L3+Amari,+Alyssa

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Alyssa Amari **__Lesson #:__** 3 **__Facet:__** Explanation
 * __ Grade Level __**** : ** 6 **__Numbers of Days:__** 2
 * __ Topic: __** Statistics


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** numerical data can be summarized through reporting a number of observations, describing the context in which the data was investigated, how the data was measured, and its units of measurement.
 * Student will know ** vocabulary: distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, IQR, and mean absolute deviation. Critical Details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays.
 * Student will be able to do ** describe why the context in which data was collected is important, as well as how the data was measured, and its units of measurement.


 * Product: ** XtraNormal

Common Core State Standards Content Area: Math Grade Level: Grade 6 Domain: Statistics and Probability Standard: Develop understanding of statistical variability and summarizing and describing distributions
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This lesson will teach students how to summarize and describe data in relation to the context in which the data was collected as well as its units of measurement. It is necessary for students to understand these outside factors to be able to understand, as well as describe sets of numerical data and their variations.


 * __ Assessments __**


 * __ Pre-Assessment: __** The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics.

Students will be checked for understanding after they have completed their tree chart by using index cards that will ask student to summarize on one side what they have learned or come to understand, and then ask them to write a question about something they are still unsure about on the other. These will be given to the teacher so they may address the questions in the proceeding discussion.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Using the team-pair-solo technique, students will start in teams of four where they will brainstorm together how the context in which data was collected and how the data was measured is important. Then in pairs students will help each other by peer revising each others product through assessment of checklists. This will allow the students to revise their plan. Then individually (solo), students will self reflect in journals as well as on their checklists. They will also meet one on one with the teacher to discuss the presentation.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create an XtraNormal video that describe why it matters how you collected your data, and why it matters where you collected your data. This will allow me to assess whether the student understands the process of data collection and how in some cases the methods in which data is collected can greatly affect the outcomes of a numerical data set. Students must make the video interesting by choosing a setting and characters that contribute to their overall description. Students must use examples with real data sets so that your description is better understood. Students will then be asked to share their video on the class wiki so that their classmates can view and comment on them. Students will be graded through teacher rubrics and checklists
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** that explains why the context in which a certain data set was collected is important, as well as how the data was measured, and its units of measurement.

Art: Creating an XtraNormal Video will be a creative an artistic task, and will require students to think creatively so that they can display their information in a way that is interesting to those who view it. Social Studies: Looking at contributing factors such as social standing, ethnic groups, age, race, and gender when consider the context in which data sets were collected will require students to think about their surroundings in relation to the pieces of a data set.
 * Content Areas: **

Students will be asked do design a chart that looks like their favorite tree, they will use this during class discussion to take notes on summarizing and describing data sets and displays. Using the team-pair-solo technique, students will start in teams of four where they will brainstorm together how the context in which data was collected and how the data was measured is important. Then in pairs students will help each other by peer revising each others product through assessment of checklists. This will allow the students to revise their plan. Then individually (solo), students will self reflect in journals as well as on their checklists. They will also meet one on one with the teacher to discuss the presentation.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The Xtra Normal video will be created by partners, the partner groups will be created through an assessment of everyones index cards that are used to check understanding after the class discussion. The students will be put with partners at their readiness levels, and some students will be put with partners who are at the other end of the spectrum in relation to their readiness levels; this will make the experience much more interesting, one student might be a tutor to the other, and the other might be learning more from a student than what they learned from the teacher. Each student is expected to contribute equally to the XtraNormal video; it is not a very difficult or lengthy project so it will not take an immense amount of time to work on it. Each student will show what they have done by describing it in their personal journal entries, this will allow the teacher to assess if the work was equal, and if it was sufficient in portraying what the student learned.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Interpersonal: ** Group brainstorming discussions about why the context in which data was collected is important.
 * Verbal: ** Having students use the tree chart to write out each important factor of why the context in which data was collected is important.
 * Logical-Mathematical: ** Organizing their information on why the context in which data was collected is important through a tree chart.
 * Intrapersonal: ** Self-assessing work with their cheklists as well as journal reflections relating tow hat they have learned.
 * Visual: ** Creating an Xtra-Normal presentation.
 * Nature: ** Having students create a note taking sheet that relates to their favorite tree.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

All assignments are posted on the class wiki, so if you are absent you are expected to complete the assignment by the time you return to class. Any information needed to complete an assignment should be sought out by yourself by asking the teacher for the missed materials. All class notes and discussion materials wil be posted to the class wiki so that any resources a student needs will be there. If you have any questions or need extra help to catch up with your work, you should email the teacher.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will utilize type II technology in the form of an Xtra Normal video that describes the effect context and units of measurement have on a data set. They need to present the information in an interesting way, a way that will engage others. If students feel it is necessary, they can include other aspects such as putting the Xtra Normal onto Youtube or putting it in imovie and adding other features to make it more interesting. Technology will be used throughout the lesson as well: smart board, video tutorials, online information sites, and the creation of the Xtra Normal video.
 * Type II technology: **

Gifted students will have many different opportunities to move beyond the content in this lesson. When creating their Xtra Normal video, they integrate other technology to make it more interesting, while using a data set to describe context they might be given a more difficult data set that will require more thinking beyond the typical realms of context affecting the outcome of a data set. If they are interested in moving forward, they can even research an actual real life situation and data set to use for their XtraNormal project.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * Copy of unit syllabus
 * Laptops for at least half of the class
 * Smart board/ or whiteboard and markers
 * Markers and Paper for describing tree graphing organizer
 * Printouts of XtraNormal Project description
 * Printouts of Xtra Normal Checklists
 * Index Cards
 * Students will need notepads to write in
 * Students will need journals for reflection
 * Printout of homework assignment
 * Rulers in cm, in, or mm
 * Objects for hook
 * Sample data sets for each group

If students need more information on contributing factors and data sets
 * __ Source for Lesson Plan and Research __**
 * Validity: []
 * Reliability: []
 * Generalization: []
 * Link to XtraNormal: []
 * XtraNormal tutorial: []
 * Team-Pair-Solo Activity: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]
 * Tree Chart graphic organizer idea: []
 * Inspiration Link for alternative note taking methods: []
 * Story board templates if needed: []


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **
 * __ First Section __**

The students desks will be arranged in two rows of twos with space between the two rows. This will be optimal for teacher and student mobility; the teacher will be able to move up and down between the two rows offering help and input, and the students will be able to sit with their partners whom they will be working on a project with.

Day 1:

Collect Homework Assignment as kids enter the class room Hook (10 min) Students create their graphic organizer tree chart (5 min) Discussion (30 min) Index card Activity (5 min) Introduce XtraNormal Project- description and checklists (10 min) Break kids into groups (5 min) Students time to work and plan (15 min) Homework assignment: Watch the XtraNormal tutorial

Day 2: Quick review: previous discussion (10 min) Team (10 min) Pair (10 min) Solo (10 min) Teacher (10 min) Finish up time (30 min) Homework: Post XtraNormal to wiki, comment on at least three other groups XtraNormal with feedback comments using the checklist, journal entry self-assessment.

Students will understand that Numerical data can be summarized through reporting a number of observations, describing the context in which the data was collected, how it was measured, and units of measurement. Basically, during the discussion, the teacher will explain to the students that data sets can be explained with words, not only graphs and quantitative data. To understand the patterns and observations of data sets, graphs, and quantitative measures, students must first begin to understand the origin of the data itself. The data did not just create itself, there are many things that shape the data sets to be be what they are, and this affects validity, reliability, and can cause generalization. Numbers mean nothing without words, for example, if you tell me you height is sixty three inches, but do not say "my height is sixty-three inches" and instead say "sixty three", no one understands what you mean by sixty three. This is the same for describing all numbers; it has to be done with words. Essentially, the students will develop an understanding of statistical variability and summarizing/ describing distributions. This lesson is designed for students to understand where the data come from, how it is formed, and what it means. Without this understanding, students will not be able to summarize and describe data sets as well as understand statistical variability. They must understand where data comes from before they can understand and explain what it means. The hook will help students to think about context and measurement in relation to real life objects and then have them compare this to the upcoming lesson. The hook will begin when students come into class and there will be different stations with different objects that students must feel and measure with different measurement tools. Using different measurement tools with different units will show how it is important that data be measured properly or it is not accurate of it is irrelevant to a statistician.
 * Where, Why, What, Hook Tailors: ** //Kinesthetic (Hook), Interpersonal (Hook)//

Students will know vocabulary: distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, IQR, and mean absolute deviation. Critical Details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays. Not only must students know these critical details and vocabulary from previous lessons, but they must know new terms in relation to statistics and data sets: validity( [] ), reliability ( [] ), and generalization ( [] ). To learn these new terms, and discover what affects and results in them students will be asked do design a chart that looks like their favorite tree ( [] ), they will use this during class discussion with the teacher to take notes on summarizing and describing data sets and displays. The students will also have the option of creating their tree on inspiration, the alternative note-taking method ( [] ). Their tree will have several cause and effect branches that will allow students to look more closely at data sets and things that can affect their outcomes. After students have created their own graphic organizer tree chart, the teacher will discuss how context and measurement can affect the validity, the reliability, and cause generalization of data sets. Students will have another opportunity to explore the content as a group when the teacher posts a giant tree poster on the wall. The students will be presented with a scenario involving a data set, and they will be asked to use the tree to put ideas down that they think affect the validity, reliability, or cause generalization of that data set. Students will be checked for understanding after they have completed their individual tree chart by using index cards that will ask student to summarize on one side what they have learned or come to understand, and then ask them to write a question about something they are still unsure about on the other. These will be given to the teacher so they may address the questions in the proceeding discussion next class and for determining groups for the XtraNormal video creation.
 * Second Section **
 * Equip, Explore, Rethink, Revise, Tailors: ** //Interpersonal (group work), Naturalistic (tree chart), Verbal-Linguistic (note-taking, discussion), Visual-Spatial (Tree chart, Tree Activity), Logical-Mathematical (Tree Chart, discussion)//


 * Third Section **

Using the index card from the checking for understanding activity, the students will be put into partner groups that will be created through an assessment of everyones index cards that are used to check understanding after the class discussion. The students will be put with partners at their readiness levels, and some students will be put with partners who are at the other end of the spectrum in relation to their readiness levels; this will make the experience much more interesting, one student might be a tutor to the other, and the other might be learning more from a student than what they learned from the teacher. Each student is expected to contribute equally to the XtraNormal video; it is not a very difficult or lengthy project so it will not take an immense amount of time to work on it. Each student will show what they have done by describing it in their personal journal entries, this will allow the teacher to assess if the work was equal, and if it was sufficient in portraying what the student learned. After the students have been split into groups, the teacher will handout the XtraNormal project description and expectation checklists. The students will create an XtraNormal video ( [] ) that describe why it matters how you collected your data, and why it matters where you collected your data. This will allow me to assess whether the student understands the process of data collection and how in some cases the methods in which data is collected can greatly affect the outcomes of a numerical data set. Students must make the video interesting by choosing a setting and characters that contribute to their overall description. Students must use examples with real data sets so that your description is better understood. Students should first pick a data set and scenario that relates to a real life situation that is relevant to them. They must then explain in any setting that they want, the different things they believe could have possibly affected the reliability, validity, and caused generalization of this data set. Students will then be asked to share their video on the class wiki so that their classmates can view and comment on them. Through the creation of the XtraNormal video students will be able to describe why the context in which data was collected is important, as well as how the data was measured, and its units of measurement. The guidelines and expectations for this project will be specific to ensure that each student completes the necessary steps needed to show the teacher that they have learned how context and measurement affect data sets reliability, validity, and cause generalization. After this, the students will have time to work on their projects with their partners and create a plan or story board ( [] ) for their XtraNormal video. They will be asked to watch the XtraNormal tutorial video ( [] ) for homework so they will be prepared to create the final one with their partner. Using the team-pair-solo technique ( [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] ), students will start in teams of four where they will brainstorm together how the context in which data was collected and how the data was measured is important. They will discuss this with others in relation to their groups plan for their XtraNormal video. Then students will split into pairs within the groups of four, and the students will help each other by peer revising each others product through assessment of checklists. The pairs will discuss and give positive feedback to one another, this will help the groups to get another person perspective on their XtraNormal plan and will allow the students to revise their plan. Then, individually (solo), students will self reflect in journals as well as on their checklists how they feel they have done with the project and their ideas so far. This is a good opportunity for students to go over everything individually and have the time to think deeply about their final projects. They will then return to their partner and discuss the pair, group, and individual feedback that they have received, and they will be able to finalize their plan. During this time the students will also meet one on one with the teacher to discuss the presentation and receive teacher feedback to create a more accurate and solidified plan. After this, the students will have time to finish up their final XtraNormal and put it onto the class wiki.
 * Explore, Experience, Revise, Refine, Tailors: ** //Visual-Spatial (XtraNormal), Interpersonal (Feedback and Groupwork), Intrapersonal (Self-Assessment), Logical-Mathematical (The project), Verbal-Linguistic (Self-Assessment)//

Students will first self assess during the revising part of the lesson, they will self assess in their journals in relation to the checklists for the XtraNormal project. The will also self-assess their own work, as well as their group work in a personal journal entry that will help to determine their final group grade for their XtraNormal project. The will describe everything they did for the project, what they feel that they learned, and how they feel their project showed that they actually learned something. They will also describe this for their partner. The students will provide feedback to other groups when the XtraNormal is posted on the wiki, they will give feedback comments using the rubrics and checklists for the projects. The teacher will do this as well, and the students will receive the feedback the next class in print and on the wiki. The first homework assignment during this lesson will be to watch the XtraNormal tutorial so that students will be prepared to work on their XtraNormal projects in class with their partner. The last homework assignment will be to provide feedback using checklists to at least three other groups who have posted their XtraNormal on the wiki and to self-assess the group work and individual contribution in a personal journal entry for the next class.
 * Fourth Section **
 * Evaluate, Tailors: ** //Intrapersonal (Self-assessment), Verbal-Linguistic (Feedback, Self-Assessment)//

Students will know… critical details about how measurement and context can affect data set outcomes such as the vocabulary students should know: validity, reliability, and generalization.
 * __ Content Notes __**

How the type and units of measurement can affect data sets: The way you measure your data when collecting data to answer a statistical question is very important because it affects the results of your data set as well as its variation, reliability, validity, and generalization. For example, if you want to find out why such a large percentage of Americans are overweight, you might think to ask a statistical question such as how many meals a person eats a everyday. This might yield some results, but it is unlikely that you would see a good correlation between the number of meals someone eats and how much they weigh. A better question to ask would be, how many grams of fat, or how many calories a person consumes a day. This will more accurately measure and show the correlation between food consumed and weight. Also, if you were answering a statistical question on height and age correlation, you might think to ask people their height in feet. This would most likely show how height and age correlate, but maybe instead of feet, it would show more variation to use inches, or centimeters.

How the context in which data was collected can affect data sets: When collecting data from samples or people, the context in which it is collected is very important because it can easily affect the outcome of your data set pieces and the validity, reliability, and generalization of your data as well.

These are important factors to consider when collecting data:

-The location in which the data is collected -The time in which the data is collected -The race or ethnicity from which the data was collected -The amount of data collected -The statistical question used to collect data -The way you collect your data (survey, random questioning, etc.) -The age of the people from which you collect the data from

The way you measure your data and the context in which you collect you data can affect the validity, reliability, and cause generalization of your data.
 * [|Validity] : In statistics a valid measure is one which is measuring what it is supposed to measure. To be valid likely means that it is reliable and consistent. A valid measure must be reliable, but a reliable measure does not have to be valid. Validity refers to getting results that accurately reflect what is being measured (i.e. the statistical question).
 * [|Reliability] : Is understood to be the extent to which a measure is consistent and produces similar results when administered repeatedly
 * [|Generalization] : When research findings and conclusions from a study conducted or a statistical question answered on or by a sample population can be or is applied to the population at large

Sample data sets
 * __ Handouts __**
 * Unit syllabus
 * Paper for Tree Chart
 * XtraNormal Product description
 * XtraNormal checklist


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__ Learning Styles __//**

The entire lesson is organized and structured in such a way that students will always know what is happening for the day, and what is expected of them during certain activities, discussions, note taking, and projects. All students will receive expectations and instructions for their XtraNormal project. When students are taught about context and measurement in relation to data set outcomes, they will have very specific and thought out notes. This lesson is a not a lesson designed for the teacher to instruct everything through notes, this lesson is more about students thinking and discovering on their own. There will be a big discussion on the aspects that affect data and data sets which will help students to explore further.
 * Clipboard: **
 * Microscope: **

The groups for the XtraNormal project will be determined by the teacher and what they believe each students readiness level is. The students will be placed with students at different readiness levels so that one person might be able to move further with the content and familiarize it be helping someone with a lower readiness level and vice versa. The many different feedback sessions allow students to receive positive feedback and also engage in discussions and explanations with students listening to their own ideas. The journal entries provide a safe environment who may have questions or thoughts they are unsure of and want answered. The students will have a hook that requires them to work with different manipulative that relate the lesson. The students will be a part of a classroom environment and lesson that is very adaptive because it will be based on each students growing abilities. The XtraNormal project is designed for students to be able to do with it what they want and present it in their own way.
 * Puppy: **
 * Beach Ball: **

Each of the learning styles is addressed throughout the instruction and planning of my lesson. The activities that I have created, such as the team-pair-solo activity and the creation of an XtraNormal video address each learning style in a way that they will learn more about how context and measurement affects data sets. Students will engage in social interactions between the class, with partners, and with the teacher individually. They will have multiple opportunities to increase their intellectual development throughout all aspects of my lesson because it encourages them to think outside of the box.
 * Rationale: **


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

All aspects of this lesson are taught for reaching the goal of students being able to describe why the context and measurement in relation to how the data was collected is important. The final product (XtraNormal) is directed towards students being able to describe this in their own way. Many of the class activities are geared towards the completion of their product and are designed to help students create their product.
 * // Rationale: //**

Students will know vocabulary: distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, IQR, and mean absolute deviation and Critical Details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays. These topics will be covered though student activities, class discussions, homework, and the XtraNormal product (see Content Notes). These topics and their coverage will meet the common core standards.
 * // Content Knowledge: //**

Common Core State Standards Content Area: Math Grade Level: Grade 6 Domain: Statistics and Probability Standard: Develop understanding of statistical variability and summarizing and describing distributions
 * // MLR or CCSS: //**

The common core standards were used in this lesson through teaching the students how data can be affected from things such as context and units of measurement. For students to understand this, and see that data sets themselves can be affected very easily, the students will then be able to apply this knowledge when looking at different graphs and other sets of data in relation to their variability.

Students will be able to describe why the context in which data was collected is important, as well as how the data was measured, and its units of measurement. Students will learn that data is easily effected, and this can cause data to be generalized and have less reliability and validity. When students are asked to create an XtraNormal, they are being asked how to explain how a data set (given) could have been different, and how it was likely affected in relation to context and measurement. This is where students really have to think deeply about what they have learned about data sets and quantitative measures, and think about what could affect their outcomes in relation into real life. When students create their graphic organizer, they are organizing all of the information regarding things that affect data. It is their job to take notes from the discussions and use their own examples to explain them what they are discussing in more depth.
 * // Facet: //**


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Interpersonal: ** Group brainstorming discussions about why the context in which data was collected is important.
 * Verbal: ** Having students use the tree chart to write out each important factor of why the context in which data was collected is important.
 * Logical-Mathematical: ** Organizing their information on why the context in which data was collected is important through a tree chart.
 * Intrapersonal: ** Self-assessing work with their checklists as well as journal reflections relating tow hat they have learned.
 * Visual: ** Creating an Xtra-Normal presentation.
 * Nature: ** Having students create a note taking sheet that relates to their favorite tree.

Students will utilize type II technology in the form of an Xtra Normal video that describes the effect context and units of measurement have on a data set. They need to present the information in an interesting way, a way that will engage others. If students feel it is necessary, they can include other aspects such as putting the Xtra Normal onto Youtube or putting it in imovie and adding other features to make it more interesting. Technology will be used throughout the lesson as well: smart board, video tutorials, online information sites, and the creation of the Xtra Normal video.
 * // Type II Technology: //**

The grouping, feedback sessions, XtraNormal project, and note taking all involve a different intelligences and different technologies. Technology itself s one of the biggest ways to reach the different intelligences, and this lesson does that by allowing students to work with XtraNormal which can involve all of the intelligences.
 * // Rationale: //**


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

Students will be checked for understanding after they have completed their tree chart by using index cards that will ask student to summarize on one side what they have learned or come to understand, and then ask them to write a question about something they are still unsure about on the other. These will be given to the teacher so they may address the questions in the proceeding discussion. Students will complete self-assessment checklists and reflection journals, peers will help give feedback using the team-pair-solo techniques, and students and their partner will meet one on one with the teacher to discuss their final XtraNormal project. There will be multiple opportunities for students to work on their products, and this will help in the final outcome and quality of their XtraNormal. The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics so that it can be determined where students are in relation to the content of quantitative measurements. They will also have a homework assignment after the end of the lesson that will be graded and used as a pre-assessment for the next lesson.
 * Formative: **

In partner groups, students will create an XtraNormal video that describe why it matters how you collected your data, and why it matters where you collected your data. This will allow me to assess whether the student understands the process of data collection and how in some cases the methods in which data is collected can greatly affect the outcomes of a numerical data set. Students must make the video interesting by choosing a setting and characters that contribute to their overall description. Students must use examples with real data sets so that your description is better understood. Students will then be asked to share their video on the class wiki so that their classmates can view and comment on them. Students will be graded through teacher and peer checklists.
 * Summative: **

Each of the assessments used in this lesson (pre, formative, and summative) are all geared towards students mastering an understanding of how context and measurement affects data sets and their outcomes. Each type of assessment looks at this, and really requires students to demonstrate that they understand this individually, in groups, and before they start out the lesson.  || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * Rationale: **
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