Market Math immerses young learners in hands-on math and coding through playful shopping scenarios. Using KaiBot, students explore addition, subtraction, and problem-solving by counting groceries like fruits, veggies, and treats. Each lesson builds skills—from basic counting to multi-step equations—while guiding the robot through themed market stops (e.g., freezer, florist). Activities blend tactile coding, storytelling, and real-world connections, fostering confidence in math and computational thinking—all screen-free or app-enhanced.
Market Math
Subjects
Coding Robots Involved
Difficulty
Grade Range
Market Math
Standards
| Framework | Standards |
|---|---|
| ACARA | AC9E1LY11AC9E1LY13AC9EFLY09AC9EFLY10AC9EFLY12AC9EFLY13AC9TDI2P02AC9M1N04AC9M2N04AC9MFN01AC9MFN05AC9TDI2P02AC9M1N04AC9M2N04AC9MFN01AC9MFN05AC9TDI2P02AC9M1N04AC9M2N04AC9MFN01AC9MFN05AC9TDI2P02AC9M1N04AC9M2N04AC9MFN01AC9MFN05AC9TDI2P02AC9M1N04AC9M2N04AC9MFN01AC9MFN05AC9TDI2P02 |
| Framework | Standards |
|---|---|
| MEN | Pensamiento numérico y sistemas numéricos Grados 1 a 3 - Reconozco significados del número en diferentes contextosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Resuelvo y formulo problemas en situaciones aditivas y multiplicativas en diferentes contextos y dominios numéricosSolución de problemas con Tecnología e Informática Grados 1 a 3 - Elaboro un algoritmo a partir de información de mi entorno mediante una secuencia de pasosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Reconozco significados del número en diferentes contextosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Resuelvo y formulo problemas en situaciones aditivas y multiplicativas en diferentes contextos y dominios numéricosSolución de problemas con Tecnología e Informática Grados 1 a 3 - Elaboro un algoritmo a partir de información de mi entorno mediante una secuencia de pasosPensamiento aleatorio y sistemas de datos Grados 1 a 3 - Represento datos usando tablas y gráficasPensamiento numérico y sistemas numéricos Grados 1 a 3 - Reconozco significados del número en diferentes contextosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Resuelvo y formulo problemas en situaciones aditivas y multiplicativas en diferentes contextos y dominios numéricosSolución de problemas con Tecnología e Informática Grados 1 a 3 - Corrijo errores en secuencias de pasos ordenados aplicando pensamiento lógico-algorítmicoSolución de problemas con Tecnología e Informática Grados 1 a 3 - Elaboro un algoritmo a partir de información de mi entorno mediante una secuencia de pasosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Reconozco significados del número en diferentes contextosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Resuelvo y formulo problemas en situaciones aditivas y multiplicativas en diferentes contextos y dominios numéricosSolución de problemas con Tecnología e Informática Grados 1 a 3 - Corrijo errores en secuencias de pasos ordenados aplicando pensamiento lógico-algorítmicoSolución de problemas con Tecnología e Informática Grados 1 a 3 - Elaboro un algoritmo a partir de información de mi entorno mediante una secuencia de pasosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Reconozco significados del número en diferentes contextosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Resuelvo y formulo problemas en situaciones aditivas y multiplicativas en diferentes contextos y dominios numéricosSolución de problemas con Tecnología e Informática Grados 1 a 3 - Corrijo errores en secuencias de pasos ordenados aplicando pensamiento lógico-algorítmicoSolución de problemas con Tecnología e Informática Grados 1 a 3 - Elaboro un algoritmo a partir de información de mi entorno mediante una secuencia de pasosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Reconozco significados del número en diferentes contextosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Resuelvo y formulo problemas en situaciones aditivas y multiplicativas en diferentes contextos y dominios numéricosSolución de problemas con Tecnología e Informática Grados 1 a 3 - Corrijo errores en secuencias de pasos ordenados aplicando pensamiento lógico-algorítmicoSolución de problemas con Tecnología e Informática Grados 1 a 3 - Elaboro un algoritmo a partir de información de mi entorno mediante una secuencia de pasos |
| Framework | Standards |
|---|---|
| NEM | Fase 2: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 3: Saberes y Pensamiento Cientifico - Especificidades: desarrolla habilidades para ordenar, modelar, contar, registrar y formular algoritmosFase 3: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 4: Lenguajes - Comprension y produccion de textos instructivos: usa numerales y terminos secuenciales; describe el orden secuencial de un procedimientoFase 2: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 3: Lenguajes - Empleo de textos con instrucciones: sigue instrucciones orales o escritas, explica el proceso seguido y escribe instrucciones para realizar actividadesFase 3: Lenguajes - Registro y/o resumen de informacion consultada: registra informacion por medio de escritura, esquema, dibujo, fotografia o videoFase 3: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 4: Lenguajes - Comprension y produccion de textos instructivos: usa numerales y terminos secuenciales; describe el orden secuencial de un procedimientoFase 2: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 2: Saberes y Pensamiento Cientifico - Figuras geometricas, ubicacion espacial y medicion: describe, representa, mide e interpreta figuras, coordenadas, perimetros, areas, volumenes y unidadesFase 3: Lenguajes - Empleo de textos con instrucciones: sigue instrucciones orales o escritas, explica el proceso seguido y escribe instrucciones para realizar actividadesFase 3: Saberes y Pensamiento Cientifico - Especificidades: desarrolla habilidades para ordenar, modelar, contar, registrar y formular algoritmosFase 3: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 4: Lenguajes - Comprension y produccion de textos instructivos: usa numerales y terminos secuenciales; describe el orden secuencial de un procedimientoFase 2: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 3: Lenguajes - Empleo de textos con instrucciones: sigue instrucciones orales o escritas, explica el proceso seguido y escribe instrucciones para realizar actividadesFase 3: Saberes y Pensamiento Cientifico - Especificidades: desarrolla habilidades para ordenar, modelar, contar, registrar y formular algoritmosFase 3: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 4: Lenguajes - Comprension y produccion de textos instructivos: usa numerales y terminos secuenciales; describe el orden secuencial de un procedimientoFase 2: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 3: Lenguajes - Empleo de textos con instrucciones: sigue instrucciones orales o escritas, explica el proceso seguido y escribe instrucciones para realizar actividadesFase 3: Saberes y Pensamiento Cientifico - Especificidades: desarrolla habilidades para ordenar, modelar, contar, registrar y formular algoritmosFase 3: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 4: Lenguajes - Comprension y produccion de textos instructivos: usa numerales y terminos secuenciales; describe el orden secuencial de un procedimientoFase 2: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 3: Lenguajes - Empleo de textos con instrucciones: sigue instrucciones orales o escritas, explica el proceso seguido y escribe instrucciones para realizar actividadesFase 3: Saberes y Pensamiento Cientifico - Especificidades: desarrolla habilidades para ordenar, modelar, contar, registrar y formular algoritmosFase 3: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 4: Lenguajes - Comprension y produccion de textos instructivos: usa numerales y terminos secuenciales; describe el orden secuencial de un procedimientoFase 6: De lo Humano y lo Comunitario - Tecnologia - Evaluacion de sistemas tecnologicos: evalua procesos como parte de la innovacion y mejora continua |
| Framework | Standards |
|---|---|
| NZC | Computational Thinking - PO1Mathematics P1 Algebra - Completing open number sentences involving addition and subtraction of one-digit numbers (e.g. 2 + 5 = 3 + __)Mathematics P1 Number - Adding and subtracting 3 one-digit numbers (e.g. 7 + 3 + 6)Mathematics P1 Number - Adding and subtracting one- and two-digit numbers up to 20, including 0Mathematics P1 Number - Addition is putting parts together to find a total or wholeMathematics P1 Number - Counting collections of up to 10 objects using one-to-one correspondenceMathematics P1 Number - Memorising addition and subtraction facts up to 20 (e.g. 17 + 3 = 20)Mathematics P1 Number - Reading and writing whole numbers up to 20Computational Thinking - PO1Mathematics P1 Algebra - Completing open number sentences involving addition and subtraction of one-digit numbers (e.g. 2 + 5 = 3 + __)Mathematics P1 Number - Adding and subtracting 3 one-digit numbers (e.g. 7 + 3 + 6)Mathematics P1 Number - Adding and subtracting one- and two-digit numbers up to 20, including 0Mathematics P1 Number - Addition is putting parts together to find a total or wholeMathematics P1 Number - Counting collections of up to 10 objects using one-to-one correspondenceMathematics P1 Number - Memorising addition and subtraction facts up to 20 (e.g. 17 + 3 = 20)Mathematics P1 Number - Reading and writing whole numbers up to 20Computational Thinking - PO1Mathematics P1 Algebra - Completing open number sentences involving addition and subtraction of one-digit numbers (e.g. 2 + 5 = 3 + __)Mathematics P1 Number - Adding and subtracting one- and two-digit numbers up to 20, including 0Mathematics P1 Number - Addition is putting parts together to find a total or wholeMathematics P1 Number - Counting collections of up to 10 objects using one-to-one correspondenceMathematics P1 Number - Memorising addition and subtraction facts up to 20 (e.g. 17 + 3 = 20)Mathematics P1 Number - Reading and writing whole numbers up to 20Mathematics P1 Statistics - Sorting categorical data into categories and considering if “other” should be a category for sorting rare responsesComputational Thinking - PO1Mathematics P1 Algebra - Completing open number sentences involving addition and subtraction of one-digit numbers (e.g. 2 + 5 = 3 + __)Mathematics P1 Number - Adding and subtracting one- and two-digit numbers up to 20, including 0Mathematics P1 Number - Addition is putting parts together to find a total or wholeMathematics P1 Number - Counting collections of up to 10 objects using one-to-one correspondenceMathematics P1 Number - Memorising addition and subtraction facts up to 20 (e.g. 17 + 3 = 20)Mathematics P1 Number - Reading and writing whole numbers up to 20Computational Thinking - PO1Mathematics P1 Algebra - Completing open number sentences involving addition and subtraction of one-digit numbers (e.g. 2 + 5 = 3 + __)Mathematics P1 Number - Adding and subtracting 3 one-digit numbers (e.g. 7 + 3 + 6)Mathematics P1 Number - Adding and subtracting one- and two-digit numbers up to 20, including 0Mathematics P1 Number - Addition is putting parts together to find a total or wholeMathematics P1 Number - Counting collections of up to 10 objects using one-to-one correspondenceMathematics P1 Number - Memorising addition and subtraction facts up to 20 (e.g. 17 + 3 = 20)Computational Thinking - PO1Mathematics P1 Algebra - Completing open number sentences involving addition and subtraction of one-digit numbers (e.g. 2 + 5 = 3 + __)Mathematics P1 Number - Adding and subtracting 3 one-digit numbers (e.g. 7 + 3 + 6)Mathematics P1 Number - Adding and subtracting one- and two-digit numbers up to 20, including 0Mathematics P1 Number - Addition is putting parts together to find a total or wholeMathematics P1 Number - Counting collections of up to 10 objects using one-to-one correspondenceMathematics P1 Number - Memorising addition and subtraction facts up to 20 (e.g. 17 + 3 = 20) |
| Framework | Standards |
|---|---|
| UKNC | Computing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Includes vowel digraphs and trigraphs for various vowel soundsEnglish KS1 - Learning to appreciate rhymes and poems, and to recite some by heartEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Shown syllable boundaries and how to read each syllable separately before they combine them to read the wordEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1 - Split digraphs like a-e, e-e, i-e, o-e, u-e for long vowel soundsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS3 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputMathematics KS1 - Add and subtract numbers using concrete numbers, pictorial representations, and mentally, including two two-digit numbers or three one-digit numbersMathematics KS1 - Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tensMathematics KS1 - Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representationsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsMathematics KS1 - Add and subtract numbers using concrete numbers, pictorial representations, and mentally, including two two-digit numbers or three one-digit numbersMathematics KS1 - Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tensMathematics KS1 - Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representationsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsComputing KS3 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputMathematics KS1 - Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tensMathematics KS1 - Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representationsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsComputing KS3 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputMathematics KS1 - Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tensMathematics KS1 - Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representationsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsComputing KS3 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputMathematics KS1 - Add and subtract numbers using concrete numbers, pictorial representations, and mentally, including two two-digit numbers or three one-digit numbersMathematics KS1 - Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens |
| Framework | Standards |
|---|---|
| CA-CS | K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.CS.2K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.CS.2K-2.IC.18K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.CS.2K-2.IC.18K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.CS.2K-2.IC.18K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.CS.2K-2.IC.18K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.CS.2K-2.IC.18 |
| CCSS | CCSS.Math.Content.1.OA.A.1CCSS.Math.Content.1.OA.A.2CCSS.Math.Content.1.OA.D.8CCSS.Math.Content.2.OA.B.2CCSS.Math.Content.K.CC.A.3CCSS.Math.Content.K.CC.B.5CCSS.Math.Content.K.OA.A.1CCSS.Math.Content.1.OA.A.1CCSS.Math.Content.1.OA.A.2CCSS.Math.Content.1.OA.D.8CCSS.Math.Content.2.OA.B.2CCSS.Math.Content.K.CC.A.3CCSS.Math.Content.K.CC.B.5CCSS.Math.Content.K.OA.A.1CCSS.Math.Content.1.OA.A.1CCSS.Math.Content.1.OA.D.8CCSS.Math.Content.2.OA.B.2CCSS.Math.Content.K.CC.A.3CCSS.Math.Content.K.CC.B.5CCSS.Math.Content.K.MD.B.3CCSS.Math.Content.K.OA.A.1CCSS.Math.Content.1.OA.A.1CCSS.Math.Content.1.OA.D.8CCSS.Math.Content.2.OA.B.2CCSS.Math.Content.K.CC.A.3CCSS.Math.Content.K.CC.B.5CCSS.Math.Content.K.OA.A.1CCSS.Math.Content.1.OA.A.1CCSS.Math.Content.1.OA.A.2CCSS.Math.Content.1.OA.D.8CCSS.Math.Content.2.OA.B.2CCSS.Math.Content.K.CC.B.5CCSS.Math.Content.K.OA.A.1CCSS.Math.Content.1.OA.A.1CCSS.Math.Content.1.OA.A.2CCSS.Math.Content.1.OA.D.8CCSS.Math.Content.2.OA.B.2CCSS.Math.Content.K.CC.B.5CCSS.Math.Content.K.OA.A.1 |
| CSTA | 1A-AP-101A-AP-111A-AP-081A-AP-091A-AP-111A-AP-081A-AP-101A-AP-111A-AP-141A-AP-081A-AP-101A-AP-111A-AP-141A-AP-081A-AP-101A-AP-111A-AP-141A-AP-081A-AP-101A-AP-111A-AP-14 |
| FL-CS | MA.1.AR.1.1MA.1.NSO.2.1MA.2.NSO.2.1SC.1.CS-CS.1.1SC.2.CS-CS.1.1SC.2.CS-CS.2.1SC.K.CS-CS.1.1MA.1.AR.1.1MA.1.AR.2.1MA.2.NSO.2.1MA.K.NSO.1.2SC.1.CS-CS.1.1SC.1.CS-CS.2.1SC.2.CS-CS.1.1SC.2.CS-CS.2.1SC.K.CS-CS.1.1MA.1.AR.1.1MA.1.AR.2.1MA.2.NSO.2.1MA.K.NSO.1.1MA.K.NSO.1.2SC.1.CS-CS.1.1SC.1.CS-CS.2.1SC.2.CS-CS.1.1SC.2.CS-CS.2.1SC.K.CS-CS.1.1MA.1.AR.1.1MA.1.AR.2.1MA.2.NSO.2.1MA.K.NSO.1.1MA.K.NSO.1.2SC.1.CS-CS.1.1SC.1.CS-CS.2.1SC.2.CS-CS.1.1SC.2.CS-CS.2.1SC.K.CS-CS.1.1MA.1.AR.1.1MA.1.AR.2.1MA.2.NSO.2.1MA.K.NSO.1.1MA.K.NSO.1.2SC.1.CS-CS.1.1SC.1.CS-CS.2.1SC.2.CS-CS.1.1SC.2.CS-CS.2.1SC.K.CS-CS.1.1MA.1.AR.1.1MA.1.AR.2.1MA.2.NSO.2.1MA.K.NSO.1.1MA.K.NSO.1.2SC.1.CS-CS.1.1SC.1.CS-CS.2.1SC.2.CS-CS.1.1SC.2.CS-CS.2.1SC.K.CS-CS.1.1 |
| IA-CS | 1.OA.D.8 CS - 1A-AP-101A-AP-11 Literacy - L.K.5.aK.MD.B.3K.OA.A.1L.K.5.cMath - K.CC.B.51.OA.D.8 CS - 1A-AP-101A-AP-08 Literacy - L.K.5.a1A-AP-11K.CC.B.4K.MD.B.3K.OA.A.1K.OA.A.2L.K.5.cMath - K.CC.B.51.OA.A.11.OA.D.81A-AP-081A-AP-14 Literacy - L.K.5.aK.MD.B.3 CS - 1A-AP-11L.K.5.cMath - K.CC.B.51.OA.A.11.OA.D.81A-AP-081A-AP-101A-AP-14 Literacy - L.K.5.aK.MD.B.3 CS - 1A-AP-11L.K.5.cMath - K.CC.B.51.OA.A.11.OA.D.81A-AP-10 Literacy - L.K.5.c1A-AP-14K.MD.B.3 CS - 1A-AP-11Math - K.CC.B.51.OA.A.11.OA.D.81A-AP-10 Literacy - L.K.5.c1A-AP-14K.MD.B.3 CS - 1A-AP-11Math - K.CC.B.5 |
| ISTE | 1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c |
| NY-CS | 1.OA.22.OA.1K-1.CT.10K-1.CT.4K-1.CT.6K-1.CT.9K-1.IC.1K-1.IC.3K.CC.4K.CC.5K.OA.21.OA.22.OA.1K-1.CT.10K-1.CT.4K-1.CT.6K-1.CT.9K-1.IC.1K-1.IC.3K.CC.4K.CC.5K.MD.31.OA.22.OA.1K-1.CT.10K-1.CT.4K-1.CT.6K-1.CT.9K-1.IC.1K-1.IC.3K.CC.4K.CC.5K.MD.3K.OA.21.OA.11.OA.21.OA.82.OA.1K-1.CT.10K-1.CT.4K-1.CT.6K-1.CT.9K-1.IC.1K-1.IC.3K.CC.4K.CC.5K.MD.3K.OA.1K.OA.21.OA.11.OA.21.OA.82.OA.1K-1.CT.10K-1.CT.4K-1.CT.6K-1.CT.9K-1.IC.1K-1.IC.3K.CC.4K.CC.5K.MD.3K.OA.1K.OA.21.OA.11.OA.21.OA.82.OA.1K-1.CT.10K-1.CT.4K-1.CT.6K-1.CT.9K-1.IC.1K-1.IC.3K.CC.4K.CC.5K.MD.3K.OA.1K.OA.2 |
| SC-CS | 1.ATO.21.CS.1.12.CS.2.22.CS.2.3K.CS.1.21.ATO.21.CS.1.12.CS.2.22.CS.2.3K.CS.1.21.ATO.21.CS.1.12.CS.2.22.CS.2.3K.CS.1.21.ATO.21.CS.1.12.CS.2.22.CS.2.3K.CS.1.21.ATO.21.CS.1.12.CS.2.22.CS.2.3K.CS.1.21.ATO.21.CS.1.12.CS.2.22.CS.2.3K.CS.1.2 |
| TEKS | §111.2.(b)(2)(B)§111.2.(b)(3)(A)§111.2.(b)(3)(B)§111.3.(b)(3)(B)§111.3.(b)(3)(D)§111.3.(b)(5)(G)§111.4.(b)(4)(C)§111.4(b)(7)(C)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§111.2(b)(2)(A)§111.2(b)(3)(B)§111.3(b)(3)(D)§111.3(b)(5)(G)§111.4(b)(4)(C)§111.4(b)(7)(C)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§126.16(b)(6)(A)§111.2(b)(2)(A)§111.2(b)(3)(B)§111.3(b)(3)(D)§111.3(b)(5)(G)§111.4(b)(4)(C)§111.4(b)(7)(C)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§126.16(b)(6)(A)§111.2(b)(2)(A)§111.2(b)(3)(B)§111.3(b)(3)(D)§111.3(b)(5)(G)§111.4(b)(4)(C)§111.4(b)(7)(C)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§126.16(b)(6)(A)§111.2(b)(2)(A)§111.2(b)(3)(B)§111.3(b)(3)(D)§111.3(b)(5)(G)§111.4(b)(4)(C)§111.4(b)(7)(C)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§126.16(b)(6)(A)§111.2(b)(2)(A)§111.2(b)(3)(B)§111.3(b)(3)(D)§111.3(b)(5)(G)§111.4(b)(4)(C)§111.4(b)(7)(C)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§126.16(b)(6)(A) |
| UT-CS | 1.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.21.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.21.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.21.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.21.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.21.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.2 |
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