ZP Math Lesson Plan Draft Cbe Comments

Zachary Powers Subject: Math
Zak, your lesson plan itself is a good start. I want you to do a lot more work in terms of specificying the concepts and subconcepts that students need to develop understanding ofbuilding more directly from the work we did in class around early number and place value and the readings. (See in particular the Fosnot and Dolk article.) This will help you be more thoughtful about what you are looking for in student explanations and student work. Secondly, you need to write out more specifics in the plan itself. What problems will you present, what questions will you ask, how do you expect students might respond? See my comments throughout and let me know if you have questions. This is going to be a good lesson. Dont forget to construct an observation checklist (after you have done the work of breaking down the concepts). How about if you send that to me before you teach this lesson? Understanding Numbers 1-19 in Relation to Ten Date/Time to be Implemented: TBA Grade Level: Kindergarten Anticipated time: 35 minutes Assessment tools: Video; note taking. What? Students will use a set of ten frames to construct numbers 1-19 to build a conception of teen numbers as ten and a number of units. In the process, they will also use English number names to name the numbers begin written in numeral form and represented as quantities. This multiplicity of representations will guide students to a better understanding of the meaning of teen numbers in relation to ten and clear up any misconceptions related to their English names. How? I have chosen to structure my lesson this way in order to gradually build students sense of the relationship between ten as a quantity and the teen numbers. I want their understanding of the teen numbers to serve as a basis for developing their sense of place value and, specifically the meaning of the tens place in written notation. Thus, much of the lesson guides students towards the conception of the tens frame as a single unit nestled within the larger teen quantity. By guiding students to conceive of the quantity
Caroline Ebby! 12/4/13 2:52 PM

Comment: Ok so here you need to describe what it is that students need to understanddraw on the big ideas about early number and place value that we discussed in class. Also look at the readingsthe progressions for counting and cardinality and Number & Operations in base 10 the Fosnot & Dolk chapter on place value. Your lesson needs to be grounded in what we know from cognitive research on childrens learning.

Comment: You are describing your plan here, but that is not what this section is for. This should be about why you have chosen to do things this way and how it will help students develop understanding of the big ideas.
ten as a unit and connecting that unit to base ten notation, I hope to move students to a higher level of thinking about numerals, where in they no longer represent only quantities of the ones unit but notate quantities of any unit. By learning to group ten as a unit, coming to understand the 1 in 10 as 1 ten, students will also create useful tool for thinking multiplicatively about number. As they begin to think of teens as ten and then some, students will build a structure for thinking of double-digit numbers as a quantity of tens and then some. The ten frame is a simple tool whose structur makes it easy for students to subitize the quantity ten, encouraging them to count automatically it as a ten and therefore think of it as a unit. Why? The students I have selected to work with are proficient in counting the numbers 1-19, but they are still developing their sense of the quantities these numbers represent.Right now, they conceive of these quantities as different groups of ones. I want to move them beyond this in order to build foundations both for thinking about the meaning of double digit quantities, and for thinking multiplicatively about quantities of ten. In order to build these kinds of understandings about the teen numbers, they need to understand how ten can be thought of as a unit and experience the utility of the tens unit. Building a concept of teen numbers as related to ten also supports childrens understanding of base ten number notation. By prompting the children to translate quantities into their numeral equivalent, and vice versa, I am highlighting the relation between a quantity and its numerical representation. It is my hope that, by using the filled ten frame as a counting tool, students will begin to better understand the meaning of the tens placethat is, when they see a teen number, they will recognize that it is ten and some number of units and will be notated by 1X. Goals/Objective(s): SWBAT understand numbers 11-19 as representing a group of 10 plus unit numbers. SWBAT build and count quantities of 10-19 objects on a set of ten frames. SWBAT associate the English names of numbers 11-19 with associated quantities of objects. SWBAT recognize patterns in the way numbers 11-19 are represented on a set of ten frames. Common Core State Standards for Kindergarten (Foundational Skills): CCSS Counting and Cardinality: K.CC.5

Comment: Why ten framesconnect this to what is important for students to understand about teen numbers.

Comment: Why?

Comment: What patterns?
Zachary Powers! 12/15/13 8:24 PM

Deleted: Students will build an understanding of teen numbers by constructing quantities of 1-19 objects on a set of ten frames. In the first portion of the activity, they will work on recognizing and counting these quantities on a ten frame that I present, showing their solution on individual white boards and explaining their strategy for counting. In the second portion of the lesson, students will work on representing these quantities on ten frames as I present them in numeral form, using both a full ten frame and an empty one. Students will then break in to pairs to quiz one another to count the teen numbers that they have constructed. The lesson will conclude with a discussion about the patterns that students have recognized between different teen numbers throughout the lesson.

Deleted: 20

Deleted: their

Deleted: these

Comment: Be more specific herewhat is the concept?

Deleted: particularly the teen numbersis still developing

Deleted:

Deleted: build a strong

Deleted: concept of

Deleted: their meaning in relation to ten

Deleted: This conceptual understanding will be important in their future exploration and ... [1] understanding of the decades and their meaning with Caroline Ebby! 12/4/13 2:52 PM relation to ten. Comment: OK you are getting there nowbut you can still break this down further and connect ... to [2] the ideas from class and readings. Break down what Zachary Powers ! 12/15/13 8:43 PM it means to understand a number in relation to ten. Deleted: By conceptualizing the filled frame in this way I hope to help children build a meaningful ... [3] foundation for their skip counting and thinking about Caroline Ebby ! 12/4/13 one group of ten as a unit. 2:52 PM Comment: Count?
Jack Powers! 12/1/13 4:03 PM

Deleted: recognize
Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. CCSS Numbers in Base Ten: K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18= 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Materials and Preparation: o o o o 5 small white boards 5 dry erase markers 25 sheets of paper with two blank ten frames 2 sets of number cards with numerals 1-19 printed on them.
Deleted: 7

Deleted: 7

Comment: I changed my group size down to four and included extra items for me to use in modeling. I also rejected the isolated blank and full frames in favor of single, double sided sheets with two blank frames on each side. I included number cards to better focus the paired activity, so students wouldnt have to think of a number on their own.

Deleted: <#>7 full ten frames 7b

Deleted: lank
Jack Powers! 12/1/13 5:13 PM Formatted: Bullets and Numbering Jack Powers! 12/1/13 6:21 PM
Classroom arrangement and management issues: The lesson will be carried out at the class conference table, a horseshoe shaped table where students sit on the outer edge and the teacher sits in the u-bend. Students will be seated next to partners of moderately different ability to best take advantage of peer-to-peer modeling during the paired portion of the activity. We will be working on the stage of the auditorium across from the classroom, with the students facing the auditorium seating so as to avoid distracted students turning around in their seats to look across the room. I will begin the discussion by asking how do you show me and your friends that your are listening to them? and Why do we listen to our friends, highlighting answers that describe the importance of what each student has to say, and how we learn by listening to one another. This frames listening as a positive activity that the students can gain from, (as opposed to framing it as an activity to avoid making people feel bad or as simply the right thing to do. ) In the first and second portions of the lesson, I will give each student a white board and a dry erase marker. During the latter portions of the activity, students will also use ten frame sheets and a pencil. At the beginning of the lesson I will start with the table empty. Whiteboards and dry erase markers during the first lesson , to avoid prior distraction. Likewise with the ten frame sheets: , I will collect the whiteboard and markers, and then take out ten frame sheets when students are going to use them. During the paired portion of the lesson it will be important to clarify the structure of the paired activity so as to minimize misconception and distraction. I will model the activity with one of the students, once for demonstration and another time to ask questions for understanding, like What should I do next? It will be important to monitor students during the paired portion of the lesson, primarily to assess student understanding and facilitate the activity, but also to manage distraction. I plan to manage distraction by asking redirecting questions like Whos turn is it next? and Did you show your partner how you counted X?
Deleted: Each

Deleted: will have

Deleted: in front of them

Deleted: two ten frames

Deleted: Before I teach the lesson, it will be necessary to ensure that space is not an issue when students are using their ten frames.

Deleted: will

Deleted: be

Deleted: introduced as needed,

Deleted: s

Comment: Do you want to collect them?

Deleted: When students switch from ten frames to using the white board (in the second half of the lesson) there may be issues with the table space during the transition. If there is sufficient space, students may be able to either put their white boards to the side or to push the white boards in front of them, toward the u-bend where the teacher is seat.

Deleted:

Deleted: Ill take out the ten frame first
Plan Opening Assessment: 5 minutes I will start the lesson by folding over a ten-frame paper and showing the students a single blank ten frame, . The students have used a ten frame before, so we will review what it is by asking questions like, Have you seen one of these before? What is this? How do you know its a ten frame? If one of the students does not remember the frame, I will ask one of their peers to explain it, and demonstrate the way it represents ten. In the first activity I will review of the value of a ten frame. This will jog students memory of how a ten frame can be used, and prime them to see it as a group of ten. In the first activity, each of the students has a white board and a dry erase marker. I have a single ten frame, as before, in which I fill a certain number of squares with dots. Children have to write the number of filled squares and explain how they counted, and any patterns they saw. As you would in a number talk, I will sequence the quantities I present to encourage children to see the ways in which the frame can be chunked, starting with 2, 3, 5 and extending to 9 and 10. When students write down the number represented on the frame, I will ask one or two of them to show me how they counted that number, asking questions such as How did you count X? Who else got X? Can you show me what you mean by... and Can you show me what X just did? I will then show students more filled squares, asking them how many more frames squares we need to fill in order to get to ten. During this sequence I will represent the quantities 9, 8, 7, 5, and 1, in order to guide students towards seeing ten as a composite of two smaller numbers. These two activities lay the groundwork for thinking about teens by at the value of ten and the relations between numbers that go into ten. With a working concept of the value of ten, the children will then be able to better grasp the idea of a teen number like 19 as 10 plus 9, or one group of 10s and 9 groups of one. Identifying quantities: 5 minutes I will then tell the students that we are going to make some tricky teens, as they call them in class. I will introduce the full ten frame sheet, showing students a single side with two blank frames. I will fill out the two frames to represent numbers starting with 11 and 12 and moving towards 15, 17, and 19. With each frame students will count the number of filled squares, recording their answers on their white boards. After every count, students will explain how they counted the number on the board. I will highlight processes that use subitizing, especially subitizing of 10, by repeating what students have said, asking for clarification and checking for peer understainding.. Building Quantities: 10 minutes I will then collect the white boards and tell students that I am now going to show them a number card and they are now going use that number to fill in their own ten frames. I will model how this portion of the activity will be carried out and then give them each an ten frame sheet. After I display each number and students fill their ten frames accordingly, and as they finish, they will share and explain their answers with a partner while everyone else finishes... This will prime them for partner work in the next portion of the activity. For this portion of the lesson, I will use the numbers 11, 12, 13, and 15, The first three numbers will present basic ways of breaking up the ten frame as ten plus 1, 2 or 3. Using fifteen will provide the opportunity for students to subitize five and ten, if they are ready. I will pick two

Comment: Is this on a white board? Is it a picture that is preprinted?

Deleted: , and how you can use it.

Deleted:

Deleted: T

Deleted: will be a short

Deleted: kids

Comment: It would be better if you write out the actual questions you will ask in this section.

Deleted: This is repeated once or twice

Deleted: the students, having filled in several frames,

Deleted: then

Deleted: a filled ten frame

Deleted: We talk about how many squares are filled in that frame, and I present teen numbers, starting 11 and 12 and moving towards 15, 17 and ... [4] 19
Comment: Again, I need (and you need) a lot ... [5] more detail. What are you showing them and what Jack Powers ! 12/1/13 9:54 PM questions are you going to ask? What are some of Deleted: Students will explain their process ... [6] the responses you expect to get? Script out your throughout, in more or less detail depending on the lesson in more detail. Jack ! 12/1/13 PM degreePowers of disagreement or9:57 misunderstanding Deleted: empty

they Comment: Im not sure how this works. Are ... [7] preprinted? Why not give them two blank ten frames Jack Powers ! 12/1/13 9:57 PM so that they can count out the quantity and fill up the Deleted: and a filled ten frame and present a a [8] ... ten? teen number on my white board
Jack Powers! 12/1/13 9:57 PM Jack Powers! 12/1/13 9:57 PM

Deleted: . Children
Deleted: I will ask the students to make that ... [9] number on their ten frames

Deleted: display

Deleted: the

Deleted: and they will explain their answers

Deleted: I will then show another number, ... which [10] children will independently arrange on their ten frames. Children will then turn to a partner and talk about their answer, giving a basic explanation of their method
of these numbers, 11 and 15 to have a group discussion about in order to highlight and check for understanding about the ten plus x conception of teen numbers and to provide the opportunity for students to suggest subitizing five, if they are ready. The Ten Frame Challenge: Paired Activity: 10 minutes At this point in the activity, I will collect the completed ten frame sheets. I will tell the students that its time for them to challenge one another, and explain the task, while modeling it with a student. I will give each group a set of teen cards. One person will pick a card and the other will record the number they see on the ten frame. I will encourage them to keep their answer secret to encourage independent work. In my demonstration the student volunteer and I will try out both roles in order to give me a chance to model each role, and to leave room for questions and clarifications. After the demonstration, students will return to their pairs and quiz one another. One student will pick a card from the deck and the other student will record they number they see on their frame. They will then reveal their ten frame sheet and have their partners check their answer. The students will do this for about ten minutes. Wrap Up Assessment: 5 minutes After the paired activity, the group will come back together and I will collect the cards and ten frame sheets. I will tell the children that I am going to play a quick-counting game with them (essentially, a number talk.) I will model the activity, taking out a ten frame sheet and filling in one frame (making 10). I will tell them that one of the rules of this game is that they have to count quietly or in their heads, without using their fingers (this particular group has repeatedly demonstrated the ability to count without tracking.) I will show them the frame for about three seconds and then ask them each What number did you see? and How did you count it? I will then pull sheets from the paired activity to repeat the number talk. I will highlight solutions that involve subitizing ten and counting on. Assessment of the goals/objectives listed above: Listen to student explanation of their thinking, probe explanations. I will monitor students mastery of the counting sequence between 1-20 by listening for numbers skipped, switched, or invented. I will listen (and look) for counting strategies that employ subitizing by listening for such strategies and asking for verbal clarification and demonstration. These clarifications will increase the precision of my assessment and assist me when ask I ask students to assess, explain, or refute their peers thinking. Monitor visible aspects of student thinking in the counting process. I will monitor precision by looking for one to one correspondence in counting filled squares on the ten frame. In addition, I will monitor students mastery of the counting sequence between 1-19 by looking for recorded numerals that do not match the quantity of filled squares and vice versa. I will also monitor mastery of hindu-arabic numeral writing by looking to see that written numerals match spoken numbers. Monitor student communication in pairs, interjecting to clarify thinking, to prompt students to examine each others thinking. I will be listening for students use of the kinds of questions I have modeledhow did you count that? What do you mean by? I will also monitor for demonstration of the skills listed above.
Comment: This seems a bit too open ended for this age. You might give them cards with teen numbers written on them and have one person pick a card and the other build. Then the one who picks the card confirms that it is the correct amount. If you have them record their work on a handout of blank ten frames then they will have something to look at for the discussion.

Deleted: arrange a ten frame into a teen number and the other will write the number on their white board

Comment: I changed from using a white board to having students pick cards because I thought that this might be more efficient, but also because I thought it would be important to shift the focus from the time it takes to think about the number to the discussion afterwards, comparing the numeral to the filled ten frames. I thought that this might help to reinforce the meaning of the numerals and perhaps to prime them for a brief discussion of the meaning of the tens spot if they get to the point at the end of the lesson where they can grasp what it means to subitize ten, and why subitizing or chunking is useful.

Comment: I structured this section as a number talk to help scaffold the patterns that I wanted the students to notices. In this version, I still utilize student work, but introduce them using a 10. The brief structure of the number talk encourages students to take advantage of quick counting or estimation methods that will lead them towards taking advantage of the ten frame as a unit of units.

Comment: This needs to be structured a bit more. For example, you could ask them to build a particular number on the board and then write the number next to it. Then ask did they notice any patterns? They need something to look at here to talk about patterns. Having them record their work in the paired activity work work well. You can give them blank ten frames, they can fill them in and then write the number.

Deleted: I will ask them what patterns they saw between different teen numbers on their ten frames. We will chart the patterns and end the lesson.
On the Observation Checklist, included below, I have chosen focus on monitoring for four skills: one to one correspondence, mastery of the counting sequence, mastery recording and identifying the hindu-arabic numerals 1-19, and ability to subitize quantities of 1, 2, 3, 4, 5, and 10 objects. The objective of monitoring for one to correspondence is largely to ensure precision in student counting, as I am already confident in their grasp of cardinality. The second two skills on the list monitor for students understanding and use of hindu-arabic counting conventions. I include them to ensure counting precision, but also because I have found that as the students get more comfortable with the teen numbers, they still mix up their English names and numeric notation from time to time. By catching and correcting these errors, I will be able to ensure that these conventions do not interfere with the mathematics being done. On the mathematical level, as I guide students towards subitizing the ten frame, it is important for them to have a clear understanding the base-ten aspect of written hindu-arabic numerals so that they can learned to see the idea of 10 plus X in the numerical notation of teen numbers.
Anticipating students responses and your possible responses I am afraid that students will find this activity boring. The use of ten frames may be abstract for some children, and the act of quizzing inherent in my extended number talk, could be tiring. I think that the use of group conversation should work to engage the students more by moving them to think about their own counting process and to consider one anothers answers. As long as I am clear about my expectations and the focus of the lesson, the social interaction and introspection should keep the students engaged. I will engage students in conversation about their strategies for arriving at solutions to the problems presented with questions like Can you show me how you counted X? or What do you mean by... . This will maximize the time spent on each problem, and actively involve the students in thinking about the frames conceptually. In addition, will follow up student explanations by questioning their peers do you agree with X? Can you show me what X just did? or Why do you disagree? This follow up will help keep students engaged in listening to their peers and allow for me to evaluate each students understanding of their peers explanation and of the task itself. It will also be important to provide a good amount of time for the paired portion of the lesson. Social and playful engagement with the concepts at play should keep students better focused and allow them to engage all of their facilities in thinking about the problem. I will focus the paired activity by modeling the task twice with one of the students. On the first demonstration, I will talk through the steps, and with the second demonstration I will ask questions to look for understanding like What do I do next? or How could I count this? As a follow up, I will also monitor paired interaction and ask redirecting questions if a pair is getting off task, such as Did you show X how you counted? or Whos turn is it next? Within the lesson, it will be important to carefully scaffold the numbers presented in each problem. Starting with numbers easily conceptualized on the frame (5, 10, 2, 3, or 4) will allow students to comfortably adjust to the medium of the ten frame before they work with numbers that are not as readily recognized. Providing this level of comfort with the technical aspects of counting on a ten frame will help students to better focus on the main task: constructing and conceptualizing teen numbers.
Comment: Ok, but you need to specify what you are listening for. This is where breaking down the concept is important. You also need to construct an observation checklist to guide your thinking.

Deleted: think it will be important to ensure that students are actively

Deleted: engaging

Comment: But how will you do this?

Deleted:

Comment: What will you do as a teacher to keep them focused?
Unknown
Deleted:

Comment: Ok, so list that sequence out in your plan

Comment: See above.
Accommodations: Accommodations for students who may find the material too challenging: If students are having trouble constructing quantities of 10-19 objects on the pair ten frames, I might return to constructing quantities on the single ten frame, in order to clarify the meaning of the frame. I might also present two blank ten frames. This way students might be able to construct the teen numbers unit by unit, without having to have a conceptual understanding of the filled frame as representing ten objects. This, however, might obscure the value of ten as a key grouping in the base-ten system, focusing only on the value of consecutive units. In understanding the meaning of base ten notation (i.e. that in 19 one represents one group of ten units and 9 represents ten units) it seems important to be able to conceptualize what a group of ten looks like. . Accommodations for students who may need greater challenge and/or finish early: If students are able to construct quantities of 10-19 objects with great ease, I might introduce the number 20, and ask students to find different ways of making twenty on the ten frame (starting from specific teen numbers). This would move students who are ready towards recognizing patterns between the way teens relate to 20 and the way unit numbers relate to 10. Alternately, I might ask students to work from specified unit and teen numbers (119) to reach other specified numbers within the same range, but ten units away. For example, I could begin by presenting students with 5 and asking them to make 15 on their set of ten frames. This would lead students who are ready towards establishing relations of ten more and ten less, helping them to understand the relationship between unit numbers and their teen-counterparts.

Comment: Yes this is the kind of discussion of big ideas that I want to see in your core decisions and in the planning of your lesson throughout.

Comment: Dr. Ebbys comments on this aspect of the lesson mirrored those of Penny Silver. I agreed that the use of the filled ten frame was contrary to what I was trying to achieve in my lesson. I responded by deleting this accommodations replacing the use of the filled in ten frame with an extra empty ten frame, pictured below. The empty ten frames will allow students to discover on their own why it is useful to unitize the ten frame when counting teens.

Comment: Yes, but it is the kids who need to construct this idea. You cant just tell them that it works. Some kids will not be unitizing yet, so you want to make sure they have the option to count out by ones.

Deleted: In light of that consideration, I might use the second accommodation as a stepping stone to highlight that, when constructing teen quantities on a ten frame, we can start with ten, knowing that a full frame is always equal to ten
Addenda Empty Ten Frame

Deleted: Filled
Observation Checklist 1 to 1 Correspondence Jayden Writing Teen Numerals Numeral to Quantity Correspondence Subitizing 1, 2, 3, 4, 5, and 10
Baowendsom
Lanaa
Deborah

ZP Math Lesson Plan Draft Cbe Comments

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

ZP Math Lesson Plan Draft Cbe Comments

Caricato da

Copyright:

Formati disponibili

Zachary Powers Subject: Math

Caroline Ebby! 12/4/13 2:52 PM

Caroline Ebby! 12/4/13 2:52 PM

Caroline Ebby! 12/4/13 2:52 PM

Caroline Ebby! 12/4/13 2:52 PM

Caroline Ebby! 12/4/13 2:52 PM

Zachary Powers! 12/15/13 8:24 PM

Zachary Powers! 12/15/13 8:39 PM

Zachary Powers! 12/15/13 8:38 PM

Zachary Powers! 12/15/13 8:38 PM

Caroline Ebby! 12/4/13 2:52 PM

Zachary Powers! 12/15/13 8:38 PM

Zachary Powers! 12/15/13 8:40 PM

Zachary Powers! 12/15/13 8:41 PM

Zachary Powers! 12/15/13 8:41 PM

Zachary Powers! 12/15/13 8:42 PM

Zachary Powers! 12/15/13 8:42 PM

Jack Powers! 12/1/13 4:03 PM

Jack Powers! 12/1/13 5:11 PM

Jack Powers! 12/4/13 2:52 PM

Jack Powers! 12/1/13 5:11 PM

Jack Powers! 12/1/13 5:13 PM

Jack Powers! 12/1/13 6:21 PM

Jack Powers! 12/1/13 6:21 PM

Jack Powers! 12/1/13 6:22 PM

Jack Powers! 12/1/13 6:26 PM

Jack Powers! 12/1/13 6:27 PM

Jack Powers! 12/1/13 6:27 PM

Jack Powers! 12/1/13 6:27 PM

Jack Powers! 12/1/13 6:27 PM

Caroline Ebby! 12/4/13 2:52 PM

Jack Powers! 12/1/13 6:28 PM

Jack Powers! 12/1/13 6:29 PM

Jack Powers! 12/1/13 5:23 PM

Caroline Ebby! 12/4/13 2:52 PM

Jack Powers! 12/1/13 5:24 PM

Jack Powers! 12/1/13 5:24 PM

Jack Powers! 12/1/13 5:27 PM

Jack Powers! 12/1/13 5:27 PM

Jack Powers! 12/1/13 5:28 PM

Caroline Ebby! 12/4/13 2:52 PM

Jack Powers! 12/1/13 5:30 PM

Jack Powers! 12/1/13 5:33 PM

Jack Powers! 12/1/13 9:50 PM

Jack Powers! 12/1/13 5:40 PM

Jack Powers! 12/1/13 9:51 PM

Caroline Ebby! 12/4/13 2:52 PM

Caroline Ebby! 12/4/13 2:52 PM

Jack Powers! 12/1/13 9:57 PM Jack Powers! 12/1/13 9:57 PM

Jack Powers! 12/1/13 9:58 PM

Jack Powers! 12/1/13 9:58 PM

Jack Powers! 12/1/13 9:58 PM

Jack Powers! 12/1/13 9:59 PM

Jack Powers! 12/1/13 10:10 PM

Jack Powers! 12/4/13 2:52 PM

Jack Powers! 12/4/13 2:52 PM

Caroline Ebby! 12/4/13 2:52 PM

Jack Powers! 12/4/13 2:43 PM

Caroline Ebby! 12/4/13 2:52 PM

Jack Powers! 12/1/13 4:17 PM

Jack Powers! 12/1/13 4:17 PM

Caroline Ebby! 12/4/13 2:52 PM

Jack Powers! 12/1/13 4:19 PM