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Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern

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Page 1: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 2: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 3: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 4: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 5: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 6: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 7: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 8: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 9: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 10: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 11: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 12: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern
Page 13: Example: 1 side in 1 minute or both sides in 1 minute. 3. The assessor may want to ask the student if he sees any pattern in the math concept being practiced and ask if that pattern

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