PHGN Food & Nutrition



Consolidate Number Skills

TAFE SA Code: CAAFA

Nominal Hours: 30

Unit Descriptor:

The focus of this unit is to consolidate the learner’s skills in

interpreting, using and calculating money, numerical information and creating and interpreting simple tables and graphs necessary for use within a community, education, or vocational context.

Application of Unit:

This unit applies to learners wanting to develop numeracy skills for self, employment, education and/or community participation. It will consolidate numeracy skills already gained. When delivered with Consolidate spatial skills, CAAEZ ensure the learner has the necessary skills to achieve level 2 of the ACSF indicators of competence for numeracy.

See Australian Core Skills framework levels of Performance for more detail.



The young person’s readiness to start this unit of work can be assessed through the numeracy assessment in their Flexible Learning Transition Plan.

To enhance the outcomes for learners it is recommended that this unit be taught concurrently with other units at this level, and that assessments include both integrated and standalone tasks.

To achieve competence in this unit the young person must be able to interpret, use and calculate costs, interpret, use and calculate numerical information in familiar texts and interpret and create simple tables and graphs

They need to demonstrate skills in:

← Estimation

← Understanding place value

← Accurate addition, subtraction, multiplication and division calculations

← Money use

← Fractions and percentages

← Using and interpreting graphs and tables

Critical aspects for assessment and evidence required to demonstrate competency in this unit:

This unit contains a range of opportunities to assist the young person to meet the performance criteria. (see Checklist)

Competence is demonstrated through holistic and simulated/real life tasks rather than a specific individual assessment for each concept.

Authentic opportunities may include:

← Understanding use of numbers and graphs in newspapers, magazines,

← personal documents

← advertising

← information leaflets

← timetables

Context of and specific resources for assessment:

A range of assessment strategies are required to demonstrate competency if this unit including

← direct observation

← group discussions

← worksheets

← comprehension questions

← presentations:

← questioning:

← self assessment

Consistency of Performance:

This unit of competency must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts.

Consolidate Number Skills

Certificate 1 Education and Skills Development

Compulsory Unit

Name: __________________________ TAFE ID Number: ___________________

|Performance Criteria |Date Assessed |WPA Initial |

|Interpret, use and calculate costs in familiar situations |

|1.1 Establish an estimate of a result before making an accurate calculation involving money | | |

|1.2 Use place value concepts for whole number and decimals to interpret and compare numbers involving money | | |

|1.3 Perform simple add and subtract calculations with money including converting between common fraction, | | |

|decimal and percentage forms using common denominators only | | |

|1.4 Interpret familiar texts containing graphical representation and language associated with money | | |

|Interpret, use and calculate numerical information in familiar texts |

|2.1 Identify numerical information in text and determine an appropriate calculation to solve a problem | | |

|2.2 Use place value concepts for whole numbers and decimals to interpret and compare numbers | | |

|2.3 Make an initial estimate of the result then carry out an accurate numerical calculation | | |

|2.4 Convert simple, familiar fractions, decimals and percentages to equivalent values in a form appropriate to| | |

|the situation | | |

|2.5 Check the reasonableness of results against initial estimate, context of problem and personal | | |

|knowledge/experience | | |

|Interpret and create simple tables and graphs |

|3.1 Collect and sort data and record into tables | | |

|3.2 Represent data in graphical form, using appropriate | | |

|scales and axes | | |

|3.3 Interpret the meaning of data and associated language found in familiar texts, tables and graphs | | |

|3.4 Use a range of descriptive language related to graphs and tables | | |

Result: achieved / not yet achieved

Date Completed: ___________________ Student Signature: ________________________

Assessor Name: ___________________________ Signature:_______________________

Consolidate Number Skills

This unit of work is in 2 sections. The first section is about skills building, where you can find a whole range of learning activities and information. This is a great place to either learn some new things or review some maths concepts that you might have forgotten. Your facilitator will help you choose the tasks to focus on and work through this section, as depending on your knowledge, you may spend either a lot of time in this section, or not much time at all.

Topic covered include:

← estimation

← place value

← addition

← subtraction

← multiplication

← division

← fractions, decimals and percentages

← money

← interpreting data, graphs and tables

The second section is the project work. This is where you get to put your skills and knowledge into action.

There are a whole range of different mini projects to choose from. You will need to keep all your work and clearly show every stage of the mini projects so that your facilitator can see the skills you have used.

If you can’t find some mini-projects that interest you, have a chat with your facilitator and design your own.

It’s OK if you want to do this work with a partner – just make sure you both keep the evidence of your work!!

All maths definitions taken from:



Estimation

Estimation is finding a value that is close enough to the right answer, usually with some thought or calculation involved.

Eg: Sam's estimation of 400 bricks to build the wall was very good, as there were only 12 bricks left over.

The following links have information and activities about estimation.

Fact Sheets and information:

Maths is Fun



BBC Skillwise



Estimating numbers using rounding

Understanding why numbers are rounded

Rounding numbers to the nearest 10 and 100

Rounding and estimating number revision

Rounding numbers to the nearest 10

Rounding numbers to the nearest 100

What is rounding

Knowing when to round numbers

Worksheets:

BBC Skillwise



Rounding measurements

Rounding to the nearest 10

Rounding to the nearest 100

Interactive games:

Estimation Game



Estimation Valley Golf



Maximum Capacity



Rounding Master



Ice Ice Maybe



Maths Quiz



Media Clips:

Estimating In Maths

Place value

Place value is the value of where the digit is in the number, such as units, tens, hundreds, etc.

Eg. In 258, the place value of the 5 is "tens"

In 17.591, the place value of the 9 is "hundredths"

[pic]

Fact Sheets and information:

Skillwise



Place Value

Zero as a placeholder

Worksheets:

Skillwise



Biggest Number Wins

Comparing whole numbers

Counting on and back in hundreds

Odd and even numbers

Reading and writing numbers from facts

Reading and writing numbers in order

Place value 1

Reading and writing numbers – place value charts

Interactive Games:

Place Value Pirates



Decimals of the Caribbean



Computation Castle



Wishball: tournament



Challenge your understanding of place value in whole numbers and decimal fractions, from 0.001 to 9999. Either add or subtract numbers to reach a target number. For example, receive a starting number of 39.61. Spin the number 5 and decide whether to add or subtract 0.05, 0.5, 5 or 50 to reach your target number of 70.12 within 20 turns. Use the ‘Wishball’ to select your final digit. Try to reach the target in as few turns as possible. Play a random game, replay a previous game or play a game with the same target number as someone else. This learning object is a series of 15 objects.

Media Clips:

Place Value 1

Place Value 2

Addition and subtraction

Addition is finding the total, or sum, by combining two or more numbers.

Eg: 5 + 11 + 3 = 19

Subtraction is taking one number away from another.

Eg 658 – 471 = 187

Fact Sheets and Information

BBC Skillwise



Addition

Shared – 5 ways to add and subtract in your head

Addition

Hundreds, tens and ones

Key words for mental addition

Reminders to help you add

Splitting up numbers

Subtraction

Counting on using an empty number line

Help with Subtraction – reminders

Subtraction methods

Subtraction by splitting up numbers

Mental subtraction key words

Worksheets

BBC Skillwise



Addition

Doubling

Addition by splitting up numbers

Addition activities

Empty number lines

Hundreds, tens, ones

Subtraction

Using empty number lines

Identifying subtraction methods

Identifying the correct subtraction

Splitting up numbers

Interactive Games

Fridge Magnet Addition game



Bargain Hunt Adding game



Conveyor Belt Addition game



Addition by Splitting game



Fridge Magnet Subtraction game



Subtraction by Splitting game



BIDMAS Blaster



Dice duels: airport addition



Move planes along numbered lanes on an airport runway. Add the numbers on a pair of dice to determine which plane takes off. Try to predict which lane is most likely to clear quickly. Explore how many rolls are needed to match a chosen number five times. Look at an explanation of uneven distributions. Compare the theoretical data distribution with experimental results. This learning object is one in a series of 11 objects.

Dice duels: airport subtraction



Move planes along numbered lanes on an airport runway. Subtract the smaller number from the larger number on a pair of dice to determine which plane takes off. Try to predict which lane is most likely to clear quickly. Explore how many rolls are needed to match a chosen number five times. Look at an explanation of uneven distributions. Compare the theoretical data distribution with experimental results. This learning object is one in a series of 11 objects.

Media Clips

Check out the following clips which demonstrate addition and subtraction.

Addition and Subtraction Problems

Addition, Subtraction

Two digit subtraction

Multiplication and division

The basic idea of multiplication is repeated addition.

For example: 5 × 3 = 5 + 5 + 5 = 15

But as well as multiplying by whole numbers, you can also multiply by fractions or decimals.

For example 5 × 3½ = 5 + 5 + 5 + (half of 5) = 17.5

Division is splitting into equal parts or groups. It is the result of "fair sharing".

Example: there are 12 chocolates, and 3 friends want to share them, how do they divide the chocolates?

Answer: They should get 4 each.

We use the ÷ symbol, or sometimes the / symbol to mean divide:

12 / 3 = 4

12 ÷ 3 = 4

Fact Sheets and Information

BBC Skillwise - Multiplication



Introduction to Multiplication

Multiplication: Splitting method

Multiplication tips

Multiplication revision

BBC Skillwise - Division



Division problems

Division: Repeated subtraction

Division revision

Introduction to revision

Division tips

Worksheets

BBC Skillwise - Multiplication



Multiplication: Matching activity

Multiplication triangles

BBC Skillwise - Division



Division matching activity

Interpreting division problems

Division problems sorting activity

Interactive Games

Fridge Magnet Multiplication Game



Fridge Magnet Division game



Media Clips

Multiplication

Simple Division

Fractions, decimals and percentages

Fractions are part of a whole.

A number written with the bottom part (the denominator) tells you how many parts the whole is divided into, and the top part (the numerator) tells how many you have.

[pic]

Decimals are based on 10

Example: the numbers we use in everyday life are decimal numbers, because there are 10 of them (0,1,2,3,4,5,6,7,8 and 9).

Often "decimal number" is also used to mean a number that uses a decimal point followed by digits as a way of showing values less than one.

Example: 1.9 is a decimal number (one and nine tenths)

Percentage is parts per 100

The symbol is %

Example: 25% means 25 per 100

(25% of this box is green)

[pic]

Fact Sheets and Information

Fraction Action



Introduction to Fractions PowerPoint presentation

[pic]

Fraction, Percentage, decimal PowerPoint presentation

[pic]

BBC Skillwise – Fractions



Different types of fraction

Estimating fractions

Recognising fractions from shapes

What is a fraction?

What do the numbers in fractions mean?

BBC Skillwise – percentages



percentages

percentage problems

BBC Skillwise – decimals



revising decimals

decimals and calculators

the decimal point and reading decimals

what are decimals

reading decimals

Worksheets

BBC Skillwise – Fractions



Finding fractions of time

Reading and writing fractions

Working out fractions problems

Working out fractions

BBC Skillwise – percentages



Finding percentages of amounts

Shading percentages

Matching up fractions and percentages

BBC Skillwise – decimals



Metres and centimetres 1

Metres and centimetres 2

Place value 1

Place value 2

Using a calculator

Zero as a place holder

Interactive Games

Ice Ice Maybe



Any fractions method game



Fractions dolphin racing game



Fractions of something game



Fraction Fiddle – reach the target



Help a boy to hit a bull’s-eye with his paper plane. Build two fractions that add up to a target number up to two. Complete the numerators of both fractions (one may have a fixed denominator). For example, work out how many thirds and how many sixths can be added together to total 4/3. Look at fraction bars and a number line to compare the two fractions and their total. This learning object is one in a series of seven objects.

Fraction Fiddle - tool



Use a tool to explore what happens when you change the numerals in a fraction. Compare two fractions and find out which is larger. For example, decide whether 4/3 is larger than 7/5. Build the two fractions. Compare the fractions on a number line. This learning object is one in a series of seven objects.

Shape Fractions



Use this tool to explore how to express fractions and display them in different ways. Divide simple shapes into equal parts. Select regions, then express the area selected as a fraction (or equivalent). Manually select fractions or choose other options to set variables displayed.

Leisure Survey



Explore how kids use their leisure time. Choose questions to ask in a survey. For example, look at the percentages of kids that play tennis, basketball or netball. Examine a table of results. Sort the data and use it to answer questions. Display the results using a suitable type of graph such as a pie chart, bar graph or histogram. Identify conclusions supported by the evidence. Write a report based on the survey results. This learning object is a combination of three objects in the same series.

Media Clips

The Original Maths Song

Change Decimals to Fractions

Change Fractions to Decimals to Percents

Change Percents to Fractions Form

Converting Fractions to Decimals

How to convert Percents to Decimals

Math Antics – Convert any Fraction to a Decimal

Money

Fact Sheets and Information

Financial Literacy - Helping young Australians to manage money.



Making Cents – resource



Money Count PowerPoint

Control click on the image.



[pic]

Worksheets

Australian Money Worksheets



Maths Aids – Money Worksheets



Busy Teacher – money worksheets



Interactive Games

Money Master



School canteen



Students apply critical numeracy skills to a wide range of interactive computer-based consumer and financial situations. The series of eight learning objects requires students to take responsibility for purchasing stock online for the school canteen. Students are required to identify best buys and alternative ways to complete the canteen order at the lowest possible cost to the school.

They must solve problems involving money and quantities as they work through four foci for the canteen: restock, best buy, two suppliers, and estimate and check. For each of these, two levels of sophistication are offered, the first suggested for Years 5-9 and the second level for Years 7-9.

Biz Whiz series



This web based interactive series gives students the opportunity to take on the role of a young entrepreneur. The business centres on walking dogs in the local neighbourhood. There are four activities in the series and each one looks at a different area of the operations of the business.

The goal is to boost the business's income by attracting new customers and building a good reputation. Students also have to market the business creatively and use resources efficiently.

Coin Land



Coinland is an animated virtual world where kids can learn the basics of money management. Setting key saving goals and tasks, kids work and spend coins through game play, learning concepts like how to earn money, budgeting, saving, understanding pricing and the consequences of spending.

Animated videos are placed throughout the world as another tool to demonstrate financial concepts. They also provide directions for kids to achieve their next task. Through leader-boards and safe-chat, Coinland gives kids a level of relationship and competitiveness that motivates increased engagement and learning opportunities.

Clever Shopping



This teaching and learning package has been designed to raise awareness of financial issues for students through the NSW Mathematics syllabus areas of number and data. All examples are taken from 'true life' to illustrate some of the consumer issues facing the community. The package can be used to support learning in a traditional lesson format or as a student-centred, online learning activity.

Community Enterprise



This series of interactive computer-based activities requires students to explain the reasons they want some basic goods and services and to creatively explore options to earn money or other rewards. These three graduated learning objects challenge students to make recommendations to the local mayor about future local enterprises.

The process of arriving at the recommendations requires research which includes comparison of the environmental, social and economic consequences of developing new enterprises in a small community. There are creative opportunities in these objectives for literacy and numeracy skills development.

MilbaDjunga - Smart Money



An initiative of the Queensland Department of Education and Training and ASIC, the MilbaDjunga website has a range of resources to support teachers of Aboriginal and Torres Strait Islander students in teaching consumer and financial literacy.

There are two online units: one for primary students which involves hands-on activities to engage students in exploring wants and needs, earning money and budgeting; and one for secondary students which leads them through a step-by-step process to start a small business.

There is also a selection of interactive Learning Objects to support these units, resources with an Indigenous focus and a Your Stories section where you can share your experiences.

Mobile Plan Series



These six learning objects allow students to explore the mathematical concepts of cost estimates, data analysis, cost time graphs, line graphs and tables in relation to assisting students to effectively manage the cost of their mobile phones. Students apply critical literacy and numeracy skills to use comparative costs to justify their selection of phone services.

The student compares the monthly call plans of one company to recommend the best plan for one person (L1108, L1109), compares the call costs quoted by three companies (L1107) and find the best deal for three people (L762) comparing two companies) L763 (comparing three companies) and L1110 comparing several companies).

Media Clips

Australian Currency

Interpreting data, graphs and tables

Data is a collection of facts, such as values or measurements.

Here we have a table of data about what sport people play at a school.

[pic]

Graphs are diagrams of values, usually shown as lines or bars.

[pic]

Tables are numbers or quantities arranged in rows and columns

Fact Sheets and Information

BBC Skillswise – Data



Presenting data in different ways

Collecting information and presenting it as a list

Pictograms

Tables

Tally tables

BBC Skillwise – Tables



Introducing lists and tables

Listing information

Reading tables 1

Lists and tables glossary

Using clear labels on your tables

BBC Skillwise – Graphs



Bar charts

Comparing data using bar charts

Reading bar charts

Reading scales

Using clear labels on your chart or diagram

Worksheets

Australian Bureau of Statistics – Census at School Australia



BBC Skillswise – Data



Create your own bar chart

Presenting data in a bar chart

Representing data in a pictogram

BBC Skillwise – Tables



Creating your own table

Finding information in a table 1

Extracting information from a menu

BBC Skillwise – Graphs



Creating a bar chart

Extracting information from pictograms

Interpreting a bar chart

Extracting information from bar charts – football results

Extracting information from bar charts – pizza sales

Interpreting a pictogram

Spotting errors in charts and tables

Interactive Games

Handling data game



Decimaster Match-up



Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 1 such as 0.7. Adjust units on a range of visual scales and other representations. Work through these representations in any order: common fraction, number line, counting frame, dial, array and pie chart. Match three decimals with each tool. This learning object is one in a series of nine objects.

Filling glasses: find the right glass



Look closely at some line graphs. Examine the relationship between the shape of a glass and the time taken to fill it with juice. Notice that the fluid level rises more quickly in a narrow glass than in a wide glass. Choose the glass shape that matches a line graph representing its filling rate. This learning object is one in a series of five objects.

Triathlon



Watch triathletes performing in swimming, cycling and running legs of a triathlon. See how distance-time graphs are used to represent and compare race performances. Examine axis units, scales and gradients to compare course and performance variables. For example, notice that a flat line on a graph shows that an athlete is resting or preparing for the next stage. This learning object is one in a series of four objects.

Media Clips

Graphs of Life

Types of Data

The Easy Way to Learn Graphing

How to Create a Graph

Consolidate Number Skills

Record of On-Line Learning

Name:________________________________________ TAFESA ID Number:________________

|On-line Learning Task |Date |Signed |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

* PLEASE KEEP A PRINTED COPY OF ALL COMPLETED WORKSHEETS

|On-line Learning Task |Date |Signed |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

Consolidate Number Skills

Projects

Well done!! – You are now ready to put all your learning into action in the PROJECT section. This is where you get to use your number skills and knowledge.

There are a whole range of different mini projects to choose from. You will need to keep all your work and clearly show every stage of the mini projects so that your facilitator can see the skills you have used.

If you can’t find some projects that interest you, have a chat with your facilitator and design your own.

It’s OK if you want to do this work with a partner – just make sure you both keep the evidence of your work!!

The details:

← You need to do at least 4 projects for this unit of work.

← Each project needs to contain loads of information and should take at least 3-4 hours or more of work

← The ideas are a guide only and you will need to add to this information.

← Keep a record of all the work you have done – including your calculations and the processes you used to determine the answers.

← Think about how you want to present your work. This can be paper based (report, poster, brochure etc) or you might want to use some technology (eg PowerPoint, podcast, media clip etc).

← There is an assessment process which includes a self assessment that needs to be done at the end of every project.

List of Projects:

← Buying a car

← Calories / kilojoules

← Planning a party

← Spend a Million $$

← Shopping

← Planning your holiday

← Buying a pet

← The sports report

← The weather

Consolidate Number Skills

Project Assessment

Name:________________________________________ TAFESA ID Number:________________

Name of project:

________________________________________________________________________________

Brief description of project

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

|Checklist |Date |Signed |

|Used a variety of maths skills from the Consolidate Number Skills unit | | |

|Demonstrated estimation skills | | |

|Produced detailed data, graphs and tables | | |

|Used the 4 processes ( + - x ÷) | | |

|Presented information clearly with all “working out” included | | |

|Produced a clear and comprehensive final presentation | | |

Self Reflection

-----------------------

Buying a Car

Buying a car can be really exciting, but it can also be really expensive and you need to do your research.

• Read advertisements for car and select the make and model that will suit your needs.

• Research the operating and maintenance costs too.

• Find out the interest rates for car loans and work out the repayments you would need to make for your car.

• Check the costs of installing some non-standard feature eg a great stereo, or some nice wheels.

• You might want to investigate 2 different car that cost 2 different prices.

Calories / kilojoules

We get calories / kilojoules for the food we eat. This is either stored as food or used up as energy. Investigate the intake of your calories / kilojoules over a week and also how much energy you are using.

• Keep a data base or table of everything you eat and drink for a week and all the activities you do.

• Research calories / kilojoules (intake and also how much you burn doing various activities).

• Be a food label reader and investigate what all the info on the labels actually means.

• Graph this data and interpret the information.

Planning a party

Planning a party can be loads of fun, but there is a lot to think about such as:

• Developing a budget

• Venue – cost, size, do you have to pay for cleaning or a bond?

• Food - how much to buy?

• Research whether you will need security. If so, find out cost, time, number of personnel etc.

• Time – start and finish time, council curfews for noise

• Invitations and decorations

Spend a Million$$

You have been given 1 million dollars to spend, but there are a few rules you need to follow.

You need to make sure that…

• You spend every cent or the money without going over or under

• That you give a percentage of your money to charity

• All money spent needs to be recorded on a spreadsheet

• You need to be able to justify all your purchases and you need to buy a minimum of 100 things

• You need to graph and represent all of your purchases graphically and do a presentation about this information.

Shopping

We all love to go shopping, but you need to work out a budget and stick to it so you don’t get into debt.

• Research and find your dream job and work out approximately how much you would earn per year. What would be an appropriate % to spend each month on clothes? Think about the clothing requirement of your job too.

• Collect catalogues or go on-line and work out what you would buy that was within your budget. Keep in mind that you need to buy complete outfits!!

• What would the repayments on a credit card be if you paid by credit.

Planning your holiday

Time to go on a holiday. You have been working hard and have saved some money. You have $10,000 and you want to go overseas for 3 months.

• Plan your trip – where you will go and what you will see (Develop an itinerary)

• Research flights and travel

• Think about accommodation and plan where you will be staying and the cost of the accommodation

• What about the extras like insurance, luggage, things to do while you are there (tourist activities), passport, immunisations.

• Don’t forget to check out the excellent travel site on-line.

The Weather

Here is a chance to practice your skills of observation, analysis and interpretation I relation to the weather.

• Record and chart the weather condition in 2 different places over a period of 7 days. You might want to choose your local area and a different place from another part of the world.

• Record things like temperature, wind speed, tide times, precipitation, cloud cover etc

• Record this information in a table and graph the results.

• Make comparisons between the 2 places you have chosen.

• There are a huge range of on-line sites to support this project, but check out the Bureau of Meteorology first!

Buying a Pet

You have always wanted a pet of your own, but being a pet owner requires some responsibility and also some money.

• Research the perfect pet for you. Think about where you like, the time you have to care for a pet and also the rules and regulations of where you live in relation to pets

• Estimate the cost of keeping a pet first and then work out the purchase price, pet supplies, and ongoing food and care for your pet. Don’t forget to factor in licences if you are thinking of a more exotic pet.

• Research vet care for your pet, including de-sexing, worming etc

• Compare the price of 2 different types of pets and record/graph your results.

•

The Sports Report

If you are a sports fan or have a favourite sport or sporting team, you might like to:

• Research sports stars from your favourite team – their stats and their income. Compare a few different players and compare averages, physical characteristics, games played etc

• Research your favourite team and think about all the maths that happens during the game – record this info

• Record as many statistics as you can about your chosen game and think about the purpose of these statistics

• Record percentages for each of the players eg in footy 5 of touches for the game etc

• Present this information as an oral presentation or a report and include all the data and graphs.

Things I learnt were:

Things I did well:

Things I could have done better:

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download