Unit Plan

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Unit Plan

© All Rights Reserved

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EDUC 522

Unit Title: Multiplication Everywhere! Teacher: Ms !al"eras

#ra"e $evel: 2

n"

#ra"e

%u&'ect: Multiplication Time (rame: ) *ee+s

,&'ectives:

Students will collaborate in groups while using

technology.

Students will be exposed to multiple activities

that will develop their understanding of

multiplication arrays and how they connect to

multiplication facts.

Intelligences:

Visual-Spatial,

Verbal-Linguistic,

Mathematical-Logical,

Naturalistic

odily-!inesthetic,

"nterpersonal,

"ntrapersonal,

Musical

Technologies in the unit:

#ocument $amera

Labtop

$omputers

%ai&u #ec& ' www.hai&udec&.com

NoteShelf application on i(ad

!idlog ' www.&idblog.org

i(ads

MindMeister- www.mindmeister.com

Screencast o matic ' www.screencast-o-

matic.com

)logster- edu.glogster.com

Common Core stan"ar"s:

CSS.Math.Content.2.OA.C.3 Determine whether a

group of objects (up to 20) has an odd or even

number of members, e.g., by pairing objects or

counting them by 2s; write an equation to express an

even number as a sum of two equal addends.

CCSS.Math.Content.2.OA.C.4 Use addition to find

the total number of objects arranged in rectangular

arrays with up to 5 rows and up to 5 columns; write

an equation to express the total as a sum of equal

addends.

CCSS.ELA-Literacy.W.2.2 Write

informative/explanatory texts in which they introduce

a topic, use facts and definitions to develop points,

and provide a concluding statement or section.

Technology stan"ar"s:

1. Creativity and Innovation

Students demonstrate creative thinking, construct

knowledge, and develop innovative products and

processes using technology. Students:

a.

apply existing &nowledge to generate new ideas, products, or

processes.

b

.

create original wor&s as a means of personal or group

expression.

c.

use models and simulations to explore complex systems and

issues.

d

.

identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to

communicate and work collaboratively, including at a

distance, to support individual learning and contribute

to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or

others employing a variety of digital environments and

media.

b

.

communicate information and ideas effectively to multiple

audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by

engaging with learners of other cultures.

d

.

contribute to pro*ect teams to produce original wor&s or

solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use

information. Students:

a. plan strategies to guide in+uiry.

b

.

locate, organi,e, analy,e, evaluate, synthesi,e, and ethically

use information from a variety of sources and media.

c. evaluate and select information sources and digital tools

based on the appropriateness to specific tas&s.

d

.

process data and report results.

4.

Critical Thinking !roblem "olving and #ecision

$aking

Students use critical thinking skills to plan and conduct

research, manage projects, solve problems, and make

informed decisions using appropriate digital tools and

resources. Students:

a. identify and define authentic problems and significant

+uestions for investigation.

b

.

plan and manage activities to develop a solution or complete

a pro*ect.

c. collect and analy,e data to identify solutions and-or ma&e

informed decisions.

d

.

use multiple processes and diverse perspectives to explore

alternative solutions.

%. #igital Citi&enshi'

Students understand human, cultural, and societal

issues related to technology and practice legal and

ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of

information and technology.

b

.

exhibit a positive attitude toward using technology that

supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d

.

exhibit leadership for digital citi,enship.

(. Technology )'erations and Conce'ts

Students demonstrate a sound understanding of

technology concepts, systems, and operations.

Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current &nowledge to learning of new technologies.

Materials: -"igital an" non."igital/

Digital

#ocument $amera

Labtop

$omputers

%ai&u #ec& ' www.hai&udec&.com

NoteShelf application on i(ad

!idlog ' www.&idblog.org

i(ads

MindMeister- www.mindmeister.com

Screencast o matic ' www.screencast-o-matic.com

)logster- edu.glogster.com

0on.Digital

Multiplication flashcards

#ec& of cards that have one-digit numbers per pair of students

Maga,ines

)lue

Scissors

Scrapboo& per student

.riting /ournals per student

Stic&s

0oc&s

Leaves

(oster (aper

ingo oard

eans

(ennies

$ounters

0aisins

/ellybeans

"nstruments

1valuation sheets

Intelligences:

Visual, "nterpersonal

Visual, !inesthetic,

"ntrapresonal

Visual, !inesthetic,

"ntrapersonal,

"nterpersonal

Visual

Verbal

Verbal

Verbal, Visual

Visual

Verbal

Verbal, Visual

Mathematical

Mathematical

Visual

!inesthetic

!inesthetic

Visual, !inesthetic

Verbal

Naturalistic, !inesthetic

Naturalistic, !inesthetic

Naturalistic, !inesthetic

!inesthetic, Visual

Visual

!inesthetic

!inesthetic

!inesthetic,

Mathematical

!inesthetic

Musical

Mathematical, Verbal

Proce"ures:

*ee+ ,ne: 1rrays

Day 2

2he teacher will open the unit by displaying multiplication flashcards on

the document camera. 3sing manipulatives, the teacher will explain to the

students that the two numbers of a multiplication fact have a meaning

behind them. 4or example, if a card shows 56x78 then the teacher will say

5" have 6 rows of 7 pennies8 9counters, *elly beans etc.: 2he teacher can

also reverse the problem and say, 5" have 7 rows of 6 pennies.8 2he teacher

will parallel this instruction by ma&ing arrays with the pennies. Modeling

this with several flashcards allows students to ma&e the connection

between a multiplication math fact and an array. 2he teacher will then

place students into groups of two. 1ach pair will be given a dec& of cards

that have one-digit numbers. 2hese cards will be flipped upside down.

2hey will ta&e turns grabbing two cards each and creating a multiplication

fact with the two numbers. 2hey will then create a multiplication array

using manipulatives. 9pennies, counters, *ellybeans etc.: 2hey will ta&e a

picture of each array using a camera.

Day 2

Student pairs will create a slideshow on a computer at

www.hai&udec&.com using yesterday;s pictures. 2hey will be re+uired to

present their slideshows to at least two other groups. 2his will increase

collaboration and allows students to analy,e one another;s wor&.

Day 3

2o assist students in noticing arrays in their everyday life. Students will

examine maga,ines loo&ing for arrays and cutting them out with scissors.

2hen, the students will glue them into their own scrapboo&. .ithin this

scrapboo&, students will do their best to organi,e the arrays from least to

greatest, and also categori,e similar arrays together on the same page.

Day )

Students will view one another;s scrapboo&s and evaluate them in their

writing *ournals. 2he will be re+uired to describe what they learned.

Intelligences:

Visual-Spatial, Verbal-

linguistic, Mathmatical-

Logical, "ntrapersonal,

odily-!inesthetic

Visual-Spatial,

Verbal-Linguistic,

"ntrapersonal,

"nterpersonal,

"ntrapersonal,

Musical

Visual-Spatial,

Verbal-Linguistic,

Mathematical-Logical,

Naturalistic,

odily-!inesthetic,

"nterpersonal,

"ntrapersonal,

Musical

Visual-Spatial,

Mathematical-Logical,

Naturalistic,

Day 5

"n preparation for more arrays next wee&, students will independently ta&e

a wal& and examine their environment. 2hey will photograph 5natural8

arrays 9tiles, fallen leaves, classroom lights, windows: with a camera.

Students will evaluate their photos and write a description for each one on

their i(ad Note shelf application.

*ee+ Two: More 1rrays!

Day 2

Students will begin the second wee& of the unit by using the photos they

too& last wee& and creating them into a %ai&u #ec& Slideshow at

www.hai&udec&.com to display their discoveries. 2he teacher will wal& to

students through a step by step process of how to use %ai&u #ec& on a

computer. 2he teacher will model of how to create a slideshow using

examples of photos. Students will then be given a computer to wor& on.

Day 2

Students will continue wor&ing on their %ai&u #ec& Slideshows and have

them completed by today. Students will then present their %ai&u #ec&

Slideshows to the class.

Day 3

<fter loo&ing at multiple different arrays, students will have an opportunity

to create their own array by building them with stic&s, roc&s, and leaves.

Students will get into groups of four and wal& outside to collect ob*ects for

their arrays. 2hey will rearrange them on a poster paper to create a

multiplication array.

"nterpersonal,

"ntrapersonal,

Visual-Spatial,

Mathematical-Logical,

Naturalistic,

odily-!inesthetic,

"nterpersonal,

Visual-Spatial,

Naturalistic,

"nterpersonal,

Visual-Spatial,

"nterpersonal,

"ntrapersonal,

Visual-Spatial,

Mathematical-Logical,

Naturalistic

odily-!inesthetic,

"ntrapersonal,

Day )

Students will individually write about the array they created and the

ob*ects they used to create the array on the class;s !idlog .ebsite. 2he

student groups will then present the posters they created to the rest of the

classroom. <fterwards, the students will be re+uired to comment on two

other classmates; writings on !idlog using a computer.

Day 5

4or 4un 4riday the students will play <rray ingo. 2he teacher will hand

out a sheet of paper with empty s+uares in the shape of a bingo board.

Students will fill in the s+uares with different arrays using a pencil. 2he

teacher will hand out beans so that students can use them to mar& their

bingo board. 2eacher will call out different multiplication facts and

students will mar& their bingo board until someone yells out ingo.

*ee+ Three: Ma+ing Connections -&etween arrays an" multiplication

4acts/

Day 2

Students will thin&-pair-share with a partner to name as many

multiplication facts as they &now and record them onto their i(ads Note

shelf application. Students will review these multiplication facts with their

partner by arranging them into arrays. 2he will build an array by building it

out of their manipulatives= pennies, counters, raisins, *ellybeans.

Day 2

Students will ta&e one of the multiplication math facts from their

NoteShelf application and ma&e a mini-video recording of themselves

describing how they could create an array for that specific math fact.

Students may use manipulatives to exemplify their array. Students will

ta&e turns holding the camera and recording their peer.

Day 3

Students will continue on wor&ing to finish up their mini-video recordings

>nce each student has finished their videos they will present them one-by-

Verbal-Linguistic,

Mathematical-Logical,

"nterpersonal,

"ntrapersonal,

Visual-Spatial,

Mathematical-Logical,

Naturalistic

odily-!inesthetic,

"nterpersonal,

Visual-Spatial,

Verbal-Linguistic,

Mathematical-Logical,

Naturalistic

odily-!inesthetic,

"nterpersonal,

"ntrapersonal

Visual-Spatial,

Verbal-Linguistic,

Mathematical-Logical

"nterpersonal,

"ntrapersonal,

Visual-Spatial,

Verbal-Linguistic,

one to the class. Meanwhile the rest of the class will be writing in their

*ournals what they li&e about each video and what array the student

created.

Day )

Students will recall how to use the commutative property, repeated

addition method, create e+ual groups, and create arrays by writing them

down in their math *ournal. Students will select one multiplication math

fact and insert it on an anchor map which will be created on a computer

program called MindMiester.

Students will calculate all the answers that belong to the multiplications

math fact using multiple methods. 2hese multiple methods include the

commutative property, repeated addition, creating e+ual groups, and

creating arrays. 2hey will then create a screen cast with

www.screencastomatic.com, which is where they will describe the process

they went through on their anchor map on Mind Miester.

Day 5

2he teacher will pro*ect each students screen cast onto the board. Students

will evaluate each other;s screen casts and write in their math *ournal about

what they learned viewing others wor&

*ee+ (our: Practice Practice Practice! -Multiplication 4acts/

Day 2

Students will listen to the teacher sing a multiplication facts chant,

containing the ?;s facts. "t will be displayed on the board with a document

camera. 2eacher will then display a variety of different instruments that

students could use to create their own song. Students will select an

instrument and create a rhythmic pattern in order to prepare for their own

multiplication facts chants. Students will write their own songs lyrics

which will incorporate the ?;s, 7;s, or 6;s facts onto the Noteshelf app on

an i(ad.

Day 2

Students will connect their rhythmic patterns and their song lyrics from the

previous day in order to finish their chant and record it with an i(ad

camera. 2he students will receive the help of a peer to record each other

singing their songs.

Day 3

Students will compare and evaluate each other;s music videos, which the

Mathematical-Logical,

odily-!inesthetic,

"nterpersonal,

"ntrapersonal,

Visual-Spatial,

Verbal-Linguistic,

Mathematical-Logical,

"nterpersonal,

"ntrapersonal,

Visual-Spatial,

Mathematical-Logical,

"nterpersonal,

Visual-Spatial,

Verbal-Linguistic,

Mathematical-Logical,

"nterpersonal,

"ntrapersonal,

Musical

Visual-Spatial,

Verbal-Linguistic,

"nterpersonal,

"ntrapersonal,

Musical

Visual-Spatial,

teacher will have display with the document camera. 2he evaluation sheets

will re+uire peers to decide whether or not students followed the

guidelines.

Day )

Students will conclude the unit by creating a )logster about what they

have learned. "t will include pictures of arrays that they used throughout

the unit and details about what they have learned about multiplication.

Day 5

2o conclude the lesson, the students will present their )logs to the entire

class.

Mathematical-Logical,

"nterpersonal,

"ntrapersonal,

Musical

Visual-Spatial,

Mathematical-Logical,

"nterpersonal,

Visual-Spatial,

Verbal-Linguistic,

Mathematical-Logical

"ntrapersonal,

Pro"uct:

*ee+ 2:

@?- %ai&u #ec& Slideshow on multiplication arrays where students use

manipulatives such as pennies, counters, *ellybeans.

@7- Scrapboo& where students organi,e pictures of multiplication arrays

and categori,e similar arrays together.

.ee& 7=

@?- %ai&u #ec& Slideshow with pictures of 5natural8 arrays 9tiles, fallen

leaves, classroom lights, windows:.

Intelligences:

Visual

!inesthetic

"ntrapersonal

Verbal

Mathematical

Visual

!inesthetic

"ntrapersonal

Mathematical

Naturalistic

Visual

@7- (oster with multiplication arrays made with stic&s, roc&s, and leaves.

@A- !idlog .ebsite where students write about the array they created on

the poster with 5natural8 ob*ects.

.ee& A=

@?- Video 0ecording of themselves describing how to create an array for a

specific multiplication math fact.

@7- <nchor Map on MindMeister that incorporates the commutative

property, repeated addition, e+ual groups, and arrays.

@A- Screencast of their MindMeister explaining and describing the process

they went through on their anchor map.

.ee& B=

@?- Music video of student;s multiplication songs. Songs will include

lyrics of ?;s, 7;s, or 6;s.

@7- )logster culminating presentation.

"nterpersonal

!inesthetic

"ntrapersonal

Verbal

Mathematical

Naturalistic

Visual

"nterpersonal

!inesthetic

"ntrapersonal

Verbal

Mathematical

Naturalistic

"ntrapersonal

Verbal

Mathematical

Visual

"nterpersonal

!inesthetic

"ntrapersonal

Verbal

Mathematical

Visual

"nterpersonal

"ntrapersonal

Mathematical

"nterpersonal

Verbal

Mathematical

Musical

"nterpersonal

!inesthetic

"ntrapersonal

Verbal

Mathematical

Visual

"ntrapersonal

Verbal

Mathematical

1ssessment -5uantitative ru&ric/:

$ulti'lication *nit !lan !ro+ects

2 2 3 ) %core6$evel

@? %ai&u

#ec&

Slideshow=

Manipulative

<rrays

Student had ?-

B arrays in

there

presentation.

No variety in

arrays. No

captions.

Student had 7-

B arrays in

there

presentation.

1ach array was

different. No

captions.

Student had A-

B arrays in

there

presentation.

1ach array was

different. 2hey

all had

captions.

Student had 6-

?C arrays in

there

presentation.

1ach array was

different. 2hey

all had

captions.

Multiplication

<rrays

Scrapboo&

Scrapboo& is

not organi,ed.

No variety in

arrays. Not

labeled.

Scrapboo& is

not organi,ed.

%as A-B arrays.

No variety.

Labeled.

Scrapboo& is

neatly

organi,ed. %as

A-B arrays.

1ach array is

different.

Labeled.

Scrapboo& is

neatly

organi,ed. %as

6-?C arrays.

1ach array is

different.

Labeled.

@7 %ai&u

#ec&

Slideshow=

Natural

<rrays

Student had ?-

B arrays in

there

presentation.

No variety in

arrays. No

captions.

Student had 7-

B arrays in

there

presentation.

1ach array was

different. No

captions.

Student had A-

B arrays in

there

presentation.

1ach array was

different. 2hey

all had

captions.

Student had 6-

?C arrays in

there

presentation.

1ach array was

different. 2hey

all had

captions.

Multiplication

<rray (oster

with natural

ob*ects.

Student had ?-

B arrays on

their poster.

No variety in

arrays. No

captions.

Student had 7-

B arrays on

their poster.

1ach array was

different. No

captions.

Student had A-

B arrays on

their poster.

1ach array was

different. 2hey

all had

captions.

Student had 6-

?C arrays on

their poster.

1ach array was

different. 2hey

all had

captions.

!idog log post only log post log post log post

2 2 3 ) %core6$evel

.ebsite (ost states array or

ob*ects used.

explained ?-7

details of the

array that the

student

created.

Mentions the

array but does

not mention

ob*ects used.

explained A-B

details of the

array that the

student

created.

Mentions the

array and

ob*ects.

explained 6-?C

details of the

array that the

student

created.

Mentions the

array and

ob*ects.

Video

0ecording of

Multiplication

4act

Students

verbally say

what array

they used.

#onDt use

manipulatives.

Students

verbally

describe their

array with

more than 7

details. #onDt

use

manipulatives.

Students

verbally

describe their

array with

more than A

details, while

demonstrating

with

manipulatives.

Students

verbally

describe their

array with

more than 6

details, while

demonstrating

with

manipulatives.

MindMeister

<nchor Map

<nchor map

includes ? of

the B

following=

commutative

property,

repeated

addition, e+ual

groups, and

arrays.

<nchor map

includes 7 of

the B

following=

commutative

property,

repeated

addition, e+ual

groups, and

arrays.

<nchor map

includes A of

the B

following=

commutative

property,

repeated

addition, e+ual

groups, and

arrays.

<nchor map

includes

commutative

property,

repeated

addition, e+ual

groups, and

arrays.

MindMeister

Screen$ast

Screencast

describes in

detail how the

students used ?

of the B

following= the

commutative

property,

repeated

addition, e+ual

groups, and

arrays.

Screencast

describes in

detail how the

students used 7

of the B

following= the

commutative

property,

repeated

addition, e+ual

groups, and

arrays.

Screencast

describes in

detail how the

students used A

of the B

following= the

commutative

property,

repeated

addition, e+ual

groups, and

arrays.

Screencast

describes in

detail how the

students used

the

commutative

property,

repeated

addition, e+ual

groups, and

arrays.

Music Video Lyrics include

a few

multiplication

facts from ?Ds,

7Ds and 6Ds

Lyrics include

? of the

following= ?Ds,

7Ds, and 6Ds

multiplication

facts.

Lyrics include

7 of the

following= ?Ds,

7Ds, and 6Ds

multiplication

facts.

Lyrics include

all of the

following= ?Ds,

7Ds, and 6Ds

multiplication

facts.

)logster )logster

includes ? of

the following=

pictures,

details, arrays.

)logster

includes 7 of

the following=

pictures,

details, arrays.

)logster

includes A of

the following=

pictures,

details, arrays.

)logster

includes five

of the

following=

pictures,

2 2 3 ) %core6$evel

details, arrays.

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