2 Day LP For Hackett

TC Name: Ashly Dennis
Day & Date: 10/18/20

Subject Area & Grade Level: Math 7th
Number of Students in Class: 25
DAY 1: LESSON AND ASSESSMENT PLAN

Curriculum Standards
GSE (Georgia Standards of Excellence) / National Curriculum Standards
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx
1. Write the identification number and description of the aligned state adopted learning content standards you address in
the learning objective (2-3 maximum).
 MGSE7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples:
simple interest, tax, markups and markdowns, gratuities and commissions, and fees.
ISTE Technology Standard
https://www.iste.org/standards/for-students
1. Write the number and description of the aligned ISTE Technology learning content standards addressed in this learning
objective (1 maximum)
6) Creative Communicator – Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats, and digital media appropriate to their goals.
Mode of Instruction
Online Synchronous
Learning Objective/Goal(s)
Learning objective/goal(s) define the academic goals of the daily lesson. The goals align with curriculum standards and specifies
the assessment plan, both formative and summative. Learning goal(s) address students’ cultures and identities to include issues of
equity and power as well as personal, academic, and developmental needs. The learning objective also describes a formative or
summative assessment - how will students demonstrate/how will you know, that the goal(s) has/have been met?
The five components of a Learning Goal are centered on the Historically Responsive Framework (Muhammad, 2020, p. 159):
● Identities: How will your teaching help students to learn something about themselves and/or others?
Students will work in small groups where they will have the opportunity to communicate their thoughts and ideas, while
recognizing others’ learning style.
● Skills: What skills and content learning standards are you teaching?
Students will use the new skill set to find percentages mentally.
● Intellect: What will your students become smarter about? Students will use the skills they acquire today about
percentages to become smarter at using math in their own world.
● Criticality: How will you engage your thinking about power, equity, and anti-oppression in the text, in society and in the
world?
This lesson will help students foster equity when working together with group members.
● Assessment – the daily assessment can be formative or summative as appropriate
I will observe the students’ responses to discussion questions and classwork in their small groups. I will use their
classwork from today as a formative assessment to examine their mastery of percentages.
1. Write a bulleted list (1-3 objectives/goals, maximum) of clear and measurable learning objective/goals(s) using active
verb(s); describe the assessment – either formative or summative.
 Students will be able to define percent and how percentages relate to decimals and fractions. (formative
assessment)
 Students will be able to use their knowledge to convert numbers to fractions, decimals, and percentages.
(formative assessment)
 Students will be able to mentally solve percent problems. (formative assessment)
Formative & Summative Assessment
1. Describe the demonstration or evidence of student learning for each learning objective
The demonstration or evidence of student learning for each learning objective is doing various practice questions and filling out
the given table. Students will be able to explain what a percent is.
2. Provide the evaluation criteria (rubric or scoring guide)

Students will be evaluated for completion of the table.
Students will be graded for participation during class discussions. Per our class norms, students are asked to contribute at least
MIDDLE AND SECONDARY EDUCATION Page 1

Day & Date: 10/18/20
once every class meeting.
3. Describe the use of feedback in this assessment plan and how students will use it to improve learning
I will pop into breakout groups to listen to student discussion and explanation about the problems and guided questions. I will
provide assistance to those that need it. I will review exit tickets and classwork and provide written feedback to students
who need it. I will use the exit tickets to prepare for tomorrows class.
Differentiation, Modification(s), & Accommodation(s)
Differentiation, modification(s), and accommodation(s) are key to providing for learner access to content and to meet all
students’ needs. Some are required for special education students (i.e. an Individual Education Plan, 504 plan, or students with
exceptionalities) and others support the variety of learning needs your students will have (ESOL, struggling readers/writers,
visual/auditory/kinesthetic, etc. learners).
1. Describe in detail the student-specific instructional support provided for special education students;
Special education students will be given one-on-one tutoring if that is needed.
2. describe in detail the student-specific differentiation support for the variety of students in the class;
I will assist with technology needs and allow students to use pen and paper if that helps better than using the computer for
whiteboard and etc. I will provide different activities and help for ESOL students, struggling readers, etc so they can learn at
their own pace.
3. and, describe in detail individual modifications and accommodations of this lesson plan required for each student’s
success.
I will allow more time for students who need it and extra tutoring.
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction or Student Spark (_5___Number of minutes)
The introduction connects the lesson’s objectives and standards and promotes intellectual development. Consider using
multimodal forms of texts (short and powerful excerpts of print, image, video, and sound). Every lesson, every day, should have
some kind of academic introduction. It may be introducing a new learning objective, or it could be connecting a continuing
learning objective to the previous day’s lesson.
1. Describe the plan to capture student interest and excitement for learning
‘She Works Hard for the Money’ by Donna Summer, will be playing as students log into zoom. As an ice breaker, I will ask
students if they like the shop and what they like to buy. I will let them know we will begin to talk about percentages and
how understanding percentages can help students save money. Percentages can also help represent statistics and date.
2. How will you and your students determine and leverage students’ prior knowledge?
I will start with an entry ticket that will assess students’ knowledge of percentages. I will ask vounteers to explain their
answers to the entry ticket.
3. What is the “hook” or engaging activity to activate student thinking?
I will ask students to think about a time when they were shopping, and they noticed something was on sale, but didn’t know
how to figure out the price. Students will share their experiences. I will tell them that I can teach them how to never have
that problem again.
Body (__30__Number of minutes)
The body of the lesson is the primary part of the class session. Describe in detail each step of the instructional plan and include
what you will model, explain, or demonstrate and varied/differentiated instructional approaches. Describe instructional supports
that will provide strong scaffolds for student understanding such as the language of the discipline (i.e. vocabulary, sentence
structure, graphic organizers, etc.). Be sure you pay attention to the variation of interaction patterns in the class (teacher-student,
student-student, etc.). How often do you use whole class vs. individual instruction vs. cooperative learning?
1. Describe in detail the consecutive steps of the lesson that will enact the learning objective. What will students be doing and
what will the teacher be doing?
 What is a percentage? Students will use https://whiteboard.fi/z2u7d to visually represent percentages using graph
paper. **** visual notes from Reading Apprentice

Day & Date: 10/18/20
Color in the grids to represent the following fractions: 50/100, 30/100, ½/100, ½, 50%, 30%
Using the “think, write, pair share” strategy we will answer the following. First, I read the questions out loud and write them
in the chat box. I don’t want students to write anything yet, but to take 2 minutes just to think about it. I will ask the students
to answer the following in their math journals, then using breakout groups students will work with a partner to discuss their
answers. and then we will come back as a whole class and discuss solutions out loud.
 Define percent. Did your answer change from the beginning of the class?
 Are 30% and 30/100 equivalent? Why or why not?
 What is the difference between 1/2% and ½?
Brain Break: Students will watch an illusion video and we will discuss what we saw. I will ask students to come up with what
percentage of the class saw a face first? We will solve this together as a class. ( 5 min)
 Short video from Khan Academy: https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-fractions-
decimals/cc-7th-fracs-to-decimals/v/decimals-and-fractions?modal=1 (Decimals to Fractions)
https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-fractions-decimals/cc-7th-fracs-to-
decimals/v/converting-fractions-to-decimals-ex2?modal=1 (Fractions to decimals)
 Students will fill out the chart below. I will put students in break out groups to complete in small groups.
Fill in the chart below to represent equivalent fractions, decimals, and percentages.
Fraction Decimal Percent
1/4
0.5
20%
1/3
0.05
3/8

Day & Date: 10/18/20
1.3
½%
 I will give students a two-minute warning before we come back together as a class. I will ask a few groups to share how
they solved the graph and ask them to show us their process.
 I will ask students what fractions and conversions they knew in their head using mental math. We will discuss strategies
to solve percentage problems using mental math.
2. Describe in detail the transition plan(s) between class activities.
I will give students a two-minute warning before we move on to the next activity.
All given classwork and assignments will be in the Google classroom.
Closure (__10__Number of minutes)
Every lesson, every day, should have some kind of academic closure that wraps up the learning for the day and connects/prepares
for the next lesson – whether it is a continuation of the learning objective or for a new learning objective/content. It also must
include a formative or summative assessment.
1. Explain how students will demonstrate knowledge/understanding of the learning objectives for this lesson.
Students will complete an exit ticket that will demonstrate their knowledge and understanding of proportional
relationships and percentages. I will explain briefly about tomorrows activities and what students should expect for
next class.
2. What are next steps for the students and the teacher to prepare for the next class session/learning objective?
Students will finish any a work left from today for homework. The teacher will review exit tickets and adjust the lesson for
tomorrow as needed.
Facilitation & Safety
Classroom facilitation identifies specific structures of classroom community, physical structure, and organization that you will
employ to facilitate the lesson – to make the class run smoothly and maximize instructional and learning time.
1. Describe in detail the following components of the classroom facilitation and operation:
● How will you ensure students know where to find and understand class activity instructions?
All resources will be available on Goggle Classroom. I will periodically ask students to give me a thumb up, middle, or
down to gauge how they feel. I will give students different strategies when they are confused and give other students
the opportunity to explain the answer in their own words.
● In what ways will you respond to interruptions or disruptions?
I will give brain breaks by allowing students to move if students seem distracted or off task. I will talk to students
privately if there are any issues.
● How will you provide other additional support that may be needed (for students who are disengaged or who do not
understand)?
I will talk to students privately if there are any issues and include parents if that is necessary.
● What are your plans for transitions from one activity of the lesson to another?
I will give students a two-minute warning when we are about to move on.
● How will you use/reinforce classroom norms?
I will remind students of our class norms before breakout groups, which were stablished at the beginning of the year.
● How will you handle supplies needed for the lesson?
Students have everything they need for this lesson and Documents are available through Google Classroom.
● What are the physical components of the classroom, such as desk arrangement, stations, cooperative learning groups,
etc. that support your learning objectives?
We are virtual, but I encourage students to create a space that gives them a positive learning environment.
Layered Texts and Other Materials
1. Write a detailed (bulleted) list, including authors, of all the materials/resources/links/technology needs for this lesson.
 Opening Song: https://www.youtube.com/watch?v=09ZSKE38lTU
 Whiteboard Online: https://whiteboard.fi
 Khan Academy videos: https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-fractions-

Day & Date: 10/18/20
decimals/cc-7th-fracs-to-decimals/v/decimals-and-fractions?modal=1 (Decimals to Fractions)

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-fractions-decimals/cc-7th-fracs-to-
decimals/v/converting-fractions-to-decimals-ex2?modal=1 (Fractions to decimals)
 Brain Break: https://www.youtube.com/watch?
v=CYD8zRDaE1I&list=PL5fPUcMx66wa65MylAeUbTOJIIPBF33Vq
 Math notebook
 Computer with internet access and Zoom
 Paper and Pencil
2. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.
 Exit Ticket:
What is 5% as a decimal and as a fraction?
What is 5% of 200?
Explain how you can find 5% of any number using mental math.
Why do you think this concept is important in the real world?
 Entry Ticket:
Define percent in your own words?
What is 50% of 20?
What is 25% of 100?
What is an easy way to find 10% of a number?

References
1. Use and cite course readings and research knowledge to justify your pedagogical and curricular choices. Use APA
formatting (https://owl.english.purdue.edu/owl/section/2/10/ ) and place references at the end of the lesson plan, after
materials.
ISTE Standards for Students. (n.d.). Retrieved September 06, 2020, from https://www.iste.org/standards/for-students
Muhammad, G., & Love, B. L. (2020). Cultivating genius: An equity framework for culturally and historically
responsive literacy. New York, NY: Scholastic.
Adapted from https://www.matchfishtank.org/curriculum/math/7th-grade/percent-and-scaling/lesson-1/

Day & Date: 10/18/20
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
DAY 2: LESSON AND ASSESSMENT PLAN
Curriculum Standards
GSE (Georgia Standards of Excellence) / National Curriculum Standards
1. Write the identification number and description of the aligned state adopted learning content standards you address in the
learning objective (2-3 maximum).
MGSE7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple
interest, tax, markups and markdowns, gratuities and commissions, and fees.
ISTE Technology Standard
https://www.iste.org/standards/for-students
2. Write the number and description of the aligned ISTE Technology learning content standards addressed in this learning
objective (1 maximum).
 1) Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and
demonstrating competency in their learning goals, informed by the learning sciences.
 6) Creative Communicator – Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.
Mode of Instruction
Online Synchronous
Learning Objective/Goal(s)
Learning objective/goal(s) define the academic goals of the daily lesson. The goals align with curriculum standards and specifies
the assessment plan, both formative and summative. Learning goal(s) address students’ cultures and identities to include issues of
equity and power as well as personal, academic, and developmental needs. The learning objective also describes a formative or

Day & Date: 10/18/20
summative assessment - how will students demonstrate/how will you know, that the goal(s) has/have been met?
The five components of a Learning Goal are centered on the Historically Responsive Framework (Muhammad, 2020, p. 159):
● Identities: How will your teaching help students to learn something about themselves and/or others?
Students will work in small groups where they will have the opportunity to communicate their thoughts and ideas, while
recognizing others’ learning style.
● Skills: What skills and content learning standards are you teaching?
Students will use proportions to solve percent problem in the real world.
● Intellect: What will your students become smarter about?
Students will gain skills to solve problem involving percentages.
● Criticality: How will you engage your thinking about power, equity, and anti-oppression in the text, in society and in the
world?
Students will gain knowledge to construct different aspects of themselves such as their identities.
 Assessment – the daily assessment can be formative or summative as appropriate
I will observe the students’ responses to discussion questions and classwork in their small groups.
Students will complete an exit ticket as a formative assessment.
1. Write a bulleted list (1-3 objectives/goals, maximum) of clear and measurable learning objective/goals(s) using active
verb(s); describe the assessment – either formative or summative.
 Students will be able to calculate various percentages off of an item of their choice. (formative)
 Students will be able to apply their knowledge of the percentages to real-world problems (formative assessment)
Formative & Summative Assessment

Assessment is part of the lesson plan/learning objective and thus is written in advance. Assessment provides evidence and/or data
that demonstrate students’ accomplishment of the learning objective and to what degree or level. Each day of teaching must
include assessment, either formative or summative.
The assessment plan should include the specific kind of evidence or demonstration students will complete, such as audio/video
responses, written paper or digital project, or a performance. The evidence must align with the learning objective and provide
information on how well the student accomplished the objective (strengths, areas of growth) and provide support in determining
next steps for teaching. In addition to the evaluation criteria, feedback must be provided to students, perhaps in handwritten form,
an audio clip or verbally; describe how the students will use the feedback to improve their learning (will they revise? use in the
next assignment?).
1. Describe the demonstration or evidence of student learning for each learning objective
The demonstration or evidence of student learning for each learning objective is doing various practice questions and
worksheets.
2. Provide the evaluation criteria (rubric or scoring guide)
 The classwork/ homework will be evaluated on completion and how many they got right and wrong.
 Scoring guide:
Letter Grade Percentage (%)
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 0-59%
3. Describe the use of feedback in this assessment plan and how students will use it to improve learning
 Students will be allowed to redo their work for a better grade if they meet with me to go over their work and fix the
errors.
Differentiation, Modification(s), & Accommodation(s)

Day & Date: 10/18/20
Differentiation, modification(s), and accommodation(s) are key to providing for learner access to content and to meet all
students’ needs. Some are required for special education students (i.e. an Individual Education Plan, 504 plan, or students with
exceptionalities) and others support the variety of learning needs your students will have (ESOL, struggling readers/writers,
visual/auditory/kinesthetic, etc. learners).
1. Describe in detail the student-specific instructional support provided for special education students;
For students who need it I will give them one on one tutoring to assist them with the worksheets.
2. describe in detail the student-specific differentiation support for the variety of students in the class;
I will provide tech support for anyone who needs it. For students who speak another language they can write their journal in
their native language and explain it to me in English.
3. and, describe in detail individual modifications and accommodations of this lesson plan required for each student’s
success.
I will give students extra time if needed and the opportunity to redo any work.
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction or Student Spark (__10__Number of minutes)
The introduction connects the lesson’s objectives and standards and promotes intellectual development. Consider using
multimodal forms of texts (short and powerful excerpts of print, image, video, and sound). Every lesson, every day, should have
some kind of academic introduction. It may be introducing a new learning objective, or it could be connecting a continuing
learning objective to the previous day’s lesson.
1. Describe the plan to capture student interest and excitement for learning.
As students log in, I will have a Ariana Grande “7 rings” playing. I will let students know that today we are going
shopping! But first a quick review.
2. How will you and your students determine and leverage students’ prior knowledge?
We will play a Kahoot game (https://create.kahoot.it/share/percentages/5d39f3f9-5125-4011-962e-dba410548506) , which I
will use as an assessment on percentage skills.
3. What is the “hook” or engaging activity to activate student thinking?
Students will go “shopping” online and figure out the price of the item with the following discounts: 50%, 45%, 30%,
20%, and 8%. Students must show work and this will give students the chance to receive extra credit on the unit test.
Body (__30__Number of minutes)
The body of the lesson is the primary part of the class session. Describe in detail each step of the instructional plan and include
what you will model, explain, or demonstrate and varied/differentiated instructional approaches. Describe instructional supports
that will provide strong scaffolds for student understanding such as the language of the discipline (i.e. vocabulary, sentence
structure, graphic organizers, etc.). Be sure you pay attention to the variation of interaction patterns in the class (teacher-student,
student-student, etc.). How often do you use whole class vs. individual instruction vs. cooperative learning?
3. Describe in detail the consecutive steps of the lesson that will enact the learning objective. What will students be doing and
what will the teacher be doing?
 We will begin by watching a tutorial video that explains how to solve percent proportions and figure out sale prices (10
min).
 After viewing the video, students will ask any questions they may have.
 I will introduce the classwork for the today. It will be located in students Goggle Classroom. I will make sure students
are able to find the worksheet before moving on. I will share screens and as a group we will work out the first two
problems together. I will ask for volunteers to share how they came up with their answers. Students will work on the
percentage worksheet in small groups. I will divide students into breakout groups and ask them to complete sections a
and b on the worksheet. The worksheet is scaffolded into a chart that shows students the part, percentage, and whole
value.
 I will pop into groups and see if students need help. If students are able to complete this portion by themselves, they will
move on to the next section. If they are not, I will bring the class back together and we will solve as a class. I will ask
students to explain their thought process for solving the problem.
 I will show students how I solved word problem example 1. I will then put students back into their breakout groups to
continue working on the worksheet. I will pop into breakout groups and assist as needed.
 We will come back together at the end of class to go over a few of the problems as a class. Different groups will take
turns explaining their process and thoughts for solving each problem.

Day & Date: 10/18/20
4. Describe in detail the transition plan(s) between class activities.

Closure (___5_Number of minutes)
Every lesson, every day, should have some kind of academic closure that wraps up the learning for the day and connects/prepares
for the next lesson – whether it is a continuation of the learning objective or for a new learning objective/content. It also must
include a formative or summative assessment.
3. Explain how students will demonstrate knowledge/understanding of the learning objectives for this lesson.
Students will complete the exit ticket for homework. They are asked to find one item online and calculate the price
with the following discounts: 50%, 45%, 30%, 20%, and 8%. Students must show their work and this will give
students the chance to receive extra credit of the unit. (Details below)
4. What are next steps for the students and the teacher to prepare for the next class session/learning objective?
Students will come to class prepared to share their exit ticket and calculations. We will continue to work on the classwork
from today and it will be due by the end of the week. I will inform students that tomorrows lesson will look at using
percentages to analyze real life situations and problems within society.
Facilitation & Safety
Classroom facilitation identifies specific structures of classroom community, physical structure, and organization that you will
employ to facilitate the lesson – to make the class run smoothly and maximize instructional and learning time.
2. Describe in detail the following components of the classroom facilitation and operation:
● How will you ensure students know where to find and understand class activity instructions?
Everything they need will be in Google Classroom. I will walk students through the process to find information if
needed.
● In what ways will you respond to interruptions or disruptions?
I will remind students of classroom norms and use breakout groups if needed to address students individually.
● How will you provide other additional support that may be needed (for students who are disengaged or who do not
understand)?
I will ask students to turn on cameras to reengage with the class. I will talk to students individually if there are any
issues.
● What are your plans for transitions from one activity of the lesson to another?
I will give students a two-minute warning before moving on to the next activity.
● How will you use/reinforce classroom norms?
I will remind students of classroom norms before breakout groups.
● How will you handle supplies needed for the lesson?
Everything will be in Google Classroom.
● What are the physical components of the classroom, such as desk arrangement, stations, cooperative learning groups,
etc. that support your learning objectives?
We are virtual, but I encourage students to create a space that gives them a positive learning environment.
Layered Texts and Other Materials
3. Write a detailed (bulleted) list, including authors, of all the materials/resources/links/technology needs for this lesson.
 Computer with internet access, zoom, and google class room
 Ariana Grande “7 rings” https://www.youtube.com/watch?v=QYh6mYIJG2Y
 Kahoot Game: https://create.kahoot.it/share/percentages/5d39f3f9-5125-4011-962e-dba410548506
 Mini Lesson Video https://www.youtube.com/watch?v=IkRx7BJYc3c
 Class Worksheet https://www.engageny.org/resource/grade-7-mathematics-module-4-topic-lesson-
2/file/60931
4. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.
Exit Ticket:
Find one item online that you would want to buy. It needs to cost over $75 and include the link to the item. List
the original item price then calculate what the price would be with the following discounts: 50%, 45%, 30%,
20%, 8%. This is a chance for you to add extra credit to you unit test. If you get all 5 calculations correct that 5
bonus points. 4 correct= 4 bonus point, 3 correct= 3 points, 2 correct= 2 points and 1 correct= 1 point. You need
to attempt all 5 in order to receive your participation grade. Feel free to go back and review the video I made for

Day & Date: 10/18/20
help. Happy shopping!!
References
2. Use and cite course readings and research knowledge to justify your pedagogical and curricular choices. Use APA
formatting (https://owl.english.purdue.edu/owl/section/2/10/ ) and place references at the end of the lesson plan, after
materials.
Frameworks //. (n.d.). Retrieved September 06, 2020, from
ISTE Standards for Students. (n.d.). Retrieved September 06, 2020, from https://www.iste.org/standards/for-students
Muhammad, G., & Love, B. L. (2020). Cultivating genius: An equity framework for culturally and historically responsive
literacy.New York, NY: Scholastic.

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TC Name: Ashly Dennis

Day & Date: 10/18/20

DAY 1: LESSON AND ASSESSMENT PLAN

2. Provide the evaluation criteria (rubric or scoring guide)

MIDDLE AND SECONDARY EDUCATION Page 1

once every class meeting.

MIDDLE AND SECONDARY EDUCATION Page 2

Fraction Decimal Percent

MIDDLE AND SECONDARY EDUCATION Page 3

MIDDLE AND SECONDARY EDUCATION Page 4

decimals/cc-7th-fracs-to-decimals/v/decimals-and-fractions?modal=1 (Decimals to Fractions)

Why do you think this concept is important in the real world?

What is 50% of 20?

What is 25% of 100?

What is an easy way to find 10% of a number?

Adapted from https://www.matchfishtank.org/curriculum/math/7th-grade/percent-and-scaling/lesson-1/

MIDDLE AND SECONDARY EDUCATION Page 5

MIDDLE AND SECONDARY EDUCATION Page 6

Formative & Summative Assessment

Differentiation, Modification(s), & Accommodation(s)

MIDDLE AND SECONDARY EDUCATION Page 7

MIDDLE AND SECONDARY EDUCATION Page 8

4. Describe in detail the transition plan(s) between class activities.

MIDDLE AND SECONDARY EDUCATION Page 9

help. Happy shopping!!

MIDDLE AND SECONDARY EDUCATION Page 10

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