> kmj @;bjbj 4V@3SSSSSgggg{\gNV^5555UUUUUUUWZ>USUSS55VS5S5UUn585dg
6 UV0NV6Z*Z@88ZSU4UUNVZ : Everyday Math
For the Pre-K Teacher
Trends in International Mathematics and Science Study (TIMSS 2007)
Focused on math and science achievement of 8th graders
38 countries including the USA participated
Results of TIMSS 2007
8th grade U.S. students fell in the middle with a score of 508
Top 5 countries:
Chinese Taipei (598)
Republic of Korea (597)
Singapore (593)
Hong Kong (572)
Japan (570)
Correlation between:
National Council of Teachers of Mathematics (NCTM)
Florida Voluntary Prekindergarten Ed. Standards
National Council of Teachers of Mathematics Strands
Number Sense Concepts and Operations
Algebraic Thinking
Geometry and Spatial Sense
Measurement
Data Analysis and Probability
NCTM and Florida Voluntary Prekindergarten Education Standards
The VPK Standards are taken directly form the NCTM strands.
Number Sense and Operations
Involves ability to count
Constructs sets of objects
Uses 1:1 correspondence
Understands if two sets are equal
Understands if two sets have more or less
Manipulating sets of numbers
(combining sets of concrete objects and taking them away from set)
Algebra (Patterns and Seriation)
Recognizes patterns
Creates patterns
Orders objects in a series
Geometry and Spatial Sense
Recognizes, manipulates and compares 2 dimensional shapes
Recognizes, manipulates and compares 3 dimensional shapes
Explores symmetry
Uses positional words to understand and describe their world
Measurement
Compares quantities of:
Length
Weight
Height
Data Analysis and Probability
Analyzes data
Making predictions
Number SenseDemonstrates understanding of one to one correspondence
Passing out a napkin, cup, snack or utensil to each child at snack time
Setting the table at house area
Counting toys in a pile while keeping track of which toys have already been counted
Pointing to each object as they count and assigning the appropriate number to each object
Add ice cube trays or egg cartons to toy area so children can place ONE object in each section as they count
Number SenseDemonstrates understanding of one-to one correspondence to determine if 2 sets are equal
Counting two separate piles of counters to determine if they are equal
Counting two separate boxes of crayons to determine if they are equal
Provide materials for 1:1 matching: pegs/pegboards, nuts/bots, jars/lids, bottles/caps
During snack count the napkins and cups to see if the two sets are equal
Teddy Bear Counters (Size and Color)
Number SenseShows understanding of how to count and construct sets
Child counts sets 1-5
Child counts sets 1-10
Child counts sets 1-15
Count out a set of 5 unifix cubes
Count how many boys (a set), how many girls (a set)
Uses the term SET
Unifix Cubes
Picture # 4 Number Sense Counting objects
Number SenseShows understanding by participating in the comparison of quantities
Determine which set has MORE
Determine which set has LESS
Determine if two sets are EQUAL
Dominoes
Counting Keys
Number SenseAssigns and relates numerical representations among numerals (written), sets of objects, and number names (spoken) in the range of five to ten
Incorporate counting into everyday activities and identifies which written numeral represents that amount
Written numerals are a symbol to represent quantity. They are more abstract and should always be coupled with concrete objects for the young learner.
Unifix StairsQuantity to numeral
Picture # 8 Number SenseQuantity of objects to numeral
Picture # 15 Number SenseQuantity of objects to numeral
Magnetic Numbers and Counters
Number SenseQuantity of objects to numerals
Number SenseCounts and knows the sequence of spoken number names
Numbers 1-12 must be memorized when counting
Numbers 13-19 have a pattern; 14 = four + teen, 16 = six + teen.
Number SenseShows understanding of and uses appropriate terms to describe ORDINAL positions
First, second, third, fourth, fifth
Identifying who is first in line
Placing an item in the appropriate position: put mama bear first, baby bear second, and papa bear third.
Play Simeon Says: Touch your head first, your mouth second.
Number Sense and OperationsShows an understanding of how to combine sets and remove from a concrete set of objects
Once children can count ten objects, they can begin to ADD (combine) sets of objects together and SUBTRACT (remove) objects from sets.
Give children three blocks and then ADD two more blocks. Ask: Do we have the SAME amount that we started with or MORE?
Number and OperationsShows understanding of how to ADD (combine) sets and SUBTRACT (remove) from a concrete set of objects
Child indicates there are LESS objects when they SUBTRACT (remove) objects from a SET.
Give children 5 M&Ms. Remove 3 M&Ms. Ask them if they have more or less then when they started.
Children understand the concept of MORE quicker. LESS is a harder concept because it is more abstract.
AlgebraRecognizes patterns and non-patterns
Recognizes the pattern in a predictable book and says the next line before turning the page (Brown Bear, Brown Bear)
Arranging cube blocks in a repeated pattern (green, blue, green, blue, green, blue)
Copying a sound pattern (two claps, pause, two claps, pause)
Picture # 17 Algebra Simple repeating pattern
Picture # 2 AlgebraSimple repeating pattern
Algebraic Vocabulary
Math Links
Algebra
Sorts and classifies objects by color, shape, size, or kind
AlgebraSorting by color
Picture # 13 AlgebraSorting by color
Picture # 17 Algebra Sorts and matches objects
AlgebraPatterns and Seriation: Orders, compares and describes objects according to a single attribute
Arranging their block buildings according to height (tall, taller, tallest)
Describing three unit blocks as long, longer, longest
Ordering teddy bear counters from small, to medium, to large.
Child verbalizes why objects were placed in order with support
Geometry and Spatial SenseUnderstands various two-dimensional shapes
Circle
Triangle
Square
Rectangle
Oval
Rhombus
Trapezoid
Geometry2-Dimensional Shapes
Geometry and Spatial SenseGeoboards
Geometry and Spatial SenseUnderstands various two-dimensional shapes
Sorts shapes into separate containers
Putting unit blocks away by size and shape
Construct shapes using various materials (popsicle sticks, straws, play doh, masking tape)
Analyzes details of shapes (corners, curves, sides)
Geometry and Spatial Sense Positions (stacking on top of another)
Geometry: Unit BlocksSpatial relations/positions
Picture # 1 GeometrySpatial relations/positions
Picture # 7 Geometry Spatial Relations/positions
Geometry Handout Unit Block Building Vocabulary
Unit
Half-unit
Double unit
Quadruple units
Pillars
Small cylinders
Large cylinders
Y switches
X switches
Circular curves
Elliptical curves
Small triangles
Large triangles
Floor boards
Roof boards
Ramps
Right angle switches
Block Play
Pre-K ESE Website
Teacher Handbook Button
H5. Block Structure
H6. Block Play
Geometry and Spatial SenseUnderstands various two-dimensional shapes
Points to named shape
Names displayed shape
Play I Spy using shape sample or shape finder
Geometry and Spatial SenseShape Finders
Geometry and Spatial SenseUnderstands the number of SIDES of two-dimensional shapes.
Counting the SIDES of a square, rectangle, triangle, etc..
Analyzing a circle and determining there are no sides
Provide a feely box with various shapes inside. Let children guess what shape it is.
Ask them to find you a shape that has 3 sides in the feely box.
Geometry and Spatial SenseAttribute Blocks
Geometry and Spatial SenseShows understanding that two-dimensional shapes remain the same in different orientations
A shape always keeps the same name regardless how it is positioned (unlike alphabet letters)
Flip
Slide
Rotate
Geometry and Spatial SenseTangrams
Geometry and Spatial SenseTangrams and Picture Cards
Geometry and Spatial Sense
Matches object to outlines of their shapes.
Geometry and Spatial SensePattern Blocks
Geometry and Spatial SensePattern Blocks and Cards
Picture # 9 GeometryMatches object to outlines of their shape
Geometry and Spatial SenseUnderstands various three-dimensional shapes, including sphere, cube, cone, cylinder.
Sorts and categorizes three-dimensional shapes
Finds real objects that represent 3-dimensional shapes (sphere=ball, globe, orange), (cube=box, cube block) (cone=ice cream cone, (cylinder=can, paper towel roll, toilet paper roll)
Geometry and Spatial Sense3-dimensional shapes
Geometry and Spatial SenseGeometric Foam Shapes
Geometry and Spatial SenseAnalyze and construct examples of symmetry and non-symmetry in 2-dimensions, using concrete objects
Trace outline of childs body on butcher paper. Place a piece of yarn down the middle of body.
Fold a piece of paper in half horizontally
Fold a piece of paper in half vertically
Show pictures of a butterfly and talk about how the two sides are the same
Geometry and Spatial SenseShows understanding of positional words
Above
Below
Next to
Beside
On top
Inside
Outside
Under
Geometry and Spatial SenseShows understanding of positional words
Use positional words when lining up for lunch (Stand behind, or stand beside, etc..
Give directions using positional words (Put the paint cups under the sink, sit on top of the table, etc..)
Play games like Simon Says with positional words
Create obstacle courses and use positional words
Geometry and Spatial SenseObstacle Course OptionsSpatial relations/positions
Geometry and Spatial SenseCan tell the difference between orientation terms such as horizontal, diagonal, and vertical
Making their arms or bodies represent orientation terms
Using popsicle sticks, or crayons, or yarns to represent orientation terms
Find traffic signs in books that have diagonal lines (railroad crossing, do not enter)
Look at various alphabet letterswhich have horizontal, diagonal, or vertical lines.
MeasurementChild measures or compares the length of one or more objects using a non-standard reference
Examples of Non-Standard
Measurement Items
Hands
Feet/Shoes
Paperclips
Yarn
Plastic rainbow math links
Pencils
MeasurementChild uses measurement vocabulary and comparative terminology
Measurement Vocabulary: length, weight, height
Comparative Terminology: more/less, shorter, longer, heaviest, lightest, etc..
MeasurementMeasuring weight
MeasurementMeasuring length
Picture # 3 Measuring length with rulers (standard measure)
Picture # 5 MeasurementMeasuring liquid volume
Picture # 12 MeasurementMeasuring height with ruler
Picture # 14 Measurement Passage of Time
Measurement One Minute and Five Minute Sand Timers
Probability and Data AnalysisRepresents and analyzes data
Collecting and sorting materials by type, color, shape
Categorizing information with charts and graphs
Analyzing differences
Analyzing similarities
Predicting before counting or sorting
Probability and Data Analysis
Data: Statistics is the study of data. It involves collecting, sorting, representing, analyzing, and interpreting information.
For the young child, the focus should be an informal experience with data collection and organization and the display of data.
Probability: It should focus on the most basic concepts such as certainty,
possibility, probability, and the vocabulary used to express these ideas.
Probability and Data AnalysisRepresents and analyzes data
Vertical bar graphs
Horizontal bar graphs
Pie graphs
Charts
Question of the Day
Data Analysis Pocket Chart
Data AnalysisQuestion of the Day
Data Analysis Question of the Day
Picture # 6 Data AnalysisCollecting Data and Analyzing Data
Data Analysis Bar Graph
Data AnalysisBar Graph
Picture # 11 Graphing
Data Analysis Graphing
Data Analysis Graphing
Data Analysis Graphing
Picture #10 Vertical Graphing
Data AnalysisGraphing
Probability
Participates in games or activities dependent upon chance (i.e., using spinners or number generators/dice).
ProbabilityRandom Choice Spinners
ProbabilitySoft Number Generators (Dice)
ProbabilityConscious Discipline Relaxation Cube
Review Self-Study Handout
Riverdeep on Dade Website
Go to HYPERLINK "http://www.dadeschools.net/" www.dadeschools.net
Click on Student
Under resources, click Riverdeep
Millies Math House
Sammys Science House
Baileys Book House
Trudys Time and Place House
McGraw-Hill Wright GroupAtt. Order Processings19201 120th Ave, NW, Suite 100Bothell, WA 98011-95121-800-532-2371
0732729475 Lets Be Clowns $21.00
0732729459 Milly and Molly $21.00
0732729505 Who Has More $21.00
073272597 I Think Ill Go Flying $21.00
0732729483 Pat and Penny $21.00
0732729467 The Hiding Game $21.00
0732726239 Waynes New Shape $21.00
Pre-K ESE Website
prekese.dadeschools.net
Click on curriculum
Click on Math
Good Math Websites
HYPERLINK "http://www.highscope/" http://www.highscope
HYPERLINK "http://math.about.com/od/earlynumeracy/" http://math.about.com/od/earlynumeracy/
HYPERLINK "http://math.about.com/blbeginnings.htm" http://math.about.com/blbeginnings.htm
HYPERLINK "http://www.topmarks.co.uk/Parents/Numbers.aspx" http://www.topmarks.co.uk/Parents/Numbers.aspx
$ 1
%
&
1
2
FB&,y*Wo' !kx""#?##$j%%''H)j)r))**D+k+,T-.h)Hhp>*h)Hhp5>*\h)Hh)Hh)HhpH*h)Hhph)Hhp5\Q%h 1 G ` p
9
^
q
1Mg
hd^hgd)HFh|7
I
CY-
hd^hgd)H-t[ +_q~5U^l s
,d
hd^hgd)H,Y=YY-)/^2c
hd^hgd)HcN")38@Jh$ +!]!!!!!!
hd^hgd)H!!!""!","<"N"^"n"{"""""""""@#V#l###$U$$$
hd^hgd)H$#%O%%"&'&-&4&X&&&&'4's''(((-))
*9*b*****+
hd^hgd)H++++#+)+l+++,\,,,V---0...///*/5/:/U/]///(0
hd^hgd)H.../i//11z222{3|3}333414M4=7>7g7h7{7|77889999
::::F:G:n:o:q:r:::::::
;;<;=;?;@;h[h)Hhp0Jjh)HhpUh)Hh)H5\h)Hh)Hh)Hhph)Hhp5\5(0F0d000121f111 2262\2z22}334N4b4x4444445@5
hd^hgd)H@5Z5r555555666667777~777777888889.9
hd^hgd)H.9P9t999999:q::?;@; dgd)H
hd^hgd)H21h:p[/ =!"#$%j666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH J`J[NormaldCJ_HaJmH sH tH DA`DDefault Paragraph FontRiR0Table Normal4
l4a(k (
0No List6U@6)H0 Hyperlink>*B*phD@D)H List Paragraph
^m$PK![Content_Types].xmlj0Eжr(Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu*Dנz/0ǰ$X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6_rels/.relsj0}Q%v/C/}(h"O
= C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xmlM
@}w7c(EbˮCAǠҟ7՛K
Y,
e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+&
8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$!)O^rC$y@/yH*)UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f
W+Ն7`gȘJj|h(KD-
dXiJ؇(x$(:;˹!I_TS1?E??ZBΪmU/?~xY'y5g&/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ
x}rxwr:\TZaG*y8IjbRc|XŻǿI
u3KGnD1NIBs
RuK>V.EL+M2#'fi~Vvl{u8zH
*:(W☕
~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4=3ڗP
1Pm\\9Mؓ2aD];Yt\[x]}Wr|]g-
eW
)6-rCSj
id DЇAΜIqbJ#x꺃6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8քAV^f
Hn-"d>znǊ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QDDcpU'&LE/pm%]8firS4d7y\`JnίIR3U~7+#mqBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCMm<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK!
ѐ'theme/theme/_rels/themeManager.xml.relsM
0wooӺ&݈Э5
6?$Q
,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6+_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-!
ѐ' theme/theme/_rels/themeManager.xml.relsPK]
@3V.@;'-c!$+(0@5.9@; !"#$%&()*=/g/{/11
22F2n2q2222
3<3@3XXXXX8@0(
B
S ??3B3B3%%11GG``pp**++////////?3B3
)X%8p?Cc|_T:lavXC~C9}Oʝ
]Of(oZWzIFjm2dYmA%t#^`OJQJo(n^`OJQJo(npp^p`OJQJo(n@@^@`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(nPP^P`OJQJo(n^`OJQJo(n^`OJQJo(npp^p`OJQJo(n@@^@`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(nPP^P`OJQJo(n^`OJQJo(n^`OJQJo(npp^p`OJQJo(n@@^@`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(nPP^P`OJQJo(n^`OJQJo(n^`OJQJo(npp^p`OJQJo(n@@^@`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(nPP^P`OJQJo(n^`o(.
^`hH.
L^`LhH.
_
^_
`hH.
/
^/
`hH.
L^`LhH.
^`hH.
^`hH.
oL^o`LhH.^`OJQJo(n^`OJQJo(npp^p`OJQJo(n@@^@`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(nPP^P`OJQJo(n^`OJQJo(n^`OJQJo(npp^p`OJQJo(n@@^@`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(nPP^P`OJQJo(n^`OJQJo(n^`OJQJo(npp^p`OJQJo(n@@^@`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(nPP^P`OJQJo(n^`OJQJo(hH^`OJQJ^Jo(hHop^p`OJQJo(hH@^@`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoP^P`OJQJo(hH^`OJQJo(n^`OJQJo(npp^p`OJQJo(n@@^@`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(nPP^P`OJQJo(n^`OJQJo(n^`OJQJo(npp^p`OJQJo(n@@^@`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(nPP^P`OJQJo(n^`o(.
^`hH.
L^`LhH.
^
`hH.
\
^\
`hH.
,L^,`LhH.
^`hH.
^`hH.
L^`LhH.^`OJQJo(n^`OJQJo(npp^p`OJQJo(n@@^@`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(n^`OJQJo(nPP^P`OJQJo(n
A%t|aoZC9}O?CFjm)XC8
]OYm_T
ލJa~*ڄh dɈTv\lI).pn5^*ZA<vT*ZtX5xrZc촆Y.=ƤbVk:F)v9iĉ\jxZ8,7 HBbf-]$Ts&B$T ,"X6&aԼ"kjfRh*J~؞ԠEV$0,{D\ж| )TڴDxnJz_ث~c
y -]<]PMB 4.Gn f0ֶZjH
ddSj51b,# (,#"OA,#A,#[,#Fe,#*Z,#j,#s,#i,#2_,#0,#8O,#zo,#',#*,#
,#,#Y-a,#H0|,#*N ,#]{ ,#VM
,#}5@,#sU\b,#Uj,#R)/,#g,#}0
,#?
,#%
,#CS,#,#}.,#Euy,#`8,#>,#1h:,#9Re,#[9,#.bc,#3,#,X,#Jo,#(|,#e,#,#C,#s&5,#]Zr,#s},#3,#{,# ,#[?`,#VJ,# ,#D,# Ub,#z,#9,#G,#Rz9,#s|n,#d,#e,#6C,#T,#E!,#rV,# Z,#,#\[,#-F,#p,#&,#}3 ,#8 ,#INa!,#;!,#w!,#&C",#LjV",#mv",#Dn",#C#,#s3#,#{G$,#$,#z/%,#B%,#s%,#J{%,#&,##&,#',#%8(,#&B(,#I),#N),#%Bh),#e),#p*,#N *,#~o+,#|+,#No+,#+,#i{+,#L}+,#-+,#;,,#(,,#,+M-,#FS-,#2Qp-,#:O-,#i-,#7.,##.,#vo/,#?/,#?Q^0,#'x0,#=0,#e}0,#X'0,#\0,#z0,#Z1,#m~1,#F2,#2,#^2,#2,#'2,#I`3,#w#3,#Q3,#zR4,#sJ64,#Aj4,#`w5,#y,5,#X96,#+G7,# 87,#Dm7,#<7,#77,#7,#f8,#H@9,#tX9,#-^:,#@P:,#^;,#`G;,#P ;,#kS<,#8=,#C=,#=,#Y>,#>,#nF>,#X'@,#@z9@,#s,P@,#A,#~HA,#y_A,#v*C,#?7C,#l!D,#s,vD,#PGE,#;E,#LE,#TE,#k F,##F,#0F,#'eG,#O{H,#m'I,#`J,#mdJ,#r?J,#J,#oK,#LK,#f|L,#,`M,#M,#uN,#44O,#wPO,#fO,#lTO,#VP,#yhiQ,#+Q,#CUQ,#PR,#rIR,#S,#ZMIS,#'S,#mS,#KLT,#o^T,#1T,#qT,#IYU,#*^V,#s(bV,#doV,#W,#[?W,#DW,#W,#5W,#?/X,#X,#rX,#BX,#xY,#fs[,#Zu=[,#F#[,#-\,#A^\,#P\,#QL\,#l<6],#\],#`- ^,#4^,#hd_,#v_,#2]_,#5_,#BeA`,#8`,#y6`,#q`,#kka,#*|a,# 6a,#wa,#.cb,#0mb,# sb,#ss,#ws,#s,#Ft,#:u,#u,#7v,#+ v,#6Tv,#0v,#5Xw,#vw,#5fx,#Px,#x,#u:x,#`Wy,#;9z,#^z,#3{,#!{,#>X|,#:]|,#W~,#=)~,#',#Pq,#hb,#)HO*m}po&[@3B3@@3`@UnknownG* Times New Roman5Symbol3.* Arial7.{ @Calibri;Wingdings?= * Courier NewACambria Math"1h kۦ"kۦ+ ]+ ]q0d&3&32QKX $P)H2!xxPre-KPre-K@
Oh+'0l
(4
@LT\dPre-KNormal.dotmPre-K1Microsoft Office Word@G@4d@t*|d +՜.+,D՜.+,,hp|
]&3Title 8@_PID_HLINKSAln!/http://www.topmarks.co.uk/Parents/Numbers.aspx)s 'http://math.about.com/blbeginnings.htm+g(http://math.about.com/od/earlynumeracy/B]http://www.highscope/6http://www.dadeschools.net/
!"#$%&'()*+-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXY[\]^_`acdefghilRoot Entry F`ɞdn1Table,[WordDocument4VSummaryInformation(ZDocumentSummaryInformation8bCompObjy
F'Microsoft Office Word 97-2003 Document
MSWordDocWord.Document.89q