Arranging Rational Numbers on a Number Line

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GRADES 7

DAILY LESSON LOG School

BO. OBRERO NATIONAL HIGH

SCHOOL

Grade Level 7

Teacher Eiler Jhon E.

Decembrano Learning Area MATHEMATICS

Teaching Dates

and Time July 22, 2019 Quarter ^FIRST

I. OBJECTIVES

A. Content Standards

The learner demonstrates understanding of key concepts of sets and the real number system.

B. Performance Standards

The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.

C. Learning

Competencies/Objectives

The learner arranges Rational numbers on a number line (M7NS- Ie-2)

D. Specific Objectives a. Determine the subsets of rational numbers on the number line b. Illustrate and arrange rational numbers on the number line C. Apply the concepts of rational numbers in real life situation II. CONTENT Arranging Rational Numbers on a Number line

III. LEARNING RESOURCES A. References

1. Teacher’s Guide pages 2. Learner’s Material pages

3. Textbook pages Grade 7, Interactive Mathematics pp. 35-36 by: Issac B. Mirabona Algebra: Structure and Method pp. 507 - 520 by: McDougal Littell 4. Additional Materials from

Learning Resource (LR) portal

http://www.math-aids.com/Number_Lines/

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

(Motivational Drill)

Directions: The pictures below show the Human development.

Arrange the picture from infancy to late adulthood.

1. How did you arrange the following pictures?

2. What was your basis in arranging them?

C. Presenting examples/instances for the new lesson

Teaching/modeling

Directions: Divide the class into four or five groups then, each group will locate and arrange the following rational numbers on the number line.

1.

D. Discussing new concepts and practicing new skills #1

THINK PAIR SHARE

Answer the following questions:

1. How do you find the activity?

2. Did you find ways to make it easier? Share with your classmates.

3. How do you arrange rational numbers ( fractions, decimals, percent square root, and integers) on the number line?

E. Discussing new concepts and practicing new skills #2

Directions: Locate and arrange the following landmarks around the world with corresponding rational numbers on the number line.

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F. Developing mastery

(Leads to Formative Assessment 3)

Directions: locate and arrange the following rational numbers on the number line.

1. 0.3 3.3 -3.0 0.03 -3.3

2. -6, 45, 27, √64, -2.5, 350%

3. 7.4, -4, 16, -√36, 445%, 0.62 4. -2.4, √1, 4, 38, 5.8, -9

5. -5, 10, -7.1, 0.9, √25, -26 G. Finding practical applications of

concepts and skills in daily living

Group Activity

Directions:describe the chart. Analyze rational numbers and answer the following questions.

A. Arrange the following rational numbers on the number line base on each sport:

 basketball

 soccer

 volleyball

B. From the sport basketball, who got the highest point? Lowest point?

C. From the sport soccer, who got the highest point? Lowest point?

D. From the game volleyball, who got the highest point? Lowest point?

H. Making generalizations and abstractions about the lesson

Steps in arranging rational numbers on the number line

1. Check if the given rational number is a negative or a positive rational number

2. Convert the rational numbers all to the same form for example decimal or fraction.

3. When the rational number is not an integer, determine between which two integers it should be placed.

4. Next determine where between the two integers it should be placed.

Athlete basketball soccer volleyball

Leo 6 5.50 √49

Carl 12.0 √25 8

Mike √100 10 6.8

Gerald 6.6

34 ^7.7

Alvin √36 4.65 100%

Miguel 5.0

143 ¹⁸

Dan 500% 4.25 7.5

Fred 8.5 200.5% 9.75

Zac √81 11.25 10

Dexter 2.36 50% √1

2.5

- 6 √25

12

400% 1.5

-3.5

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5. Then, locate it on the number line.

I. Evaluating learning Direction: Locate and arrange the following rational numbers on the number line.

1. 82 11.99 0 9.87 481%

2. 18 7.35 √64 10 6.45

3. -2.85 -6.66 565% 8.33 2.44 4. -√49 -2.64 6.89 945% -√16 5. 456% 0 -1.20 1.25 5.84 J. Additional activities for

application for remediation

Study: Operations on rational numbers 1. How will you add rational numbers?

2. How will you subtract rational numbers?

Ref. Interactive Mathematics pp. 52-53 by: Isaa B. Mirabona

V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’

progress this week. What works? What else needs to be done to help the students learn?

Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored below 80%.

C. Did the remedial lessons work? No.

of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

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GRADES 7

SCHOOL

Grade Level 7

Decembrano Learning Area MATHEMATICS

Teaching Dates

and Time July 23, 2019 Quarter ^FIRST

I. OBJECTIVES

The learner demonstrates understanding of key concepts of sets and the real number system.

B. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.

C. Learning

Competencies/Objectives The learner performs operations on rational numbers. (M7NS-If-1) D. Specific Objectives a.add and subtract rational numbers in fraction form.

B. Solves problems involving addition and subtraction of rational numbers in fraction form.

C. Value accumulated knowledge as means of new understanding II. CONTENT Addition and Subtraction of rational numbers in fraction form III. LEARNING RESOURCES

A. References

3. Textbook pages Grade 7, Interactive Mathematics pp. 52-53 by: Issac B. Mirabona 4. Additional Materials from

B. Other Learning Resources https://www.mathsisfun.com/algebra/rational-numbers-operations.html http://www.math.com/school/subject1/lessons/S1U4L3GL.html

VALUE FOCUS

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IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Recall: Simplifying Fractions

Fractional Domino

Direction: Each group will be given the pieces of fractional domino. Fit the blocks to each other appropriately.

B. Establishing a purpose for the lesson

The Early Bird Gets the Worm

Maya bird wakes up early every morning to eat breakfast. His other bird friends do, too. Today for breakfast they caught 12 worms. Their measurements are in inches below.

C. Presenting examples/instances for the new lesson

Using area models, find the sum or difference.

1. 2/5 + 1/5 = 2. 1/8 + 5/8 = 3. 10/11 - 3/11 = 4. 3 6/7 + 1 2/7 = D. Discussing new concepts and

practicing new skills #1

Without using fractional models, perform the indicated operations.

1. 1/6 + 1/2 = 1/6 + 3/6 = 4/6 or 2/3 2. 6/7 + (-2/3) = 18/21 + (-14/21) = 4/21

3. 14/15 - 4/7 = 98/35 - 20/35 = 78/35 or 2 8/35 Based on the activity, answer the following questions.

1. What did you observe in the denominators of the first activity?how about the second activity?

2. Can you add or subtract directly similar fractions?how about dissimilar fractions?

3. What could you do to add or subtract directly similar fractions?

4. What is the least common denominator of the fractions in each example?

2 1

16 2

6 2

10 6

5 2

4 3

4 4

4 1

1/2 3/8 5/8 3/4

3/43/4 1/2

4/8

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5. Is the resulting sum or difference the same when a pair of dissimilar fractions is converted into similar fractions?

Directions: Locate and arrange the following landmarks around the world with corresponding rational numbers on the number line.

A. Perform the indicated operation.

1. 4/13 + 3/13 = 2. 13/30 + (-3/30)=

B. Using the information you graphed in the preliminary activity activity, answer the following questions:

1. What is the difference between the length of the longest worm and the shortest worm?

2. If you placed at the worms end to end, how long would they be?

3. After you placed all of the worms end to end, and Maya ate one that was 34 inches long, how many total inches would you have now?

F. Developing mastery

(Leads to Formative Assessment 3)

A. Perform the indicated operation. Express your answer in simplest form.

1. 5/31 + 8/31 = 2. 10/27 + (-3/27) = 3. 3/4 - 1/8 =

Solve the following word problems.

1. Ben made his own snack, he used 1 and 3/4 cups 0f sugar in baking crinkles and 1/4 cup of sugar in making his drinks. How much of sugar did Ben use in making his snack?

2. Regine Uy and Dianne Frey are comparing their heights. If Regine’s height is 120 and 3/4 cm. And Dianne’s height is 96 and 1/3 cm. What is the difference of their heights?

G. Finding practical applications of concepts and skills in daily living

A. Solve the following. Express your answer in simplest form.

1. 7/9 + 1/9 = 2. 3/7 + 2/4 =

3. 13/25 - 7/25 + 5/25 =

B. Answer the following word problems.

1. Ray played Mobile Legends for 3 1/2 hours in the morning and 1 and 1/4 hours in the afternoon. How many hours did Ray play Mobile Legends for the whole day?

2. A group of mountaineers climbed Mount Pico de Loro for 5 and 2/5 hours and 4 and 5/8 hours to go back to the foot of the mountain. How much time did they spend going up and down the mountain?

To add or subtract fraction in:

Like fractions are fractions with the same denominator. You can add and subtract like fractions easily - simply add or subtract the numerators and write the sum over the common denominator.

Before you can add or subtract fractions with different denominators, you must first find equivalent fractions with the same denominator, like this:

1. Find the smallest multiple (LCM) of both numbers.

2. Rewrite the fractions as equivalent fractions with the LCM as the denominator.

I. Evaluating learning Add or subtract the following . Express your answer in simplest form.

1. 9/25 + 12/25 = 2. 7/9 + (-2/5) = 3. 4 2/7 - 3 1/2 = 4. 7/13 - 3/13 = 5. 3/2 + 5/2 =

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J. Additional activities for application for remediation

1. Review

 What are the rules in adding and subtracting fractions with the same denominator?

 What are the rules in adding and subtracting fractions with different denominators?

2. Study

 Rules in multiplying and dividing rational numbers in fraction form.

Reference: LM page 55 - 56 V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored below 80%.

C. Did the remedial lessons work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 7

SCHOOL

Grade Level 7

Decembrano Learning Area MATHEMATICS Teaching

Dates and Time

July 24, 2019 Quarter FIRST

I. OBJECTIVES

C. Learning

Competencies/Objectives The learner performs operations on rational numbers. (M7NS-If-1) D. Specific Objectives a.multiply and divide rational numbers in fraction form.

B. Solves problems involving multiplication and division of rational numbers in fraction form.

C. Value accumulated knowledge as means of new understanding II. CONTENT Addition and Subtraction of rational numbers in fraction form III. LEARNING RESOURCES

A. References

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25 14 7 25 357 5

17 5 21 3 52 5 41 . 2

35 6 7 3 5 .2 1

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



or x

B. Other Learning Resources http://www.math-aids.com/cgi/pdf_viewer_2.cgi?

script_name=fact_family_multiplication_division.pl&A1_2=1&A1_3=1&A1_

4=1&A1_5=1&A1_6=1&A1_7=1&A1_8=1&A1_9=1&A1_10=1&A1_11=1&la nguage=0&memo=set+1&answer=1&x=0&y=0

IV. PROCEDURES

Find the Math fact.

The objective of this game is to fill in the boxes with numbers that are inside the triangle. Multiplying or dividing two numbers given inside the triangle must be equal to one them.

B. Establishing a purpose for the lesson

Group Activity.

Paper folding activity. For example, 3/4 x 2/4 1. Fold paper (hotdog style) into 4ths

2. Unfold and color in 3 of the 4 sections (3/4ths)

3. Fold the same paper the other direction(hamburger style) into 3rds 4. Unfold the color in 2 of the 3 new sections

This graphic represents the additional folds and coloring. Because parts have already been folded and colored, the next graphic is the actual representation of your final product. You should have a grid of 12 sections.

The sections that are overlapping colors are the answer to your problem.

C. Presenting

examples/instances for the new lesson

Consider the following examples:

What is 1/4 x 1/3? suppose we have one rectangular shape cake represent 1 unit. Divide the cake first into 4 equal parts vertically. Then divide each fourth into 3 equal parts, this time horizontally to make the divisions easy to see.

12 1 4 1 3

1x  .

Division 2/3 ÷ 1/2

One unit is divided into 3 equal parts and 2 of them are shaded. Each of 2 shaded parts will be cut in halves. Since there are two divisions per part and there are two of them, then there will be 4 pieces out of 3 original pieces or

3 11 3 4 2 1 3

2  or

Illustrative examples:

Using the previous examples, answer the following questions:

 In multiplying fractions , can we directly multiply numerator to

numerator and denominator to denominator? How about in division?

Why?

 Do we have to get the LCD of fractions whenever we multiply? How about in division?

 Can we multiply mixed fraction by mixed fraction directly? If no, what

3/4 1/2

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5 4 10 . 9 4

5 2 4 .3 3

3 5 8 .5 2

45 7 .3 1





 x x ColumnA

8 11 .

35 .12

24 1 1 .

6 11 .

d c b a

ColumnB



do we do to perform the operation?

 Can we divide mixed number directly?

Match column A with column B. write the letter that corresponds to your answer in the space provided before the number.

F. Developing mastery (Leads to Formative Assessment 3)

Perform the indicated operation.

5 3 11 . 9 3

4 3 8 .7 2

9 4 5 .3 1



 x x

4.Joshua can run 8 km in an hour. How much distance will he cover in 15/4 hours?

G. Finding practical applications of concepts and skills in daily living

Read each problem carefully and solve to lowest terms when possible.

1. Tom ran a complete mile. Sarah ran half of that. Mike ran half of what Sarah ran and Lisa ran half of what Mike ran. What part of a mile did Lisa run?

2. One of the cats in the neighborhood had six kittens all about the same size. If each of the new kittens weighed about 5 1/2 ounces, how much would all the new kittens weigh?

To multiply rational in fraction form, simply multiply the numerators and multiply the denominators. In symbol,

bd ac d xc b

a  where b and d are not equal to zero.

To divide rational numbers in fraction form, you take the reciprocal of the second fraction and multiply it by the first fraction. In symbol,

bc ad c xd b a d c b

a   where b and c are not equal to zero.

I. Evaluating learning Multiply or Divide the following as indicated.

3 1 15 .24 3

7 2 14 .13 2

4 9 8 .7 1

 x x

4.In a Guevara Family reunion, 3/4 kg of spaghetti was left. If there are 6 families, how much each family can take home equally?

5.leah received 3 large size circular baskets and 1 small size circular basket of multicolored Filipino rice cake for orders. If one large size circular basket of multicolored Filipino native rice cake consumes 3/2 kg of brown sugar, how much sugar does she need in all?

J. Additional activities for application for remediation

Review

Rules in multiplying and dividing rational numbers in fraction form Study

Rules in adding and subtracting rational numbers in decimal form

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Reference: G7 Math LM page 51-52 V. REMARKS

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored below 80%.

C. Did the remedial lessons work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I

encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 7

SCHOOL

Grade Level 7

I. OBJECTIVES

C. Learning

Competencies/Objectives The learner performs operations on rational numbers. (M7NS-If-1) D. Specific Objectives a) Add and subtract rational numbers in decimal form

b) Solve problems involving addition and subtraction of rational numbers in decimal form

c) Value accumulated knowledge as means of new understanding II. CONTENT Addition and subtraction of rational numbers in decimal form III. LEARNING RESOURCES

A. References

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3150 100 10

10 62

100 3 22 100 7 40

100 3 22 10 7 4

22 . 3 4 . 7 . 1













100 4 11

100 5 20 100 9 31

10 5 2 100 9 31

2 . 5 31 . 9





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



https://www.teachstarter.com/lesson-plan/adding-subtractind-decimals/

https://www.youtube.com/watch?v=WP_f4EXp-Mg B. Other Learning Resources

IV. PROCEDURES

Ask the students to write a decimal number between 0 and 10 on a piece of paper. Once the students have written their number, they must stand up and hold their paper in front of them so their classmates can read it.the class must then see if they can arrange themselves in an ascending line without speaking. Time how long it takes the class to complete the task.

B. Establishing a purpose for the lesson

The Sweet Maze Runner

Maja, Carla and Nadine love sweets. Help each of them find their most favorite sweets by following the line below their feet. Non decimal numbers beside them are converted to decimal numbers associated with

their most favorite sweets.

5/8 3/5 7/100 C. Presenting

let the students watch the video on how to add and subtract decimal numbers.https://www.youtube.com/watch?v=WP_f4EXp-Mg

Let us consider another way on addition and subtraction of decimal numbers.

Express the decimal numbers in fractions then add the or subtract as described earlier.

Example:

2.

 Does the two ways of adding and subtracting decimal numbers have the same answer?

 Which way do you find it easier to add and subtract decimal numbers?

Why?

Perform the indicated operation 1. 3.75 + 4.2 =

2. 55.21 + 3.425 = 3. 0.25 + 0.5 =

Answer the following problems

4. Ninoy used 2.75 kg of brown sugar to bake 50 cookies, and 2.25 kg of refined sugar to bake 50 tasty bread. How much sugar did he use in all?

F. Developing mastery Perform the indicated operation.

3/4 1/2

0.625 0.6 0.07

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(Leads to Formative Assessment 3)

1. 10.85 + 3.13 = 2. 9.2 + 3.52 = 3. 27.33 + (-2.7) = 4. 70.85 - 23.08 = 5. 51.12 - (-72.8) = G. Finding practical applications

of concepts and skills in daily living

Solve the following word problems.

1. Kevin’s weight is 90.2 lbs. After 3 months of going to Sunny Fitness Gym, he gained 4.4 lbs. What is his total weight now?

2. Vice Ganda went to the nearest supermarket to buy food for his birthday celebration. He bought 52.93 oz bag of barbeque chips and a 79.6 oz bag of sweet and sour chips. How many ounces did he buy in all?

When adding and subtracting decimal numbers you can use two different ways. First, express the decimal in fractions then add or subtract. Second, arrange the decimal numbers in columns such that the decimal points are aligned, then add or subtract the whole numbers.

I. Evaluating learning Add or subtract the following 1. 3.5 + 2.2 =

2. 4.09 + 3.03 = 3. 95.45 - 83.15 = 4. 17.22 + (-3.04) = 5. 12.3+ 0.8 + (-0.05) = J. Additional activities for

Review

Practice adding and subtracting decimal numbers Study

Rules in multiplying and dividing decimal numbers.

Reference: LM page 57-58 V. REMARKS

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GRADES 7

SCHOOL

Grade Level 7

I. OBJECTIVES

C. Learning

Competencies/Objectives The learner performs operations on rational numbers. (M7NS-If-1) D. Specific Objectives a.multiply and divide rational numbers in decimal form.

B. Solves problems involving multiplication and division of rational numbers in decimal form.

C. Sustain interest in the importance of multiplying and dividing rational numbers in decimal form

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II. CONTENT Multiplication and Division of rational numbers in decimal form III. LEARNING RESOURCES

A. References

http://www.tes.com/teaching-resource/multiplying-decimals-game- 6332797

B. Other Learning Resources

IV. PROCEDURES

Recall: Multiplication and Division of Integers 1. (3)(14)

2. 36÷-6 3. -7 x -8 4. -81 ÷ -3 5. 64 ÷ 4 B. Establishing a purpose for

the lesson

Math-Huhula

You need a deck of cards, with all the face cards taken out. Two students go up in front of the class and stand back-to-back. You put a card on each student’s forehead.then the students take three steps away from each other and turn and face the class. The whole class then looks at the product or quotient of the two cards that are on the students’ forehead, they have to figure out the card on their forehead. Whoever shout out the correct answer first wins the round.

C. Presenting

Multiplication Illustrative example.

1. Megan went from a seminar in Tagaytay, she decided to buy two t-shirts as souvenir for her daughter. If one t;shirt costs Php 149.75, how much did he spend?

Solution:

50 . 299 2 75 .

149 x 

2. 24.8 ÷ 2 = 12.4 3.

1. In multiplying rational numbers in decimal form, note the importance of knowing where to place the decimal point in a product of two decimal numbers. Do you notice a pattern?

2.In dividing rational numbers in decimal form, how do you determine where to place the decimal point in the quotient?

Match column A with column B.

Column A Column B

10.25 x 3.5 A. 8.664

43.32 x 0.2 = B. 5.01

23.01 x 0.11 = C. 50

125 ÷ 2.5 = D.35.875

96.96 ÷ 3 = E. 2.5311

F.32.32

F. Developing mastery (Leads to Formative Assessment 3)

Perform the indicated operation.

1. 15.5 ÷5 = 2. 13.7x 2.1 = 3. 14.7÷0.7 =

3/4 1/2

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4. 69.28 ÷ 10 = 5. 105.02 ÷ 4.4 = G. Finding practical applications

of concepts and skills in daily living

Solve the following problem

1. Carl earned 115.75 in a day in selling candies. How much can he earn in 7 days?

2. Linda and France have 124.50 in their piggy bank, if they will divide their money equally, how much would each of them get?

Rules in multiplying decimals

1. Arrange the numbers in a vertical column.

2. Multiply the numbers, as if you are multiplying whole numbers.

3. Starting from the rightmost end of the product, move the decimal point to the left the same number of places as the sum of the decimal places in the

multiplicand and the multiplier.

Rules in dividing decimals

1. If the divisor is a whole number, divide the dividend by the divisor applying the rules of whole numbers.

2. If the divisor is not a whole number , make the divisor a whole number by moving the decimal point in the divisor to the rightmost end, making the number seem like a whole numner.

I. Evaluating learning Multiply or Divide the following as indicated.

1. 22.22 x 2 = 2. 53.4 x 3.1 = 3. 17 x 2.5 = 4. 29.8 ÷ 4=

5. 112.2 ÷ 1.1 = J. Additional activities for

Review

Rules in multiplying and dividing rational numbers in decimal form Study

Describe and define irrational numbers.

Reference: G7 Math LM page 64- 69 V. REMARKS

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