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Number and Number Sense

Name and

Location of

Activity

Ordering Decimals

Number Game

(Observed

Practicum Lesson)

Number Line (Van

Materials

Needed

Brief Description

of Activity

Worksheet with

sets of three

various

decimals,

scissors, scrap

sheet of paper

and pencil.

student will be given

a series of

worksheets that have

three sets of various

decimals that they

will compare. The

students will be

instructed to cut out

the decimals and

keep them in their

sets together. After,

the student will

order the sets from

greatest to least, and

least to greatest

according to their

size. When ordering

the decimals, the

students should also

read aloud and write

by place value to

ensure that they

know how to

represent the

decimal orally and

written.

Lay the number line K.4

flat on the floor so

Number line

large enough to

Relevant Standard(s) of

Learning (SOL)

The student will

a) read, write,

represent, and

identify

decimals

expressed

through

thousandths;

b) round decimals

to the nearest

whole number,

tenth, and

hundredth;

c) compare and

order decimals;

and

d) given a model,

write the

decimal and

fraction

equivalents.

Relevant NCTM

Process

Standard(s)

Communication

and

Representation.

Students use

written and oral

skills to

communicate

mathematical

processes and

thinking to peers

and teacher.

Students also

Create

representations by

ordering decimal

cards and written

notes to organize

and record

mathematical

ideas.

a) count forward

Communication

and

Evaluation/Suggested

Modifications

Advanced students

can mix and match

different sets and

compare different

decimals.

If students complete

this, they can also

take every set and

compare all of the

decimals to create a

large number line

from least to greatest,

and then greatest to

least.

would suggest for my

2

de Walle, Activity

9.1 p. 155)

animals.

Crazy Mixed-up

Numbers (Van de

Walle Activity 8.15,

p. 138).

Ten-frame for

each student,

counters, paper,

pencil.

see/walk on it. First,

put stuffed animals

on the number line

and move them

across the number

line and ask students

to count aloud to the

number it lands on.

Students can also

individually walk on

the number line and

have the rest of the

class say the

number. The teacher

should mention the

movement that is

needed for the

stuffed animal or

student to walk

across the number

line. This will help

students understand

one-to-one

correspondence

between numbers.

The teacher will ask

for students to place

ten counters on the

ten frame to create a

full frame board.

Then, the teacher

calls out random

numbers for the

students to match

with their ten frame

board. This activity

K.2

to 100 and

backward from

10;

b) identify one

more than a

number and one

less than a

number; and

c) count by fives

and tens to 100.

Representation.

During this activity

students will be

verbally

communicating

what the number

line says, an

extension to this

activity could be to

have students write

down on paper

their own number

line to represent

their own personal

number line to use

for reference.

set containing 15 or

fewer concrete

objects, will

a) tell how many

are in the set by

counting the

number of

objects orally;

b) write the

numeral to tell

how many are

Connections and

communication.

Students are

making

connections

because they are

making one-to-one

correspondence

when placing the

counters on the ten

frame. Students are

students to create

their own number

line to reference to.

This allows for them

to have something to

look at when they are

stuck on a problem,

but also gives them

extra practice writing

the number line on

their own.

listed in the activity

description in which

the student plays

teacher and calls

out the number for

the rest of the

students to change

their ten frame to.

If students are

excelling at this

amount (Van de

Walle, Activity 8.10

p. 135).

on them (cards

with dots

preferred).

can be done

individually or in

large groups. For

students that are

English Language

learners, you may

need to say the

number aloud or

write it on the board.

Students can work

2.2

individually during

centers or in pairs

Students are given

cards that have dots

on them to count.

They are to match

the pairs of dots that

correspond to the

other card. Once

students have

matched the pairs of

dots, students are to

compare cards to

find which ones are

less or more.

c) select the

corresponding

numeral from a

given set of

numerals.

also using

communication by

representing the

numbers on the ten

frame and

organizing their

information on the

ten frame.

a) identify the

ordinal

positions first

through

twentieth, using

an ordered set

of objects; and

b) write the

ordinal

numbers.

Communication

and Connections.

While working in

pairs, students are

using

communication

skills to talk with

one another and

compare cards.

Students are

making

connections and

comparing between

the cards. Students

are making a

connection

between counting

the dots and

numbers which in

turn creates one to

one

correspondence.

Relevant NCTM

Process

Standard(s)

Evaluation/Suggested

Modifications

incorporate addition

by asking them to

take away x from

ten. This will allow

for them to begin to

implement

subtraction into the

lesson.

One recommendation

that I would make to this

activity is to require

students to say the

number aloud while

sorting them into groups.

This allows for students

to get multiple exposures

to the numbers they are

finding.

To make an extension

for this activity, I would

ask students once they

have found all the pairs

to order them from

greatest to least.

Name and

Location of

Activity

Materials

Needed

Brief Description

of Activity

Relevant Standard(s) of

Learning (SOL)

4

Salute! (Van de

Walle, Activity

10.12, p. 185)

Missing-Part

Subtraction (Van de

Walle, Activity 9.2,

p. 155)

Deck of cards

(not including

face cards).

Number line

(optional) for

struggling

students.

Book: Whats

Hiding in

There? Tiles to

count, sheet of

paper.

into groups of three

and be provided a

stack of cards (no

face cards). The

stack of cards will

be placed down and

two of the three

students will pick a

card and without

looking, and place it

on their forehead

outwards. The

student that does not

have a card will tell

the other two

students what the

sum is, and both

students have to

guess what number

the other student

has. Continue with

the activity

switching off roles

in the problem.

After reading

students the story

Whats Hiding in

There? Pair up

students to work

with each other on a

math problem. For

this problem,

students will be

given tiles to use as

manipulatives. The

students will place

1.5

recall basic addition

facts with sums to

18 or less and the

corresponding

subtraction facts.

Communication

and Connections.

Students must

communicate

mathematical ideas

to partners to come

to agreement on a

solution. If

subtraction is used,

students should be

able to make

connection

between addition

and subtraction

concepts.

K.6

The student will

model adding and

subtracting whole numbers,

using up to 10 concrete

objects.

Reasoning and

proof and

Connections.

Students will be

using reasoning

and proof because

they will be

making

mathematical

conjectures about

the tiles that are

hidden. They will

struggling with this

activity, a number

line provided to them

may help to come up

with the solution

easier.

For more advanced

students, subtraction

can be implemented

into the lesson by

asking students to

find what the solution

would be if you

subtracted the larger

card number from the

smaller one.

Students can also use

diagrams to write

down and draw their

solutions to help as

well.

struggling with this

concept I would

provide a number line

so they could use it to

figure out how many

are hidden under the

tiles. This would also

help students make

the connection

between addition and

subtraction.

Learning about

Division (Van de

Walle Activity 9.5,

p.163)

Book: Bean

Thirteen, beans,

small paper

cups, paper,

pencil.

of their choice

(under 10) on the

carpet. One student

will cover their eyes

while the other

separates the piles

and covers one pile

with a sheet of

paper. The other

student will then say

the subtraction

sentence x minus x

(the visible part) is x

(the covered part).

After reading the

book Bean Thirteen

to introduce the

concept of division

to students, students

will be placed into

small groups and

given beans in paper

cups. The students

will be asked to

count out the

number of beans in

the cup and record it

on their sheet of

paper. After, the

students will be

asked to separate

their beans into four

separate equal sized

sets. Have students

write the division

equation that

4.4

a) estimate sums,

differences,

products, and

quotients of

whole numbers;

b) add, subtract,

and multiply

whole numbers;

c) divide whole

numbers,

finding

quotients with

and without

remainders; and

d) solve singlestep and

multistep

addition,

subtraction, and

multiplication

problems with

whole numbers.

also make

connections when

the mathematical

concept is

introduced through

using a book to

introduce the math

concept.

As an extension for

students that are

doing well with the

activity I would add

more tiles to make

the subtraction

problems more

challenging for them.

Representation

and Problem

Solving. Students

will be using

representation

when they are

organizing and

writing down their

mathematical

equations. Students

are also using

problem solving

when they create a

method of

distributing the

beans into separate

categories, students

should be

encouraged to

create their own

method to separate

the beans.

some modifications

for this problem that I

felt were great for

students with

disabilities and

English Language

Learners. The only

suggestion that I

would have for this

activity is to have one

group create both the

division problem

with the beans, but

also complete a

multiplication

problem with the

beans so that they can

actually see how the

two are connected.

This would be a good

visual for students to

6

Real Counting On

(Van de Walle

Activity 8.8 p.134).

Counting Change

Bingo (Practicum

Lesson)

Deck of cards

(1-7), a die, a

paper cup,

counters, piece

of paper, pencil.

Bingo playing

cards with

pictures of

various kinds of

change, bingo

cards with

change and

letters, counters.

matches this

problem.

Students are divided 1.5

into pairs of two and

provided the

material. The first

student flips over

the top card on the

stack and puts the

same amount of

counters in the cup

as the number on the

card. The second

player then rolls the

die and places the

same number of

counters next to the

cup as is on the die.

The two students

then record how

many counters they

have in total to help

students understand

counting on.

This lesson was

2.10

used as a review

activity to end a unit

on counting change.

To do this activity,

the teacher passed

out bingo cards that

have pictures of

change with various

coins printed on it.

Once each student

received a bingo

card, the teacher

Problem Solving

and

Representation.

Students use

problem solving

skills by setting up

an equation to

figure out how

many counters

there are in total.

Students use

representation

when they organize

and write down

their mathematical

ideas about what

the answer is and

communicate with

their peers about

what the solution is

and how they got

it.

Problem solving

The student will

and

a) count and

representation.

compare a

Through this bingo

collection of

pennies,

game, students had

nickels, dimes,

to use problem

and quarters

solving skills to

whose total

identify and match

value is $2.00

the change on their

or less; and

board with the

b) correctly use the

cent symbol (), amount the teacher

read off. This

dollar symbol

($), and decimal required reflection

recall basic addition

facts with sums to

18 or less and the

corresponding

subtraction facts.

provides an extension

for once the students

have mastered the

small numbers, which

requires more cards

with higher numbers.

Another extension to

do is to have students

that have mastered

this activity begin

subtracting the

number in the cup by

the number that is

rolled on the die.

to play to review the

unit on change, however

I would suggest that the

teacher require the

student to write down

their work while trying

to figure out how much

the change is all

together. This would

allow for fewer student

errors, and would give

the student the

7

began reading off

cards that had a total

amount of change

written on it. The

students were to

identify coins that

added up and

matched the amount

that the teacher

counted out and put

a counter on top of

it. The first student

that got bingo won a

prize.

Fraction Riddles

(Worksheet)

Color tiles

(yellow, blue,

red and green).

Fraction Riddles

worksheet.

2.3

students can work in

pairs or individually.

They will be given

the materials and

worksheet to

complete. This

worksheet will have

instructions at the

top, and below listed

various riddles for

students to solve

using their

manipulatives. An

example of one is:

There are 2 tile

colors. of the tiles

are red. The rest of

point (.).

a) identify the

parts of a set

and/or region

that represent

fractions for

halves, thirds,

fourths, sixths,

eighths, and

tenths;

b) write the

fractions; and

c) compare the

unit fractions

for halves,

thirds, fourths,

sixths, eighths,

and tenths.

the change added

up to, and used

prior knowledge of

how much each

coin costs. This

activity uses

representation

because the

students are seeing

the change

represented in

multiple ways

between the

amount and the

picture of the coin

listed on the card

the teacher is

reading.

Representation

and Problem

Solving. Students

practice

representation

through this

activity by

showing what a

visual

representation of

is by

demonstrating

what it looks like

using their

manipulatives.

Once more,

students are

practicing problem

at their answers to see if

they made sense.

great way to help

students visualize

fractions while using

manipulatives. The only

recommendation that I

would have is to allow

students to work

together. I would also

incorporate a discussion

at the end to compare

students answers and

let them explain how

and why they got their

answers using

manipulatives to help

them reason and prove

their answer.

8

the tiles are green.

Students are to

complete each

question using their

manipulatives.

Manipulatives to

Subtract (Practicum

Lesson)

Chips to count

with, individual

white boards

and markers.

students work with

their peers at their

tables with them.

One student is

assigned to be the

writer and the rest

help solve the

problems with

manipulatives. The

teacher writes on the

board a subtraction

problem and

students are to use

their manipulatives

to help them find

their answers. The

entire team works

together with the

manipluatives while

the writer draws the

answer on the board

and writes the

solution.

2.7

two whole numbers,

each of which is 99

or less, will

a) estimate the

difference; and

b) find the

difference,

using various

methods of

calculation.

solving by laying

out the

manipulatives as

an extra resource to

help them solve the

problem. Using

these

manipulatives will

help them walk

through the process

of solving the

problem.

Communication

and

representation.

Students are using

communication

skills with each

other to help figure

out how to solve

the problem. In

addition, students

are defending their

answers and

encouraging their

peers at their table

to find the answer.

Students are using

the manipulatives

as representations

to help them solve

the problems.

practicum teacher did

that I would change

about this lesson is that

she encouraged

competition and gave

points to students who

found the right answers.

To change this, I would

instead make this a

station for students to go

to during math time so

that they would not be

competing against each

other.

Measurement

Name and

Location of

Activity

Is it Reasonable?

(Van de Walle

Activity 8.28, p.

144).

Materials

Needed

Brief Description

of Activity

Relevant Standard(s) of

Learning (SOL)

Process

Modifications

Standard(s)

Reasoning and

One suggestion that I

The student will

Proof

and

would make to a

a) estimate and

measure length, and Communication.

teacher doing this

This activity

describe the result

activity is to put in

in both metric and

allows for students

place a cap for how

U.S. Customary

to make arguments

large the number for

units; and

about answers and

the unit should be,

b) identify equivalent

prove why their

because if the

measurements

argument is

students are coming

between units

mathematically

up with the numbers

within the U.S.

valid.

While

some may be too big

Customary system

discussing

with

for other students to

(inches and feet;

other

students,

understand or

feet and yards;

they are using

inches and yards;

measure.

communication

yards and miles)

For students that are

and between units

skills to translate

struggling I would

within the metric

their ideas to other

suggest keeping a

system (millimeters students.

ruler or other kind of

and centimeters;

measuring tool

centimeters and

around to help them

meters; and

visualize the size of

millimeters and

the unit.

meters).

A good extension

would be to extend

this lesson to include

units for measuring

liquids (which also

happens to be the

Ruler, sheet of

scrap paper,

pencil.

large or small unit

of measurement

(inch, foot,

centimeter, etc.)

and write on the

board for students

(ex: 4 inches). Ask

them if a series of

random items

(people or things)

could match that

length, or if it was

unreasonable and is

too large or too

small. Have the

students talk with

one another about

why they agree or

disagree about the

measurements and

come to a

consensus. Let the

students choose the

next number and

unit and continue

with the activity.

4.7

10

Over or Under?

(Van de Walle

Activity 12, p. 230)

Measuring Time

(Practicum Lesson)

Pictures of

items with price

tags to present

to students on

projector, piece

of paper and

pencil.

Sheet to record

results, hand

clock.

2.10

place a projection

on the board of

various items with

price tags labeled.

They will then ask

the students if the

items together are

over or under x

value. For younger

students, smaller

numbers such as

$1.00 or $1.50 will

work best. This

activity is a good

beginning

estimation activity,

so students may not

need to write down

their work because

they are estimating,

but students should

be allowed to jot

down work if they

need.

For this activity, my 4.9

practicum teacher

provided each

student a worksheet

that they will use to

follow along with

the teacher. On the

worksheet there

were problems

listed that gave

examples of time

a) count and compare

a collection of

pennies, nickels,

dimes, and quarters

whose total value is

$2.00 or less; and

b) correctly use the

cent symbol (),

dollar symbol ($),

and decimal point

(.).

Connections and

Representation.

This activity

requires students

to use practical

life skills which in

turn makes a

connection to life

outside of the

classroom.

Students use

representation

when they are

writing their

answers to

organize their

mathematical

ideas.

determine elapsed time

in hours and minutes

within a 12-hour

period.

Reasoning and

Proof and

Representation.

This activity

requires for

students to work

with partners to

give them practice

at how to verbally

say the times

listed on the

A good extension for

this activity would

be to ask for the

students to write

down their work and

correctly write using

the cent symbol,

dollar symbol and

decimal point.

To make things more

engaging and hands

on for the students,

bring in actual things

that they could find

at the store that have

price tags still on

them and proceed to

do the same activity.

This may help

students who work

better kinesthetically.

would have to improve

this lesson to help

students visualize the

times better is to have

students in class make a

hand clock out of paper.

This would allow for

students to have their

own manipulative to use

at any time when given a

11

Personal

Benchmarks (Van

de Walle Activity

19.2 p. 378).

Ruler, tape

measure, paper

for recording.

were to measure.

My practicum

teacher walked

along with them for

the first few

questions, showing

them how to count

the hours and

minutes that passed

by and using the

hand clock as a

manipulative. After

students were

shown how to count

the hours, they

worked in groups of

two individually

with my practicum

teacher circulating

the room to look at

students work.

Students were also

taught to make a

chart to keep track

of the times and

hours they are

counting.

For this activity,

2.11

students will be

creating

benchmarks to use

as references for

measurement.

Students will be

grouped into

partners and asked

worksheet. It also

gives students

multiple

representations by

using the clock to

see the time,

discuss the time

orally with a

partner, and see

what the time

looks like when it

is written down.

estimate and measure

a) length to the

nearest centimeter

and inch;

b) weight/mass of

objects in

pounds/ounces and

kilograms/grams,

using a scale; and

Reasoning and

proof and

representation.

This activity will

allow for students

to see multiple

representations of

measurements.

They can

It would also give

students more practice at

reading time.

Another suggestion that

I would make for this

lesson would be to

incorporate

differentiation into the

lesson by having various

worksheets given to

students to match their

level of cognitive

thinking.

would add to this

activity is to ask

students to compare

their measurements to

other students

measurements to

compare and contrast the

different answers that

12

to measure various

parts of their bodies

such as length of

foot, palm, pinkie,

width of finger, etc.

Students are to

record these results

on their paper and

use as a personal

reference later on

during the unit of

measurement. It

will allow for them

to have a quick

reference when

asked how much

one inch is, and

they can look at

their sheet or body.

c) liquid volume in

cups, pints, quarts,

gallons, and liters.

reference informal

and formal

measurements for

reference. This

activity

incorporates

reasoning and

proof because it

allows for students

to prove how long

an inch or a

centimeter is by

referencing back

to this activity.

students to compare

their measurements will

allow for them to see

different measurements

and how they compare

to each other, which will

create a great visual for

students to use to

reference to for

measurements.

Name and Location

of Activity

Activity

Relevant

Standard(s) of

Learning (SOL)

Relevant NCTM

Process Standard(s)

Learning Patterns

(Van de Walle

Activity 8.1 p. 130).

Counters, paper

plates and sharpie.

1.17

Representation and

Communication.

Students are

incorporating

representation in this

activity by

replicating the

pattern on the

teachers plate on

their own plate.

Students are

their own paper plate

and counters. Once

each student has their

materials, create a

pattern on a plate

using a sharpie to

draw a pattern that

students can replicate

with their counters

and show to students

The

student

will

recognize

,

describe,

extend,

and create

a wide

variety of

growing

Evaluation/Suggested

Modifications

activity, I would make

small groups of

students (or even make

it a center) and have

one student be

teacher and create

their own pattern for

other students to

replicate. This way,

students get experience

13

Making Repeating

Patterns (Van de

Walle Activity 14.12

p. 272).

Ask students to create

the pattern on their

plate with counters

and prompt with

questions such as

How many dots did

you see? How were

they shaped? Once

students have finished

creating the pattern,

show them the plate

so they can self-check

their answers.

Various objects to For this activity,

K.16

use to create

students can work

patterns (buttons,

individually or in

blocks, toothpicks, groups with other

geometric shapes, students. They will be

etc.) Recording

given various objects

sheets.

that are already

created in an obvious

pattern. Students are

to extend that pattern

to match it with their

group and record the

results. Once students

have completed the

pattern, they are to

create new patterns of

their own to give to

other students to

complete the pattern.

After the lesson,

students will identify

the patterns as AB,

ABC, AABBCC, etc.

and

repeating

patterns.

communicating with

their peers and

teacher about

mathematical

concepts to discuss

their patterns they

replicated.

The

student

will

identify,

describe,

and

extend

repeating

patterns.

Representation and

Communication.

This is a great

activity that will help

students visualize

and represent various

kinds of patterns

using manipulatives.

In addition, students

will be practicing

communication skills

to talk through and

solve the pattern

with their peers.

therefore have a deeper

understanding of what

a pattern is.

activity to incorporate

into a unit on patterns

for kindergarten

mathematics. Included

in the activity in the

book was a description

to include students with

disabilities which is a

great way to use

differentiation.

One way that I would

extend this activity is to

ask older students to

come in and create a

pattern for the younger

students to practice.

This will give students

more time to explore

and explain what

patterns are and how to

solve them.

14

Geometry

Name and

Location of

Activity

Pattern Block

Rotational

Symmetry (Van de

Walle Activity

20.18 p. 421).

Materials

Needed

Brief Description

of Activity

Relevant Standard(s) of

Learning (SOL)

Pattern blocks

and a sheet to

record results

on.

students can work

individually or in

pairs to create

designs with pattern

blocks. The only

requirement

students have of

their creations is to

make a design that

has rotational

symmetry. Once

students have

completed their

design, they are to

count how many

rotational

symmetries there

are in the shape.

Students should be

able to make up to

12 rotational

symmetries.

4.11

students will be

placed in small

groups. Each group

will have one sheet

2.16

Walle Activity 20.1 Shapes for

p. 404).

students to cut

out, scissors.

a) investigate

congruence of

plane figures after

geometric

transformations,

such as reflection,

translation, and

rotation, using

mirrors, paper

folding, and

tracing; and

b) recognize the

images of figures

resulting from

geometric

transformations,

such as

translation,

reflection, and

rotation.

identify, describe,

compare, and contrast

plane and solid

geometric figures

Relevant NCTM

Process

Standard(s)

Representation

and reasoning

and proof. This

activity is a good

representation to

students to show

what a shape looks

like that has

reflective

symmetry. It also

gives them the

opportunity to

draw a picture or

come up with

another way to

symbolize the

shape. After

finding how many

reflective and

rotational

symmetries there

are, students can

prove their point

by counting and

dismantling the

shape to

demonstrate.

Communication

and Connections.

Students are using

communication

skills by verbally

Evaluation/Suggested

Modifications

As an extension for

this activity, I would

also ask that students

find the reflective

symmetry as well. If

students have not

already learned about

reflective symmetry,

this would be a good

introductory lesson

for them to create

their designs with

reflective symmetry.

To help struggling

students, I would

also put up on the

board an example of

what reflective and

rotational symmetry

look like.

lesson to use to

introduce students to

the properties of

shapes. The only

15

Quadrilaterals.(Van

de Walle Activity

20.2 p. 405).

Pictures of

various

quadrilaterals.

Resources to

use to help

define

properties:

rulers, index

cards, etc.

Recording

sheet.

out, with each shape

being different.

Once students have

cut the shapes out,

they will lay them

all out flat on the

table and each

student will pick

one shape. One at a

time, students will

tell each other what

they find interesting

about the shape.

After sharing,

students will find

two other shapes

and explain how

they are alike, and

how they are

different.

For this activity,

3.14

students will be

grouped into small

groups of 4 or 5

students. Each

group will be

handed a card with

a different 2-D

shape on it.

Students are to

describe the

characteristics and

properties of each

shape. In order to

agree on a property,

students must test

(circle/sphere,

square/cube, and

rectangle/rectangular

prism).

describing to the

other students

characteristics of

their shape. In

turn, the other

students are

comparing and

contrasting using

descriptive

adjectives about

the shape. Students

are building and

making

communications

with the other

shapes.

identify, describe,

compare, and contrast

characteristics of

plane and solid

geometric figures

(circle, square,

rectangle,

triangle, cube, rectang

ular prism, square

pyramid, sphere,

cone, and cylinder) by

identifying relevant

characteristics,

including the number

of angles, vertices,

and edges, and the

number and shape of

Communication

and reasoning

and proof.

Students are

communicating

with one another

and discussing

what properties

match with the

shape and which

ones do not.

Students are using

reasoning and

proof skills when

testing out if their

properties are

suggestion that I

would have to

incorporate into the

lesson is to write on

the board a few

adjectives that

students could use

while describing

their shape. This

would give extra

support for students

that are struggling

coming up with

words to describe

their shape.

This is a great

activity to introduce

what properties are

of shapes. Included

in the lesson also are

ways that a teacher

can accommodate the

lesson for students

with disabilities.

There are no changes

that I would make to

this lesson.

16

using rulers to find

length to see if they

are congruent and

use index cards to

see if there are right

angles. All students

in the group must

agree on the

properties of the

shape.

models.

valid.

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