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	<title>Grade Five Math &#187; Westside Math Talk</title>
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	<description>Discuss everything math here!</description>
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		<title>What does one trillion dollars look like?</title>
		<link>http://fenzel.edublogs.org/2009/03/26/what-does-one-trillion-dollars-look-like/</link>
		<comments>http://fenzel.edublogs.org/2009/03/26/what-does-one-trillion-dollars-look-like/#comments</comments>
		<pubDate>Thu, 26 Mar 2009 14:40:05 +0000</pubDate>
		<dc:creator>fenzel</dc:creator>
				<category><![CDATA[Westside Math Talk]]></category>

		<guid isPermaLink="false">http://fenzel.edublogs.org/?p=21</guid>
		<description><![CDATA[We&#8217;ve been hearing the words &#8220;one trillion dollars&#8221; in the news a lot lately.  How much money is that, really?  It&#8217;s a lot more than you&#8217;d think!  Lookat this illustration and post your thoughts!
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			<content:encoded><![CDATA[<p>We&#8217;ve been hearing the words &#8220;one trillion dollars&#8221; in the news a lot lately.  How much money is that, really?  It&#8217;s a lot more than you&#8217;d think!  Lookat <a href="http://www.pagetutor.com/trillion/index.html">this illustration </a>and post your thoughts!</p>
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		<title>Half vs. whole</title>
		<link>http://fenzel.edublogs.org/2008/11/18/half-vs-whole/</link>
		<comments>http://fenzel.edublogs.org/2008/11/18/half-vs-whole/#comments</comments>
		<pubDate>Tue, 18 Nov 2008 15:33:58 +0000</pubDate>
		<dc:creator>fenzel</dc:creator>
				<category><![CDATA[Westside Math Talk]]></category>

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		<description><![CDATA[Can you think of a circumstance when one half could be more than one whole?  Explain.
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			<content:encoded><![CDATA[<p>Can you think of a circumstance when one half could be more than one whole?  Explain.</p>
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		<slash:comments>5</slash:comments>
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		<title>Twelve</title>
		<link>http://fenzel.edublogs.org/2008/10/20/twelve/</link>
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		<pubDate>Mon, 20 Oct 2008 18:21:17 +0000</pubDate>
		<dc:creator>fenzel</dc:creator>
				<category><![CDATA[Westside Math Talk]]></category>

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		<description><![CDATA[How many different ways can you represent the number 12?
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			<content:encoded><![CDATA[<p>How many different ways can you represent the number 12?</p>
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		<slash:comments>15</slash:comments>
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		<title>Recess Time!</title>
		<link>http://fenzel.edublogs.org/2008/10/20/recess-time/</link>
		<comments>http://fenzel.edublogs.org/2008/10/20/recess-time/#comments</comments>
		<pubDate>Mon, 20 Oct 2008 18:19:55 +0000</pubDate>
		<dc:creator>fenzel</dc:creator>
				<category><![CDATA[Westside Math Talk]]></category>

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		<description><![CDATA[If you were outside at recess without a watch, how could you find out how much longer you have to play&#8230; WITHOUT asking your teacher?
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			<content:encoded><![CDATA[<p>If you were outside at recess without a watch, how could you find out how much longer you have to play&#8230; WITHOUT asking your teacher?</p>
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		<slash:comments>15</slash:comments>
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		<title>Counting Classmates</title>
		<link>http://fenzel.edublogs.org/2008/10/20/counting-classmates/</link>
		<comments>http://fenzel.edublogs.org/2008/10/20/counting-classmates/#comments</comments>
		<pubDate>Mon, 20 Oct 2008 18:14:48 +0000</pubDate>
		<dc:creator>fenzel</dc:creator>
				<category><![CDATA[Westside Math Talk]]></category>

		<guid isPermaLink="false">http://fenzel.edublogs.org/?p=14</guid>
		<description><![CDATA[Pretend you don&#8217;t know how many students are in your class.  What is the fastest way to find out how many students are in your class&#8230; WITHOUT asking your teacher!
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			<content:encoded><![CDATA[<p>Pretend you don&#8217;t know how many students are in your class.  What is the <em>fastest</em> way to find out how many students are in your class&#8230; WITHOUT asking your teacher!</p>
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		<slash:comments>6</slash:comments>
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