9d86290848614c98ea65a5a51eb68d5a5cd1593cae90dca"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="306"/><Attribute name="height" value="165"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRBxIBkfNtvIHomsVdbiZUugsoDR_w8Q3L0ZOiWncyrLMm3GgXBFysrh5t5"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R MIME="application/pdf" N="5"><U>https://www.nctm.org/uploadedFiles/Classroom_Resources/Lesson_Plans/PaperPool-ScoringSamples.pdf</U><UE>https://www.nctm.org/uploadedFiles/Classroom_Resources/Lesson_Plans/PaperPool-ScoringSamples.pdf</UE><T>Scoring Samples</T><RK>0</RK><S>&lt;b&gt;even&lt;/b&gt; or &lt;b&gt;even&lt;/b&gt; by &lt;b&gt;odd&lt;/b&gt;, but she does not tell whether she is giving the horizontal or &lt;br&gt; the vertical dimension first. Her drawings and organizational tools (she made&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20050728083132-04&#39;00&#39;"/><Attribute name="author" value="pvennebush"/><Attribute name="creator" value="PScript5.dll Version 5.2"/><Attribute name="producer" value="Acrobat Distiller 6.0 (Windows)"/><Attribute name="moddate" value="D:20080627143413-07&#39;00&#39;"/><Attribute name="title" value="Microsoft Word - PaperPool-SampleScoring.doc"/></DataObject></PageMap><HAS><L></L><C CID="sFDyp-0ZYr8J" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R MIME="application/pdf" N="6"><U>http://www.nctm.org/Publications/mathematics-teacher/2013/Vol107/Issue5/mt2013-12-341a_pdf/</U><UE>http://www.nctm.org/Publications/mathematics-teacher/2013/Vol107/Issue5/mt2013-12-341a_pdf/</UE><T>Download PDF</T><RK>0</RK><S>pairs of candidates; one is {2, 6}, which is &lt;b&gt;even&lt;/b&gt;, and the other is {3, 4}, which is &lt;br&gt; &lt;b&gt;odd&lt;/b&gt;. Parity can be used to make progress in the first row of the puzzle in figure 3.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Harold B. Reiter, John Thornton, and G. Patrick Vennebush"/><Attribute name="creationdate" value="D:20131113122510-05&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="moddate" value="D:20131113122645-05&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/><Attribute name="subject" value="Through KenKen puzzles, students can explore parity, counting, subsets, and various problem-solving strategies."/><Attribute name="title" value="Using KenKen to Build Reasoning Skills"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///4384483d2bb7ba48a7f29f4743df4e3d9e52d8f364d7253279898c11b0ca15fc"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="261"/><Attribute name="height" value="193"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRNuMrWnX9Q0m5vefJL27Xo53M537uDI48wEkD_kqrwKVU2Blcb3nWQq2M"/></DataObject></PageMap><HAS><L></L><C CID="idwip4F-hn8J" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R MIME="application/pdf" N="7"><U>http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue7/tcm2016-03-412a/</U><UE>http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue7/tcm2016-03-412a/</UE><T>Promoting Mathematical Argumentation</T><RK>0</RK><S>&lt;b&gt;odd&lt;/b&gt; numbers?” Specify conditions. A × ___ = B × ___. Introduce false claims. “&lt;br&gt; Every time you multiply two numbers, you are always going to get an &lt;b&gt;even&lt;/b&gt; &lt;br&gt; number&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Chepina Rumsey and Cynthia W. Langrall"/><Attribute name="creationdate" value="D:20160222111449-05&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS6 (Macintosh)"/><Attribute name="moddate" value="D:20160223083421-05&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 10.0.1"/><Attribute name="subject" value="These evidence-based instructional strategies can lead to deeper mathematical conversations in upper elementary school classrooms."/><Attribute name="title" value="Promoting Mathematical Argumentation"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///435aa108fb82da4b3206ee990e49f02d1fa70dee1a087c29de003c1647f3f152"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="260"/><Attribute name="height" value="194"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQ730MRtKuLSSzxmIAO7D5sBiYjvtEpooGHZKGm594-bNE-5B6ILYM8Jndf"/></DataObject></PageMap><HAS><L></L><C CID="F0Pcb01K9OIJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R N="8"><U>http://www.nctm.org/classroom-resources/lessons/Which-Pocket_/</U><UE>http://www.nctm.org/classroom-resources/lessons/Which-Pocket_/</UE><T>Which Pocket? - National Council of Teachers of Mathematics</T><RK>0</RK><S>If the ball lands in pocket B , the length is &lt;b&gt;even&lt;/b&gt;. If the ball lands in pocket D , the ... &lt;br&gt; The length and height are equal, or; The length and height are both &lt;b&gt;odd&lt;/b&gt;.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Classroom_Resources/Lesson_Plans/6042%20icon.png"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="120"/><Attribute name="height" value="120"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQjLKV49xnsl5iLDezqAvK7lRNXNIzkR7KBy1lUjnAGjFQblX8EejQb"/></DataObject></PageMap><HAS><L></L><C CID="BXInq7iXh9gJ" SZ="124k"></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R MIME="application/pdf" N="9"><U>http://www.nctm.org/uploadedFiles/Professional_Development/FHSM_Video_Library_Task_Force/Inductive%20reasoning%20to%20proof.pdf</U><UE>http://www.nctm.org/uploadedFiles/Professional_Development/FHSM_Video_Library_Task_Force/Inductive%2520reasoning%2520to%2520proof.pdf</UE><T>From Inductive Reasoning to Proof</T><RK>0</RK><S>that every &lt;b&gt;odd&lt;/b&gt; whole number will be the sum of consecutive whole numbers. (a) &lt;br&gt; take any &lt;b&gt;odd&lt;/b&gt; number, say, 17. 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See Valuable. &lt;b&gt;COUPONS&lt;/b&gt; beginning page 205. Program Book&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="gfink"/><Attribute name="creationdate" value="D:20140226135804-05&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS6 (Macintosh)"/><Attribute name="moddate" value="D:20140312144911-04&#39;00&#39;"/><Attribute name="producer" value="Acrobat Distiller 9.5.5 (Macintosh)"/><Attribute name="title" value="01-NewOrleans-frontmatter-bg.indd"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///26779faee526eee65a206a73c953ae19a8259ae56a5a6b85bd038414e1584db4"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="235"/><Attribute name="height" value="214"/><Attribute name="src" value="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTZSg7aZjMxjNmRxCm9ZvOsRa4JNK34EPjhVdqx6oSnGuAxbSN3aOvxPUQ9"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R N="9"><U>http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2010/Vol16/Issue5/Math-For-Real_-Which-Coupon-Code-Would-You-Use_/</U><UE>http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2010/Vol16/Issue5/Math-For-Real_-Which-Coupon-Code-Would-You-Use_/</UE><T>Math For Real: Which &lt;b&gt;Coupon&lt;/b&gt; Code Would You Use? - National ...</T><RK>0</RK><S>Math For Real: Which &lt;b&gt;Coupon&lt;/b&gt; Code Would You Use? This is available to &lt;br&gt; members of NCTM. Please log in now to view this article. If you are interested in a&lt;br&gt; &amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="Kh0xcw7c4DgJ" SZ="130k"></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R N="10"><U>https://www.nctm.org/Membership/Membership-Options-for-Individuals/</U><UE>https://www.nctm.org/Membership/Membership-Options-for-Individuals/</UE><T>Membership Options for Individuals - National Council of Teachers ...</T><RK>0</RK><S>Join or Renew your membership today: information about member benefits and a &lt;br&gt; print-friendly version of the membership options for individuals.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="r9jfPmuf1RUJ" SZ="106k"></C><RT></RT></HAS></R></RES> </GSP> 
7/26/2016 2:30:41 AMGoogle URL: https://www.google.com/cse?cx=012414586328843467846:9xpvoxti6co&client=google-csbe&output=xml_no_dtd&num=10&start=0&q=coupons 
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