Scott Foresman-Addison Wesley Mathematics Grade 3 Mathematics

19 Pages·2009·0.1 MB·English

Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009

Scott Foresman-Addison Wesley Mathematics
Grade 3
Mathematics Curriculum Guides

Wisconsin MPS Wisconsin Assessment
Mathematics Learning Target Descriptors for Mathematics Curriculum
Standard (For Beginning Grade 4)

A. Note: Mathematical processes 1) Reasoning: Use reasoning and logic to:
Mathematical need to be embedded in all • Perceive patterns • Identify relationships
Processes mathematical strands • Formulate questions • Pose problems
throughout the school year. • Make conjectures • Justify strategies
r Math processes are assessed on • Test reasonableness of results
a
e the WKCE-CRT and reported
Y
e as a separate proficiency area. 2) Communication: Communicate mathematical ideas and reasoning using
h
T For example, students are the vocabulary of mathematics in a variety of ways (e.g., using words,
t asked to provide written numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).
u
ho justifications and explanations,
g
u pose problems, and represent 3) Connections: Connect mathematics to the real world as well as within
o
r concepts. mathematics.
h
T
4) Representations: Create and use representations to organize, record, and
communicate mathematical ideas.

5) Problem Solving: Solve and analyze routine and non-routine problems.

Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 1
National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009

Time Curricular Connections MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections
Units/Lessons District Model
CABS
September Chapter 1: Place Value Number Operations and Number Operations and Relationships MPS Number
and Money Relationships #1 Operations and
Communicate and use B.a:1 Recognize and apply place-value concepts to whole Relationships CABS
19 days
1.1 Ways to Use Numbers fluent and flexible numbers less than 10,000. (1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.15) #3, #7

(NO&R) strategies to represent and
1.2 Numbers in the Hundreds compare numbers, B.a:2 Read, write, and represent numbers using words, MPS Algebraic
(NO&R) estimate, and solve real- numerals, pictures (e.g., base ten blocks), number lines, arrays, Relations #4, 6, 10,
1.3 Place-Value Patterns world addition and expanded forms (243=200+40+3) and symbolic renaming e.g., 12
(NO&R) subtraction problems 243=250-7. (1.1, 1.2, 1.15)

1.4 Number in the Thousands including money

(NO&R) (1.1, 1.2, 1.3, 1.4, 1.5, B.a:3 Compare and order whole numbers less than 10,000.

1.5 Great Numbers (NO&R) 1.6, 1.7, 1.8, 1.9, 1.10, (1.3, 1.7, 1.8, 1.9, 1.10)

1.6 Problem Solving Skill 1.11, 1.12, 1.13, 1.14,

(NO& R) 1.15, 2.1, 2.2) B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with
1.7 Comparing Numbers any multiple and 100s starting with any number. Identify and

(NO&R) Algebraic Relationships name counting patterns. (1.14)

1.8 Ordering Numbers #9

(NO&R) Describe, extend, and B.a:5 Count, compare, and make change up to $10.00 using a

1.9 Number Patterns (NO&R make generalizations collection of coins and one-dollar bills. (1.12, 1.13)

and AR) about geometric and

1.10 Rounding Numbers numeric patterns, B.b:8 Use addition and subtraction in everyday situations and

(NO&R) including odd and even solve one- and two-step word problems. (1.6, 1.15, 2.1)

1.11 Problem-Solving Skill: numbers.

Plan and Solve (NO&R and (1.7, 1.9, 1.11, 2.2, 2.3, B.b:15 Determine reasonableness of answers. (1.1, 1.2, 1.3, 1.4,

AR) 2.4) 1.5, 1.6, 1.7, 1.8, 1.9, 1.10,1.11, 1.12, 1.13, 1.14, 1.15)

1.12 Counting Money
(NO&R)
1.13 Making Change
(NO&R)
1.14 Problem-Solving Skill:
Look Back and Check
(NO&R)
1.15 Problem-Solving
Application (NO&R)
Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 2
National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009
September Chapter 2: Addition and Algebraic Relationships Algebraic Relationships
Subtraction Number Sense #10
Explain the meaning of F.a:1 Recognize, extend, describe, create, and replicate a variety
19 teaching
2.1 Addition Properties (AR) the equals sign, use of patterns including attribute, number and geometric patterns.
days
2.2 Relating Addition and symbols to represent Such as:
Subtraction (AR) problem situations, and • Picture patterns
2.3 Find a Rule (AR) use properties and • Patterns in tables and charts
2.4 Problem-Solving relationships to solve • “What’s-my-rule?” patterns
Strategy: Write a Number open and true/false • Patterns using addition and subtraction rules
Sentence (AR) number sentences. Focusing on relationships within patterns as well as extending

(2.1, 2.2, 2.3, 2.4) patterns e.g., patterns and relationships represented with pictures,
tables and charts; “what’s-my-rule?” patterns using addition and
subtraction rules. (1.9, 1.11, 2.2, 2.3, 2.4)

F.a:2 Determine odd or even. (1.9)

F.b:5 Demonstrate a basic understanding of equality and
inequality using symbols (<.>,=) with simple addition and
subtraction. (1.7)

F.c:6 Use properties and relationships of arithmetic to determine
what number goes in a “box” to make a number sentence true,

• Identify property of zero. Ex: 12 + 0 = “box”
• Identify property of one. Ex: 5 x 1 = “box”
• Commutative property for addition of single-digits
• Associative property (2.1, 2.2)

F.c:7 Use simple equations in a variety of ways to demonstrate

the properties. (2.4)

Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 3
National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009
October Chapter 2: Addition and Number Operations and Number Operations and Relationships MPS Number
Subtraction Number Sense Relationships #1 Operations and
Communicate and use B.a:1 Recognize and apply place-value concepts to whole Relationships CABS
20 days
2.5 Mental Math: Break fluent and flexible numbers less than 10,000 (2.6, 3.1, 3.2, 3.3, 3.4, 3.6, 3.8, 3.9) #5, 6, 8
Apart Numbers (NO&R) strategies to represent and
2.6 Mental Math: Using compare numbers, B.a:2 Read, write, and represent numbers using words, MPS Algebraic
numerals, pictures (e.g., base ten blocks), number lines, arrays,
Tens to Add (NO&R) estimate, and solve real- Relationships
expanded forms (243=200+40+3) and symbolic renaming e.g.,
2.7 Estimating Sums world addition and CABS #3, 4, 7A
243=250-7 (2.6, 3.3, 3.4, 3.6)
(NO&R) subtraction problems

2.8 Overestimates and including money.
B.b:8 Use addition and subtraction in everyday situations and
Underestimates (NO&R) (2.5, 2.6, 2.7, 2.8, 2.9,
solve one- and two-step word problems (2.5, 2.9, 2.10, 2.13, 3.3,
2.9 Mental Math: Using 2.10, 2.11, 2.12, 2.13, 3.1,
3.2, 3.3, 3.4, 3.6, 3.7, 3.8, 3.9, 3.10)
Tens to Subtract(NO&R) 3.2, 3.3, 3.4, 3.5, 3.6, 3.7,

2.10 Mental Math: Counting 3.8, 3.9, 3.10, 3.11) B.b:9 Solve double-and triple-digit addition and subtraction
on to Subtract (NO&R) problems with regrouping in horizontal and vertical format in
2.11 Estimating Differences Algebraic Relationships problems with and without context (3.1, 3.2, 3.3, 3.4, 3.6,

(NO&R) #9 3.7, 3.8, 3.9, 3.10)
2.12 Problem Solving Skill: Describe, extend, and
Writing to Explain (NO&R) make generalizations B.b:14 Estimate sums to tens, hundreds and thousands and

2.13 Problem Solving about geometric and differences of ten and hundreds (2.7, 2.8, 2.12, 2.14)
Application (NO&R) numeric patterns,

including odd and even B.b:15 Determine reasonableness of answers (2.5, 2.6, 2.7, 2.8,

Chapter 3: Adding and numbers. (3.5) 2.9, 2.10, 2.11, 2.12, 2.13, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9,

Subtracting 3.10, 3.11)

Algebraic Relationships
3.1 Adding Two-Digit
Numbers (NO&R)
F.a:1 Recognize, extend, describe, create, and replicate a variety
3.2 Models for Adding
of patterns including attribute, number and geometric patterns.
Three-Digit Numbers
Such as:
(NO&R) • Picture patterns
3.3 Adding Three-Digit • Patterns in tables and charts
Numbers (NO&R) • “What’s-my-rule?” patterns
3.4 Adding Three or More
• Patterns using addition and subtraction rules
Numbers (NO&R))

Focusing on relationships within patterns as well as
3.5 Problem Solving

Strategy: Draw a Picture extending patterns e.g., patterns and relationships

represented with pictures, tables and charts; “what’s-my-
(AR)
rule?” patterns using addition and subtraction rules. (3.5)
3.6 Regrouping (NO&R)

3.7 Subtracting Two-Digit

Numbers (NO&R)

Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 4
National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009
October Chapter 3: Adding and
Subtracting See Targets Above See Descriptors Above

20 teaching
3.8 Models for Subtracting
days
Three-Digit Numbers
(NO&R)
3.9 Subtracting Three-Digit
Numbers (NO&R)
3.10 Subtracting Across Zero

(NO&R)

3.11 Problem-Solving Skill:
Exact Answer or Estimate
(NO&R)

Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 5
National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009
Chapter 3: Adding and Number Operations and Number Operations and Relationships MPS Algebraic
November Subtracting Relationships #1 Relationships
B.b:9 Solve double-and triple-digit addition and subtraction CABS #1, 2, 3, 4
3.12 Adding and Subtracting Communicate and use problems with regrouping in horizontal and vertical format in

13 days
Money (NO&R) fluent and flexible problems with and without context. (3.12, 3.13, 3.15)
MPS Number
3.13 Choose a Computation strategies to represent and
Operations and
Method (NO&R) compare numbers, B.b:15 Determine reasonableness of answers. (3.12, 3.13, 3.14,
Relationships
3.14 Equality and Inequality estimate, and solve real- 3.15)
CABS #5, 6a, 6b
(AR) world addition and
3.15 Problem-Solving subtraction problems Algebraic Relationships
Application (NO&R) including money. (3.12, MPS
3.13, 3.14, 3.15) F.b:3 Demonstrate an understanding that the “=” sign means “the Measurement
Chapter 4: Time, Data, and same as” by solving open or true/false number sentences. (3.14) CABS #9a, 9b
Graphs Algebraic Relationships
#10 F.b:4 Use notation to represent mathematical thinking: letter or MPS Geometry
4.1 Time to the half hour and box (variable); operation symbols (+,-,=). (3.14)
CABS #3a, 3b
the Quarter Hour (M) Explain the meaning of

4.2 Time to the Minute (M) the equals sign, use F.b:5 Demonstrate a basic understanding of equality and

4.3 Elapsed Time (M) symbols to represent inequality using symbols (<.>,=) with simple addition and

4.4 Using a Calendar (M) problem situations, and subtraction. (3.14)

4.5 Using Tally Charts to use properties and

Organize Data (Stats & Prob) relationships to solve Measurement

4.6 Using Line Plots to open and true/false

Organize Data (Stats & Prob) number sentences. D.a:1 Describe attributes of length, time, temperature, liquid

4.7 Reading Pictograph and (3,14) capacity, weight/mass, volume and identify appropriate units to

Bar Graphs (Stats & Prob) measure them. Units include: inches, feet, yards, miles, meters,

4.8 Problem-Solving Skill: Measurement #6 centimeters, millimeters, cups, quarts, gallons, liters, seconds,

Writing to Compare (Stats & minutes, hours, days, months, years, ounces, pounds, grams and

Prob) Read and interpret degrees Fahrenheit/Celsius. (4.1, 4.2, 4.3, 4.4)

4.9 Graphing Ordered Pairs customary and metric

(G) measuring instruments D.a:3 Make measurement conversions within a system (e.g.,

and determine time to the yards to feet; feet to inches; hours to minutes; days to hours;
nearest minute and years to months; gallons to quarts). (4.1, 4.2, 4.4)
elapsed time in real-world
situations. (4.1, 4.2, 4.3, D.b:6 Tell time to the nearest minute and translate time from
4.4) analog to digital clocks and vice versa. (4.1, 4.2)

D.b:7 Determine and compare elapsed time in multiples of 15
minutes in problem-solving situations. (4.3)

Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 6
National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009
Statistics & Probability Statistics & Probability
November #7
E.a:1 Answer and pose questions about collecting, organizing,

Formulate questions that and displaying data. Work with data in the context of real-world
13 days
lead to real-world data situations by formulating questions that lead to data collection
investigations, collect, and analysis and determining what data to collect and when and
organize, and display how to collect the data. . (4.5, 4.6, 4.7, 4.8)
data, and draw reasonable
conclusions based on the E.a:2 Collect, organize, and display data in simple bar graphs

data. (4.5, 4.6, 4.7, 4.8) and charts including translating data from one form to the other.

. ( 4.7, 4.8)
Geometry # 4
E.a:3 Draw reasonable conclusions based on simple
Describe, compare, and interpretations of data. (4.5, 4.6, 4.7, 4.8)
use properties of polygons
(2-D) and polyhedra (3- E.a:4 Read, use information, and draw reasonable conclusions

D) when they are from data in graphs, tables, charts, and Venn diagrams. . (4.5,
combined, decomposed, 4.6, 4.7, 4.8)
and transformed (e.g.,
slides, flips, and turns), Geometry
and identify locations of

figures on a coordinate C.c:5 Use simple 2-dimensional coordinate systems to find

system. (4.9) locations on maps and to represent points and simple figures
with coordinates using letters and numbers, (e.g., (E, 3). (4.9)

Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 7
National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009
Chapter 4: Time, Data, Statistics & Probability Statistics & Probability MPS Statistics &
and Graphs #7 Prob CABS #12a,
December E.a:1 Answer and pose questions about collecting, organizing, 12b, 12c, 13a, 13b,
4.10 Reading Line Graphs Formulate questions that and displaying data. Work with data in the context of real-world
13c

(Stats & Prob) lead to real-world data situations by formulating questions that lead to data collection

15 days 4.11 Making Pictographs investigations, collect, and analysis and determining what data to collect and when and
MPS Algebraic
(Stats & Prob) organize, and display how to collect the data. . (4.10, 4.11, 4.12, 4.13, 4.14, 4.15)
Relationships
4.12 Making Bar Graphs data, and draw reasonable
CABS #11a
(Stats & Prob) conclusions based on the E.a:2 Collect, organize, and display data in simple bar graphs

4.13 Making Line Graphs data. (4.10, 4.11, 4.12, and charts including translating data from one form to the other.
(Stats & Prob) 4.13, 4.14, 4.15) ( 4.12, 4.14, 4.15)
4.14 Problem-Solving
Strategy: Make a Graph Number Operations and E.a:3 Draw reasonable conclusions based on simple
(Stats & Prob) Relationships #2 interpretations of data. (4.10, 4.11, 4.12, 4.13, 4.14, 4.15)
4.15 Problem-Solving
Application (Prob & Stat) Represent and use E.a:4 Read, use information, and draw reasonable conclusions
concepts of multiplication from data in graphs, tables, charts, and Venn diagrams. (4.10,
(e.g., grouping, arrays, 4.11, 4.12, 4.13, 4.14, 4.15)
Chapter 5: Multiplication skip counting, repeated
Concepts and Facts addition) and division Number Operations and Relationships
(i.e., sharing, measuring,

5.1 Multiplication as repeated subtraction) to B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with any
Repeated Addition (NO&R, solve problems with and multiple and 100s starting with any number. Identify and name
AR) without context. (5.1, 5.2, counting patterns. (5.1, 5.5, 5.6, 5.7)
5.2 Arrays and 5.3, 5.5, 5.6, 5.7, 5.8, 5.9)
Multiplication (NO&R, AR) B.b:10 Demonstrate understanding of multiplication as
5.3 Writing Multiplication Algebraic Relationships grouping or repeated addition or arrays in problems with and

Stories (NO&R) #9 without context (without context up to 5 x 9; in context products
5.4 Make A Table (NO&R, up to 100). (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9)
AR) Describe, extend, and
5.5 2 As A Factor (NO&R) make generalizations B.b:15 Determine reasonableness of answers. (5.1, 5.2, 5.3,
5.6 5 As A Factor (NO&R, about geometric and 5.4, 5.5, 5.6, 5.7, 5.8, 5.9)
AR) numeric patterns,
5.7 10 As A Factor (NO&R, including odd and even Algebric Relationships
AR) numbers. (5.1, 5.4, 5.6,
5.8 Multiple-Step Problems 5.7, 5.9) F.a: 1 Recognize, extend, describe, create, and replicate a
(NO&R) variety of patterns including attribute, number and geometric
5.9 Multiplying with 0 and 1 patterns. Such as:
(NO&R, AR) • Picture patterns

• Patterns in tables and charts
• “What’s-my-rule?” patterns
Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 8
National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009
Algebraic Relationships • Patterns using addition and subtraction rules
#10 Focusing on relationships within patterns as well as extending
patterns e.g., patterns and relationships represented with

Explain the meaning of pictures, tables and charts; “what’s-my-rule?” patterns using
December the equals sign, use addition and subtraction rules. (5.1, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9)
symbols to represent
15 days problem situations, and F.b:6 Use properties and relationships of arithmetic to
use properties and determine what number goes in a “box” to make a number
relationships to solve sentence true,

open and true/false • Identify property of zero. Ex: 12 + 0 = “box”
number sentences. (5.2) • Identify property of one. Ex: 5 x 1 = “box”
• Commutative property for addition of single-digits
• Associative property (5.2)

Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 9
National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009
Chapter 5: Multiplication Number Operations and Number Operations and Relationships MPS Number
Concepts and Facts Relationships #2 Operation and
B.a:2 Read, write, and represent numbers using words, Relationships
5.10 9 As A Factor (NO&R, Represent and use numerals, pictures (e.g., base ten blocks), number lines, arrays,
CABS #2, 4, 11
AR) concepts of multiplication expanded forms (243=200+40+3) and symbolic renaming e.g.,

5.11 Practicing (e.g., grouping, arrays, 243=250-7. (6.1, 6.2, 6.3, 6.4)

Multiplication Facts skip counting, repeated
MPS Algebraic
January (NO&R, AR) addition) and division B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with any
5.12 Bicycles (NO&R) (i.e., sharing, measuring, multiple and 100s starting with any number. Identify and name Relationships

repeated subtraction) to counting patterns. (6.1, 6.2, 6.3, 6.6) CABS #9, 11a,
18 days solve problems with and 11b, 12
Chapter 6: More without context. (5.10,
B.b:10 Demonstrate understanding of multiplication as
Multiplication Facts 5.11, 5.12, 6.1, 6.2, 6.3,
grouping or repeated addition or arrays in problems with and
6.4, 6.5, 6.7, 6.9, 6.12, without context (without context up to 5 x 9; in context products
6.1 3 as a Factor (NO&R) 7.1, 7.2, 7.3)
up to 100). (6.1, 6.2, 6.3, 6.4, 6.5, 6.7)
6.2 4 as a Factor (NO&R)
6.3 6 and 7 as Factors Algebraic Relationships
(NO&R) #9 B.b:11 Demonstrate understanding of the concept of division as
6.4 8 as a Factor (NO&R) repeated subtraction, partitioning/sharing, or measuring
6.5 Practicing Describe, extend, and (dividend up to 45 and divisors up to 5). (7.1, 7.2, 7.3)
make generalizations
Multiplication Facts
about geometric and
(NO&R, AR)
numeric patterns, B.b:15 Determine reasonableness of answers. (5.10, 5.11,
6.6 Look for a Pattern (AR)
6.7 Using Multiplication to including odd and even 5.12, 6.1, 6.2, 6.3, 6.4, 6.5, 6.7, 6.9, 6.12, 7.1, 7.2, 7.3)
numbers. (5.10, 5.11, 6.5,
Compare (NO&R)
6.8 Patterns on a Table 6.6, 6.8, 6.10, 6.12) A lgebraic Relationships
(NO&R, AR)
F.a:1 Recognize, extend, describe, create, and replicate a
6.9 Multiplying with Three Algebraic Relationships
variety of patterns including attribute, number and geometric
Factors (NO&R, AR) #10
patterns. Such as:
6.10 Find a Rule (AR) Explain the meaning of • Picture patterns
6.11 Choose a Operation
the equals sign, use • Patterns in tables and charts
(AR) symbols to represent • “What’s-my-rule?” patterns
6.12 Problem Solving
problem situations, and • Patterns using addition and subtraction rules
Applications: Sandworms
use properties and Focusing on relationships within patterns as well as extending
(NO&R)
relationships to solve patterns e.g., patterns and relationships represented with
open and true/false pictures, tables and charts; “what’s-my-rule?” patterns using

number sentences. (6.9, addition and subtraction rules. (5.10, 5.11, 6.5, 6.6, 6.8, 6.10)

6.11)

F.b:4 Use notation to represent mathematical thinking: letter or

box (variable); operation symbols (+,-,=). (6.11)

Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 10
National Science Foundation under Grant No. 0314898.
8/26/08