TEACHER s IMAXs COMPANION ucces BOOK Social Studies Latest Edition Class 5 Part 1 Module A
Contents – Part 1A Section No./Name Sub‐section Sub‐section Name Pg. No. 1 IMAX Textbook Features 2 I – Remembering and Understanding 2 IMAX Workbook Features 3 (To be read and understood before the first teaching day and to be revisited 3 IMAX Curriculum Framework 4 during the PSO1) 4 IMAX Teacher Companion Book Features 6 II – Application 5 Transactional Tips 10 (To be planned and worked out before the academic year starts) 6 Bloom's Taxonomy in IMAX Class 15 III – H.O.T.S.: Creating a Rockstar Class 7 Annual Plan – Teaching and Assessments 17 (Together, with IMAX inputs and your 8 Annual Planning Tool 18 unique approach and implementation style, let us create a rockstar classroom) 9 Formative/Periodic Assessment Patterns 19 IV – Teacher Reference 10 Mid‐Year/Annual Assessment Patterns 21 (Hints/suggestions for the teacher to refer while answering 11 Teaching Aids List (For Planning) 23 textbook/workbook questions) 12a Day‐wise Lesson Plan – Learning Outcomes Page V – Appendices (Additional reading resources) 12b Day‐wise Lesson Plan – Content Page 25 12c Day‐wise Lesson Plan – Reflection Page 13 End‐of‐Term Reflection In Part 1C 14a Teacher Reference for Textbook 43 14b Teacher Reference for Workbook 15 How to be a Rockstar Teacher In Part 1B 16 Blackboard Information Organising Tips (Graphic 58 Organisers)
Section I – Remembering and Understanding Usage Tip: To be read and understood before the first teaching day and to be revisited during the PSO1 Sub‐Sections: 1. IMAX Textbook Features 2. IMAX Workbook Features 3. IMAX Curriculum Framework 4. IMAX Teacher Companion Book Features 5. Transactional Tips 6. Bloom's Taxonomy in IMAX Class Page 1
Textbook Features I Will Learn About I Remember Contains the list of concepts to Introduces new concepts to build on be covered in the lesson along the prerequisite knowledge or skills to with the learning objectives understand and achieve the objective of the topic Page 2 I Think Pin-up Note Introduces the concept or Contains key retention points from the subtopic and arouses curiosity concept among students I Understand Train My Brain Explains the aspects in detail Checks for learning to gauge the that form the basis of the understanding level of students concept Includes elements to ensure that students are engaged throughout I Apply I Explore Connects the concept to Encourages students to extend real-life situations by giving an the concept learnt to advanced opportunity to apply what application scenarios students have learnt Be Amazed Connect the Dots Fascinating facts and trivia for A multidisciplinary section that students to establish a better connects a particular topic to other real-life connect with the subjects in order to enable students concept. to relate better to it A Note to Parent To engage a parent in out-of-classroom learning of their child and conduct activities to reinforce the learnt concepts SST_G3_TB_Contents.indd 3 19-Jan-18 2:23:55 PM
Workbook Features Page 3 I Remember I Understand Recollecting critical information Engaging with the ‘how’ and related to the ‘who’, ‘what’, ‘why’ of the concept ‘when’ and ‘where’ of the concept I Explore (H.O.T.S.) I Apply Extending the application of the concept to more advanced and Applying the understanding of challenging questions that meet the concept to questions related the criteria of higher order to real-life scenarios thinking skills
03. IMAX Curriculum Framework – Page 1 of 2 Class 3 Class 4 Class 5 - The Sun and the Planets - The Shape of the Earth - The Climatic Zones of the Earth - Landforms & Water Bodies - Life in the Different Climatic Zones Geography : - Making and using maps - Continents and Oceans; Latitudes and - Maps and Globes Introduction - Indian States & their Capitals Longitudes - Latitudes and Longitudes ` - Some Famous Indian Cities - Location, Extent and Importance of the - India's Location & Physical Northern Mountains Features - Climate, Vegetation and Wildlife of the Northern Mountains Geography - The Three Basins of the Northern Plains - Life in the Northern Plains - The Deccan Plateau and the Central Highlands - Life in the Southern Plateaus - The Western Desert - Life in the Western Desert - Coastal Plains & Islands - Life in the Coastal Areas - Types of Forests in India - Deforestation - Forests to Soil - Understanding Rivers - Rivers of India Unity in - Languages, Food and Clothing Diversity - Communities and Festivals Page 4
IMAX Curriculum Framework – Page 2 of 2 Class 3 Class 4 Class 5 - What is History? - Explorations, Discoveries and Inventions Introduction - Museums and Monuments History to History - Where are the Kings and Queens? The - Expeditions and Colonisation - Early Human Beings Mughal Empire Civilisations - Ancient Civilisations - The First War of Independence - Some Other Important Kingdoms of India - The Indian National Congress and the Indian Freedom - The Constitution of India Freedom Movement Struggle - Efforts towards Indian Freedom - The Partitions of 1905 and 1947 Civics Democracy and Human - Human Rights and Governmental Organisations Rights - People Striving for Human Rights and the Rights of Children - India: A Democracy Economics Introduction in the Indian Scenario - Our Occupations - Wants and Needs - Need and Classification of Industries Page 5
04. Teacher Companion Book Features & Usage Tips Indicates the days allocated to cover the lesson For the teacher to indicate the number of days needed to speed up or slow down the plan, if required. Knowledge that learners are expected to have in order to understand the concept better. This is acquired from the previous lessons or classes. Bloom’s learning objectives covered under different sections of the concept. List of teaching resources that the teacher needs to procure/arrange for before the class. Sections covered Space for the teacher to List of teaching on each day. write notes on lesson resources preparation. provided by IMAX. Page 6
Indicates the current day This icon is used to indicate the progress of the out of the total days particular day/period. More details about this allotted for the lesson. icon (or set of icons) are given on a later page. Page from the The class level outcomes or textbook enabling objectives for the day are outlined here. Any new words covered in the day are also listed. Transactional tips for teaching the content provided on the given page. Detailed explanation and examples of the various transactional tips are provided in sub‐section 05 of this book. Quick questions to be asked during the class to check for learners’ understanding as the lesson proceeds. Details of the suggested CW/HW for the day. Page 7
Examples for Reading and Practising the IMAX Calendar The given lesson plan should be covered in the first half of the allocated teaching period (i.e. the 5th Period of the 5 periods allocated for the lesson). The given lesson plan should be covered in the second half of this same teaching period (referred to as Teaching Day going forward). The given lesson plan takes up the full teaching day, the first one out of the 8 allocated for the lesson (Concept in Social/Maths). Annual Day indicates which day/period you are currently at against the overall days allocated for this semester. Actual Date blank is for you to fill the date of the day you teach this particular page. LIST OF ABBREVIATIONS USED 6. H/H.O.T.S.: Higher Order Thinking 1. TB: Textbook Skills 2. WB: Workbook 7. CtD: Connect the Dots 3. R: I Remember 8. ANtP: A Note to Parent 4. U: I Understand 9. CW/HW: Classwork/Homework 5. A: I Apply 10. PSO: Product Service Orientation 11. PTM: Parent Teacher Meeting Page 8
Space for the teacher to share Progress Passbook for the teacher. her thoughts on the teaching This helps in tracking and planning methodology used for the lesson. the remaining syllabus. Number of planned days. Names of learners who Names of learners who Actual number of days need handholding for need additional used by the teacher to this lesson. challenges for this lesson. complete the lesson. Page 9 This is for the teacher to enter the number of days by which she/he needs to slow down or speed up for the next lesson. This is to match the annual academic plan. This icon is used to indicate the pages of the book where you can spend more time than suggested when needed. This icon is used to indicate the pages of the book that you can speed up when needed.
05. Transactional Tips – Page 1 of 54 1) Interactive Discussion Description • Discuss the concept/related example/scenario with the class. Benefit • Interactive discussion helps learners speak up in class, express their ideas, ask questions, and obtain information to improve How to Use It their own understanding of a topic. • Begin by asking questions/sharing an example/describing a scenario to begin the conversation. Example • Encourage learners to ask questions about the concept. • Ask questions which check previous knowledge. This will be helpful in deciding the points of focus for teaching. Preferred Section • Interactive Discussion: Ask learners to name the festivals they have celebrated. List them on the blackboard. Ask them how do they celebrate, who do they celebrate with, what kinds of clothes they wear, specific food items related to those festivals, the stories about those festivals, etc. Capture learner responses on the blackboard in a table format. Elaborate on festivals and their importance in our lives. • R, U 2) Real‐Life Connect Description • Ask questions/share an example which relates to learners’ lives and experiences. Benefit • Real‐life connect helps learners connect new information with something they already know. How to Use It • Choose examples from learners’ lives, which can be used to drive home the concept, or aspects of it. Example • Ask learners to share examples from their lives, experiences or their observations, relating to the concept to introduce or Preferred Section elaborate on it. • Real‐Life Connect: Ask learners what all kinds of birds they have seen in their neighbourhood. Ask them whether they know what kind of food those birds eat, where do they live, how do they look like, etc. Capture learner responses on the blackboard in a table format. Elaborate on some common birds, their features, eating habits and habitats. • R, U Page 10
Transactional Tips – Page 2 of 54 3) Peer Learning Description • Learners discuss a concept with each other to better engage with the concept. Benefit • Peer learning supports the idea of self‐help as well as learning from their peers. How to Use It • The class can be divided into groups of 4‐5 or into pairs for peer learning. Each group/pair can be given a different Example point/question to work on which they share with the whole class. (Think‐Pair‐Share). Preferred Section • Peer Learning: Group learners and distribute samples of different types of fabrics and chart sheets to write. Let them examine the samples, discuss within their groups and come up with a specific feature list for each fabric sample in a table format. Let one learner from each group share their findings with the other groups. Correct, add missing information or elaborate further, as and when each group share the list. • R, U, A, H 4) Outdoor Study Description • Field trips or an outdoor walk to observe real‐life examples related to the concept. Benefit • Outdoor study bridges the gap between concepts taught in the classroom and their real world application. How to Use It • Take learners to the place suggested (if available within the school or feasible to visit) and give instructions for Example observing/carrying out the activity. Preferred Section • Ask leading questions encouraging learners to observe and report. • Ask learners to make notes or answer pre‐set questions you have set. • Outdoor Study: Take learners to a nearby construction site. Ask them to interact with the workers or the engineers on what goes into building a house with proper safety measures. Let learners discuss their observations and findings and make an outdoor study report. • R, U Page 11
Transactional Tips – Page 3 of 54 5) Reinforcement Description • Re‐emphasise a concept or an aspect of the concept. Benefit • Reinforcement helps to improve speed, increases confidence, and strengthens the connections in the brain that help children How to Use It learn. Example • Ask misconception‐based questions (e.g. True/False, Correct the Statement and so on) to check if the concept has been Preferred Section understood. Ask questions to help learners revise the concept/aspects of the concept. • Reinforcement: Draw a diagram of hibiscus flower on the blackboard. Label the parts incorrectly. Ask learners to check and verify the labels. Correct the labels capturing learners’ responses. • U, A 6) Summarising Description • Learners express the concept or aspects of the concept through visual or verbal means. Benefit • Summarising helps learners learn to focus on essential ideas and put together important details. How to Use It • Learners can be asked to find the main idea or the important facts and supporting details or the sequence or draw Example conclusions. They can be asked to compare and contrast or distinguish between fact and opinion. Learners can use graphic Preferred Section organisers or present verbally. • Summarising: Group learners and distribute chart sheets and drawing materials. Let each group create a mind map to summarise the causes and effects of air pollution. Let the groups exchange their summaries and read aloud the points. Correct, add missing points or elaborate wherever necessary. • R, U Page 12
Transactional Tips – Page 4 of 54 Description 7) Framing Questions Benefit • Learners frame and ask questions to each other on a given concept. How to Use It • Framing questions helps learners become better thinkers. Example • Have learners frame questions in groups or individually on a concept. Preferred Section • Framing Questions: Ask each learner to frame three questions for the two images of villages and towns. You can give them the keywords such as roads, houses, common different Ask learner to ask the questions to their partners • R, U 8) Flipped Classroom Description • Learners prepare a presentation on a concept and teach it to the class. Benefit • Flipped Classroom encourages learners to come to the classroom prepared with ideas and questions. How to Use It • Have learners in pairs or groups, prepare on a relatively easy concept to teach the rest of the class. Example • Flipped Classroom: Preferred Section Group learners and assign one part of a plant to each group. Let them prepare a chart to illustrate that part and describe the functions. Let them also list the uses of that part to us, with examples. Let the groups conduct sessions for the remaining groups using the charts they have prepared. •U Page 13
Transactional Tips – Page 54 of 54 9) Quiz Description • Learners answer questions. Benefit • Quiz motivates every learner to participate, work together and cheer for each other. How to Use It • Quiz learners on the entire lesson or a particular concept. This can be done by dividing the learners into teams, or at an Example individual level. Preferred Section • Quiz: Group learners into two teams. Conduct a quiz on simple machines. Record the scores of both the teams and award the winner team with a simple machine model. • R, U 10) Activity Method Description • Learners engage in an activity in either pairs or groups to engage with a concept. Benefit • Learners get the opportunity to be active, collaborate and learn. This tip is especially useful for kinesthetic learners who learn How to Use It best by being active. Example • Pair or group learners and give instructions to perform activities like role‐play, mime, dramatization, games, etc. that facilitate Preferred Section multisensory learning of concepts. • Activity Method: Group learners into two teams (A, B). Let a learner from team A volunteer to come to the front of the class and pick up a chit from the box kept on the table. Ask the learner to read the name of the animal written on it silently and explain which animal it is through actions. Let learners from team B guess which animal it is. Set the time limit as 2 minutes. Let one learner from team B come to the front take up another chit and continue the activity. • R, U Page 14
06. Bloom’s Taxonomy in IMAX Class learners learners learners Can the learners Can the learners Can the learners Page 15
Section II – Application Usage Tip: To be planned and worked out before the academic year starts Sub‐Sections: 7. Annual Plan – Teaching and Assessments 8. Annual Planning Tool 9. Formative/Periodic Assessment Patterns 10. Mid‐Year/Annual Assessment Patterns 11. Teaching Aids List (For Planning) Page 16
07. Annual Plan – Teaching and Assessments Page 17
08. Annual Planning Tool for Teachers (to be filled in during/before PSO1) No. of ‘Teaching Month No. of Assessments Other Non‐ No. of Periods’ based on Lesson/Concept IMAX Days Buffer Working Days (if any) Teaching Teaching the Subject Time‐ List to be Teaching Allocated Days Events Days in Table (referred to as Covered Days Total for IMAX in School (if any) School ‘Teaching Days’ IWS going forward) Sample 20 None Opening PTM 19 23 1, 2, 3 16 0 7 Month (1 day) Apr‐18 May‐18 Jun‐18 Jul‐18 Aug‐18 Sep‐18 Oct‐18 Nov‐18 Dec‐18 Jan‐19 Feb‐19 Mar‐19 Page 18
09. Formative/Periodipc Assessment Patterns Two‐Semester Formative Assessment – 20 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified A Multiple Choice Circle the correct answer. Remembering 1M 3 3M 2 1 Questions Application 1M 2 2M 1 1 B Fill in the Blanks ‐ Remembering 1M 2 2M 1 1 1M 2 2M Very Short Answer each of the following Remembering 2 0 1M 1 1M C Answer questions in a word or a short Understanding 0 1 Questions sentence. Short Answer Answer each of the following Remembering 2M 1 2M 1 0 Questions 2M 1 2M 1 0 D questions in one or two Understanding 2M 1 2M 1 0 sentences. Application E Long Answer Answer each of the following 4M 1 4M 1 0 Question questions in four to five Understanding sentences. F Surprise Try and answer this for fun. H.O.T.S. 5M This question is provided to instil creativity and other Question This is not counted in the 1 H.O.T.S. skills in the student and will not be counted total marks. towards assessment totals. Total Marks 15 20M 10 4 Page 19
Periodic Assessment – 40 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified A Multiple Choice Circle the correct answer. Remembering 1M 7 7M 4 3 Questions Application 1M 3 3M 2 1 B Fill in the Blanks ‐ Remembering 1M 4 4M 2 2 1M 4 4M Very Short Answer each of the following Remembering 4 0 1M 2 2M C Answer questions in a word or a short Understanding 0 2 Questions sentence. Short Answer Answer each of the following Remembering 2M 2 4M 2 0 Questions 2M 1 2M 2 0 D questions in one or two Understanding 2M 3 6M 2 0 sentences. Application E Long Answer Answer each of the following 4M 2 8M 2 0 Question questions in four to five Understanding sentences. F Surprise Try and answer this for fun. H.O.T.S. 5M This question is provided to instil creativity and other Question This is not counted in the 1 H.O.T.S. skills in the student and will not be counted total marks. towards assessment totals. Total Marks 29 40M 20 8 Page 20
10. Mid‐Year/Annual Assessment Patterns Two‐Se mester 50 Marks – Beginner/Proficient Section Question Type Additional Skill Marks Per Number of Total Source of the Questions if Source of the Questions if Instruction Question Questions Marks BEGINNER Paper is chosen PROFICIENT Paper is chosen Direct Modified Twisted Direct Modified Twisted A Multiple Choice Circle the correct Remembering 1M 5 5M 5 0 040 1 2 2M 2 0 020 0 Questions answer. Application 1M B Fill in the Blanks ‐ Remembering 1M 5 5M 4 1 031 1 C Match the Following ‐ Remembering 4M 1 4M 0 1 001 0 Very Short Answer Answer each of Remembering 1M 6 6M 5 1 050 1 1M 4 4M 1 3 0 1 3 0 Questions (Including the following D True/False and Circle questions in a Understanding the correct answer word or a Type Questions) sentence. Answer each of Remembering 2M 2 4M 2 0 0 1 1 0 2 4M 1 1 0 1 0 1 E Short Answer the following Understanding 2M Questions questions in two 2M 2 4M 2 0 0 1 0 1 to three Application sentences. Answer each of Understanding 4M 1 4M 1 0 0 1 0 0 1 4M 1 0 0 1 0 0 Long Answer the following Questions* F questions in four Application 4M to five sentences. G Diagram Based ‐ Understanding 4M 1 4M 0 1 0 0 1 0 Question Try and answer This question is provided to instil creativity and other H.O.T.S. 1 skills in the student and will not be counted towards assessment H Surprise Question this for fun. This H.O.T.S. 5M is not counted in totals. the total marks. Total Marks 33 50M 24 8 0 20 7 5 * Internal Choice is provided for this section (Internal choice means ‐ for every question in this section, the student will be provided with a choice to answer from one of the two questions provided) Page 21
80 Marks – Beginner/Proficient Source of the Questions if Source of the Questions if Marks Per Number of Total BEGINNER Paper is chosen Section Question Type Additional Instruction Skill PROFICIENT Paper is chosen Question Questions Marks Direct Modified Twisted Direct Modified Twisted Multiple Circle the correct Remembering 1M 6 6M 6 0 0 50 1 A Choice answer. Application 1M 0 2 0 1 3 3M 3 0 Questions B Fill in the ‐ Remembering 1M 5 5M 3 2 0 3 0 2 Blanks 5M 0 0 3 0 C Match the ‐ Remembering 2M 3 15M 0 3 0 30 0 following 2M 0 2 0 1 Very Short Answer each of the Remembering 3 6M 3 0 Answer following questions in a 3M 0 20 1 D 3M 3 6M 2 1 0 20 1 Questions word or a short Understanding 3M 0 20 1 sentence. Short Answer Answer each of the Remembering 3 9M 2 1 Questions following questions in Understanding E one or two sentences. Application 3 9M 2 1 3 9M 2 1 Long Answer Answer each of the Understanding 4M 1 4M 1 0 0 1 0 0 Questions* following questions in 4M 0 1 0 0 F four or five sentences. Application 1 4M 1 0 G Diagram Based ‐ Understanding 4M 1 4M 0 1 0 0 1 0 Question H Surprise Try and answer this for H.O.T.S. 5M 1 This question is provided to instil creativity and other H.O.T.S. skills Question fun. This is not counted in the student and will not be counted towards assessment totals. in the total marks. Total Marks 36 80M 25 10 0 23 4 8 * Internal Choice is provided for this section (Internal choice means ‐ for every question in this section, the student will be provided with a choice to answer from one of the two questions provided) Page 22
11. Teaching Aids List (For Planning) – Social Studies Class 5 Type of Teaching Aids Name of the Teaching Aid Lessons Used in India Political Map 1) Representing the Earth 2) All Kinds of Regions Make Up IMAX resource India Physical Map the World World Map 1) Representing the Earth 2) All Kinds of Regions Make Up Students to bring Atlas the World Blank sheets of paper 3) European Expeditions to India Blank sheet of paper 2) All Kinds of Regions Make Up the World Globe 4) The Revolt of 1857 Teacher to arrange Bowl of chits with learners’ names 5) The Freedom Struggle Newspaper clippings of daily weather conditions 1) Representing the Earth A magnetic compass 2) All Kinds of Regions Make Up Storyweaver resource – the World 2) All Kinds of Regions Make Up the World 3) European Expeditions to India 5) The Freedom Struggle 2) All Kinds of Regions Make Up the World 3) European Expeditions to India Page 23
Section III – H.O.T.S.* ‐ Creating a Rockstar Class Usage Tip: Together, with IMAX inputs and your unique approach and implementation style, let us create a rockstar classroom Sub‐Sections: 12. Day‐wise Lesson Plan a. Day‐wise Lesson Plan – Learning Outcomes Page b. Day‐wise Lesson Plan – Content Page c. Day‐wise Lesson Plan – Reflection Page 13. End‐of‐Term Reflection (In Part 1C) *Building Higher Order Teaching Skills to drive Higher Order Thinking Skills in the learners!! Page 24
>ĞƐƐŽŶϭ͗ZĞƉƌĞƐĞŶƚŝŶŐƚŚĞ ĂƌƚŚ ůůŽĐĂƚĞĚdĞĂĐŚŝŶŐĂLJƐ ϱ ^ƉĞĞĚƵƉͬ^ůŽǁĚŽǁŶWůĂŶ ŽŶĐĞƉƚϭ͘ϭ͗DĂƉƐĂŶĚ'ůŽďĞƐ WƌŝŽƌŬŶŽǁůĞĚŐĞŶĞĞĚĞĚ;ĨŽƌƚŚĞůĞĂƌŶĞƌƐͿ͗ ĂLJEŽ͘ WůĂŶŶĞĚ ^ƵŵŵĂƌLJŽĨĂLJ͛ƐWůĂŶ ĂƚĞ 9 ǁĂƌĞŶĞƐƐŽĨƚĞƌŵƐƐƵĐŚĂƐ͚ŵĂƉƐ͕͚͛ĐŽŶƚŝŶĞŶƚƐ͕͚͛ŚĞŵŝƐƉŚĞƌĞƐ͛ ĂLJϭ ĂŶĚǁŚĂƚƚŚĞLJŵĞĂŶ ĂLJϮ ĂLJϯ d͗/dŚŝŶŬ͕/ZĞŵĞŵďĞƌ͕dD ĞƐŝƌĞĚ>ĞĂƌŶŝŶŐKƵƚĐŽŵĞƐĨŽƌƚŚĞ>ĞƐƐŽŶ ĂLJϰ t͗/ZĞŵĞŵďĞƌ͕/ƉƉůLJ ĂLJϱ d͗/ZĞŵĞŵďĞƌ Z h t͗/ZĞŵĞŵďĞƌ͕/ƉƉůLJ >ŝƐƚ ƚŚĞĨĞĂƚƵƌĞƐŽĨ džƉůĂŝŶ ƚŚĞ d͗/hŶĚĞƌƐƚĂŶĚ͕dD ĂŵĂƉĂŶĚĂŐůŽďĞ ĚŝĨĨĞƌĞŶĐĞƐďĞƚǁĞĞŶ t͗/hŶĚĞƌƐƚĂŶĚ͕/ƉƉůLJ ĂŵĂƉĂŶĚĂŐůŽďĞ d͗/hŶĚĞƌƐƚĂŶĚ͕/ƉƉůLJ ĞƐĐƌŝďĞ ƚŚĞ t͗/hŶĚĞƌƐƚĂŶĚ ŝŵƉŽƌƚĂŶƚƉŽŝŶƚƐĂŶĚ ůŝŶĞƐŽŶĂŐůŽďĞ d͗/ƉƉůLJ͕/ džƉůŽƌĞ;,͘K͘d͘^Ϳ͕ĞŵĂnjĞĚ , t͗/ džƉůŽƌĞ;,͘K͘d͘^Ϳ hƐĞŽŶĞ͛Ɛ ŶĂůLJƐĞĂŐůŽďĞ ƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨ ƚŽůŽĐĂƚĞƚŚĞ ŵĂƉƐĂŶĚŐůŽďĞƐ ŐŝǀĞŶĚĂƚĂ ƚŽŝŶĨĞƌ ǁŚĞƚŚĞƌ ĂŶLJŵĂƉĐĂŶďĞ ŵĂĚĞŝŶƚŽĂŐůŽďĞ >ĞƐƐŽŶWƌĞƉĂƌĂƚŝŽŶEŽƚĞƐ /DyZĞƐŽƵƌĐĞƐ KƚŚĞƌZĞƐŽƵƌĐĞƐ ϭͿ /DydĞdžƚŬ ϭͿ 'ůŽďĞ;ĂLJϮ͕ϯͿ ϮͿ /DytŽƌŬŬ ϯͿ /ŶĚŝĂWŽůŝƚŝĐĂůŵĂƉ ;ĂLJϭ͕ϮͿ ϰͿ /ŶĚŝĂWŚLJƐŝĐĂůŵĂƉ;ĂLJϭͿ Page 25
ĂLJ ϭ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϭͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ĞĨŝŶĞ͚ŐůŽďĞ͛ĂŶĚ͚ŵĂƉ͛ ¾ ŝĨĨĞƌĞŶƚŝĂƚĞďĞƚǁĞĞŶ͚ƉŽůŝƚŝĐĂů͕͚͛ƉŚLJƐŝĐĂů͛ĂŶĚ ͚ƚŚĞŵĂƚŝĐ͛ŵĂƉƐ EĞǁtŽƌĚƐ͗ŐůŽďĞ͕ĂdžŝƐ͕ƌĞƉƌĞƐĞŶƚ͕ƚǁŽͲĚŝŵĞŶƐŝŽŶĂů͕ŵĂƉ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϲŵŝŶ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ͗ ZĞĂĚ͚/dŚŝŶŬ͛ĂŶĚĚŝƐĐƵƐƐƚŚĞƋƵĞƐƚŝŽŶĂƚƚŚĞĞŶĚŽĨ ƚŚĞďŽdž͘ EĂƌƌĂƚĞƚŚĞĨŽůůŽǁŝŶŐƚŽůĞĂƌŶĞƌƐ͚͗^ƵƉƉŽƐĞǁĞǁĂŶƚƚŽ ĨŝŶĚĂďƵƌŝĞĚƚƌĞĂƐƵƌĞ͕ĂŶĚƚŚĞŽŶůLJƉĞƌƐŽŶǁŚŽŬŶŽǁƐ ǁŚĞƌĞƚŚĞƚƌĞĂƐƵƌĞŝƐ͕ĐĂŶŶŽƚƚƌĂǀĞůǁŝƚŚƵƐ͘,ŽǁǁŝůůǁĞ ĨŝŶĚƚŚĞƚƌĞĂƐƵƌĞ͍tŚĂƚŚĂƉƉĞŶƐŝĨǁĞĨŽƌŐĞƚĂŶ ŝŵƉŽƌƚĂŶƚƉĂƌƚŽĨƚŚĞŽƌĂůŝŶƐƚƌƵĐƚŝŽŶƐ͍tŚĂƚƐŚŽƵůĚďĞ ƚŚĞŝĚĞĂůǁƌŝƚƚĞŶŝŶƐƚƌƵĐƚŝŽŶƐƐŽƚŚĂƚǁĞĚŽŶ͛ƚŐĞƚůŽƐƚ͍͛ ĂƐĞĚŽŶůĞĂƌŶĞƌƐ͛ĂŶƐǁĞƌƐ͕ƚĞůůƚŚĞŵĂďŽƵƚŚŽǁŵĂƉƐ ĐĂŶďĞƵƐĞĨƵůŝŶƚŚŝƐŬŝŶĚŽĨĂƐĐĞŶĂƌŝŽ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϮŵŝŶ ϭͿ tŚĂƚŝƐĂŵĂƉ͍ ϮͿ tŚĂƚĚŽĞƐZĂƐŚŝ͛Ɛ ĨĂƚŚĞƌǁĂŶƚŚĞƌƚŽůŽŽŬĂƚ͕ƚŽƉůĂŶ ŚĞƌŚŽůŝĚĂLJ͍;d͗WŐ͘ϮͿ ƵƌĂƚŝŽŶ͗ ϲŵŝŶ t ,t ϭͿ t͗Zʹ WŐ͘ϭʹ Yϭ͕ ʹ ϰ͕ϳ Page 26
ĂLJ ϭ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϭͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϮŵŝŶ &ůŝƉƉĞĚůĂƐƐƌŽŽŵ͗ ZĞĂĚ͚/ZĞŵĞŵďĞƌ͛ŽŶƉŐ͘Ϯ͘ ŝƐĐƵƐƐƚŚĞĚŝĨĨĞƌĞŶĐĞƐďĞƚǁĞĞŶƉŽůŝƚŝĐĂů͕ƉŚLJƐŝĐĂůĂŶĚ ƚŚĞŵĂƚŝĐŵĂƉƐ͘hƐĞ͚/ŶĚŝĂWŽůŝƚŝĐĂůDĂƉ͛ĂŶĚ͚/ŶĚŝĂ WŚLJƐŝĐĂůDĂƉ͛ƚŽĚĞŵŽŶƐƚƌĂƚĞ͘ ŝǀŝĚĞƚŚĞĐůĂƐƐŝŶƚŽƐŵĂůůŐƌŽƵƉƐ͘ƐƐŝŐŶƚŚĞŵƚŚĞƌŽůĞƐ ͚WŽůŝƚŝĐĂůDĂƉ͕͚͛WŚLJƐŝĐĂůDĂƉ͛ĂŶĚ͚dŚĞŵĂƚŝĐDĂƉ͛͘ƐŬ ƚŚĞŐƌŽƵƉƐƚŽůŽŽŬĂƚƚŚĞŵĂƉƐŐŝǀĞŶŝŶƚŚĞŬĂŶĚůŝƐƚ ƚŚĞĨĞĂƚƵƌĞƐŽĨŵĂƉƐĂŶĚƚŚŝŶŬŽĨƚŚĞŝƌƵƐĞ͘ ĂĐŚŐƌŽƵƉ ŶĞĞĚƐƚŽĐŽŵĞƵƉĂŶĚƐƉĞĂŬŽŶƚŚĞƚŽƉŝĐΖtŚLJĂŵ/ ƵƐĞĨƵů͍͛dŚĞŐƌŽƵƉƐĐĂŶůŝƐƚƚŚĞĨĞĂƚƵƌĞƐŽĨƚŚĞƐĞƚŚƌĞĞ ŵĂƉƐ͘ džĂŵƉůĞ͚͗ŽLJŽƵǁĂŶƚƚŽŬŶŽǁŝĨƚŚĞƌĞĂƌĞ ŵŽƵŶƚĂŝŶƐŝŶĂĐĞƌƚĂŝŶƉůĂĐĞ͍/ĐĂŶŚĞůƉLJŽƵŽƵƚ͘Ζ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϯŵŝŶ ϭͿ tŚĂƚŝĚƚŚĞƵƐĞŽĨƐĐĂůĞŽŶƚŚĞŵĂƉ͍;dD͕WŐ͘ϱͿ ϮͿ /ƐĂŵĂƉĂϮͲŽƌϯͲŽďũĞĐƚ͍ ϯͿ tŚĂƚŝƐĂŶĂdžŝƐ͍ ƵƌĂƚŝŽŶ͗ t ,t ʹ ϭͿ t͗ʹ WŐƐ͘ϯ͕ϰʹ Yϭϱ͕ϭϲ Page 27
ĂLJ Ϯ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗Ϯͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ Page 28 ¾ /ĚĞŶƚŝĨLJĂŶĚǀŝƐƵĂůŝƐĞƚŚĞĨĞĂƚƵƌĞƐŽĨŵĂƉƐĂŶĚŐůŽďĞƐ EĞǁtŽƌĚƐ͗ ƚŚƌĞĞͲĚŝŵĞŶƐŝŽŶĂů dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϬŵŝŶ ZĞŝŶĨŽƌĐĞŵĞŶƚ;ϯŵŝŶͿ͗ hƐŝŶŐƚŚĞ͚/ŶĚŝĂWŽůŝƚŝĐĂůDĂƉ͕͛ŚĞůƉůĞĂƌŶĞƌƐŝĚĞŶƚŝĨLJƚŚĞ ĨĞĂƚƵƌĞƐŽĨŵĂƉƐŐŝǀĞŶŽŶƉŐ͘ϯ ZĞĂůʹ>ŝĨĞŽŶŶĞĐƚ ;ϭϳŵŝŶͿ͗ ƐŬůĞĂƌŶĞƌƐĂďŽƵƚƚŚĞŵŽĚĞůƐŽĨƚƌĂŝŶƐ͕ĐĂƌƐ͕ĂŶĚĚŽůů ŚŽƵƐĞƐƚŚĂƚƚŚĞLJŵĂLJŚĂǀĞƐĞĞŶ͘ƐŬƚŚĞŵƚŽƐƚĂƚĞƚŚĞ ĚŝĨĨĞƌĞŶĐĞďĞƚǁĞĞŶƚŚĞŵŽĚĞůƐĂŶĚƚŚĞƌĞĂůŽďũĞĐƚƐ͘ ZĞĂĚƚŚĞĨŝƌƐƚƚǁŽƉĂƌĂŐƌĂƉŚƐŽĨ͚'ůŽďĞƐ͛͘ ^ŚŽǁĂŐůŽďĞƚŽƚŚĞůĞĂƌŶĞƌƐ͘ůůŽǁƚŚĞŵƚŽƚŽƵĐŚĂŶĚ ƚƵƌŶŝƚƚŽŐĞƚĂĨĞĞůŽĨǁŚĂƚŝƚŝƐ͘ƐŬƚŚĞŵƚŽƉŽŝŶƚŽƵƚ ŝƚƐĨĞĂƚƵƌĞƐ͘ hƐŝŶŐƚŚĞŐůŽďĞ͕ĞdžƉůĂŝŶƚŚĞĨĞĂƚƵƌĞƐŽĨŐůŽďĞƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϮŵŝŶ ϭͿ ƚǁŚĂƚĂŶŐůĞŝƐƚŚĞŐůŽďĞƚŝůƚĞĚĂŶĚǁŚLJ͍ ϮͿ /Ɛ ŐůŽďĞĂϮͲŽƌϯͲŽďũĞĐƚ͍ ƵƌĂƚŝŽŶ͗ ϳŵŝŶ t ,t ϭͿ t͗Zʹ WŐ͘ϭʹ YϮ͕ϯ͕ ϭͿ t͗ʹ WŐ͘ϰʹ Yϭϳ ϱ͕ϲ
ĂLJ ϯ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϯͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ Page 29 ¾ ŝƐƚŝŶŐƵŝƐŚďĞƚǁĞĞŶĂŵĂƉĂŶĚĂŐůŽďĞ ¾ /ĚĞŶƚŝĨLJƚŚĞŝŵƉŽƌƚĂŶƚƉŽŝŶƚƐĂŶĚůŝŶĞƐŽŶĂŐůŽďĞ EĞǁtŽƌĚƐ͗ŚĞŵŝƐƉŚĞƌĞƐ͕ŶŽƌƚŚĞƌŶŚĞŵŝƐƉŚĞƌĞ͕ ƐŽƵƚŚĞƌŶŚĞŵŝƐƉŚĞƌĞ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϮŵŝŶ &ƌĂŵŝŶŐYƵĞƐƚŝŽŶƐ;ϭϮŵŝŶͿ͗ ŝǀŝĚĞƚŚĞĐůĂƐƐŝŶƚŽƐŵĂůůŐƌŽƵƉƐ͘ƐŬƚŚĞŐƌŽƵƉƐƚŽ ĨƌĂŵĞƋƵĞƐƚŝŽŶƐďĂƐĞĚŽŶĂŵĂƉŽƌŐůŽďĞ͘ džĂŵƉůĞ͗ ΖtŚŝĐŚĐŽŶƚŝŶĞŶƚŝƐŽŶƚŚĞƐŝĚĞŽƉƉŽƐŝƚĞƚŽ/ŶĚŝĂ͍ΖŽƌΖ/Ŷ ǁŚŝĐŚƐƚĂƚĞŝƐ>ĂĚĂŬŚ ůŽĐĂƚĞĚ͍ΖƐŬƚŚĞŐƌŽƵƉƐƚŽĞdžƉůĂŝŶ ƚŚĞĚŝĨĨĞƌĞŶĐĞƐďĞƚǁĞĞŶŐůŽďĞƐĂŶĚŵĂƉƐƚŚƌŽƵŐŚƚŚĞƐĞ ƋƵĞƐƚŝŽŶƐ͘ ŶĐŽƵƌĂŐĞůĞĂƌŶĞƌƐƚŽƵƐĞĂƌĞĂůŵĂƉŽƌĂ ŐůŽďĞƚŽƐƵƉƉŽƌƚƚŚĞŝƌĂŶƐǁĞƌ͘ZĞĂĚƉŐƐ͘ϯĂŶĚϰ͘ YƵŝnj;ϭϬŵŝŶͿ͗ ŝǀŝĚĞƚŚĞĐůĂƐƐŝŶƚŽƚŚƌĞĞŐƌŽƵƉƐ͘ƐŬĂƋƵĞƐƚŝŽŶ ƌĞŐĂƌĚŝŶŐƚŚĞŝŵƉŽƌƚĂŶƚƉŽŝŶƚƐĂŶĚůŝŶĞƐŽŶƚŚĞŐůŽďĞ͘ ƐŬĂŵĞŵďĞƌŽĨĂŐƌŽƵƉƚŽĐŽŵĞĨŽƌǁĂƌĚ͕ŽďƐĞƌǀĞƚŚĞ ŐůŽďĞĂŶĚƚŚĞŶǁƌŝƚĞĚŽǁŶƚŚĞĂŶƐǁĞƌ͘ǁĂƌĚƉŽŝŶƚƐĨŽƌ ƚŚĞĐŽƌƌĞĐƚĂŶƐǁĞƌƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϭŵŝŶ ϭͿ tŚĂƚŝƐƚŚĞŵĞĂŶŝŶŐŽĨ͚ƚŚƌĞĞͲĚŝŵĞŶƐŝŽŶĂů͍͛ ;dD͕WŐ͘ϱͿ ƵƌĂƚŝŽŶ͗ ϲŵŝŶ t ,t ϭͿ t͗hʹ WŐ͘Ϯʹ ϭͿ t͗hʹ WŐ͘Ϯʹ Yϭϰ YϭϮ͕ϭϯ ϮͿ t͗ʹ WŐƐ͘ϰ͕ϱʹ Yϭϴ͕ϭϵ
ĂLJ ϰ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϰͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ Page 30 ¾ ŶĂůLJƐĞƚŚĞĚŝĨĨĞƌĞŶĐĞƐďĞƚǁĞĞŶ͚WƌŝŵĞDĞƌŝĚŝĂŶ͛ ĂŶĚ͚ ƋƵĂƚŽƌ͛ ¾ ĞƐĐƌŝďĞƚŚĞƉƌŽĐĞƐƐŽĨŵĂŬŝŶŐĂŐůŽďĞ EĞǁtŽƌĚƐ͗ĞĂƐƚĞƌŶ͕ǁĞƐƚĞƌŶŚĞŵŝƐƉŚĞƌĞ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϴŵŝŶ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ͗ ŝƐƉůĂLJƚŚĞƉŝĐƚƵƌĞƐŽŶƚŚĞƚŽƉŚĂůĨŽĨƉŐ͘ϱ͘ŝƐĐƵƐƐƚŚĞ ĚŝĨĨĞƌĞŶĐĞƐďĞƚǁĞĞŶ͚ƚŚĞWƌŝŵĞDĞƌŝĚŝĂŶ͛ĂŶĚƚŚĞ ͚ ƋƵĂƚŽƌ͛͘ ŝƐĐƵƐƐǁŝƚŚůĞĂƌŶĞƌƐƚŚĞǁĂLJŐůŽďĞƐĂƌĞŵĂĚĞ͘ ŽŶĐůƵĚĞďLJĞŵƉŚĂƐŝƐŝŶŐƚŚĞŶĞĞĚĨŽƌƐƉĞĐŝĂůůLJŵĂĚĞ ŵĂƉƐƚŽĐƌĞĂƚĞŐůŽďĞƐ͘ ƌŽƵƐĞƚŚĞŝƌĐƵƌŝŽƐŝƚLJďLJĂƐŬŝŶŐ͚ĂŶǁĞƌĞŵŽǀĞƚŚĞ ƉĂƉĞƌĐŽǀĞƌŝŶŐƚŚĞŐůŽďĞŽƵƚĂŶĚĐŽŶǀĞƌƚŝƚƚŽĂŵĂƉ͍͛͘ ΖĂŶĂŶŽƵƚůŝŶĞŵĂƉŽĨƚŚĞǁŽƌůĚďĞƉůĂĐĞĚŽǀĞƌĂ ƐƉŚĞƌĞƚŽŵĂŬĞĂŐůŽďĞ͍͛ dĞůůůĞĂƌŶĞƌƐƚŚĂƚŐůŽďĞƐĂƌĞŶŽƚƐŝŵƉůLJŵĂĚĞďLJĐƵƚƚŝŶŐ ƵƉŵĂƉƐŽĨƚŚĞǁŽƌůĚĂƐƐŚŽǁŶŝŶƚŚĞĨŝŐƵƌĞ͘dŚĞƐĞ ŵĂƉƐĂƌĞĞƐƉĞĐŝĂůůLJƉƌŝŶƚĞĚŝŶƚŚŝƐǁĂLJƐŽƚŚĂƚƚŚĞLJĐĂŶ ďĞƉĂƐƚĞĚŽŶƚŽĂƐƉŚĞƌĞ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϯŵŝŶ ϭͿ tŚĂƚŝƐƚŚĞ ƋƵĂƚŽƌ͍tŚLJŝƐŝƚŝŵƉŽƌƚĂŶƚ͍ ϮͿ ^ƚĂƚĞƚƌƵĞŽƌĨĂůƐĞ͗ ĂͿ dŚĞWƌŝŵĞDĞƌŝĚŝĂŶŝƐĂůĂƚŝƚƵĚĞ͘ ďͿ dŚĞĞƋƵĂƚŽƌƉĂƐƐĞƐƚŚƌŽƵŐŚƚŚĞEŽƌƚŚWŽůĞ͘ ƵƌĂƚŝŽŶ͗ ϴŵŝŶ t ,t ϭͿ t͗hʹ WŐ͘Ϯʹ Yϴ͕ ʹ ϵ͕ϭϬ͕ϭϭ
ĂLJ ϱ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϱͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ^ƵŵŵĂƌŝƐĞƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨŵĂƉƐĂŶĚŐůŽďĞƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϮŵŝŶ ^ƵŵŵĂƌŝƐŝŶŐ͗ ^ƵŵŵĂƌŝƐĞƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨŵĂƉƐĂŶĚŐůŽďĞƐ͘ ůƐŽ͕ƉŽƐĞƋƵĞƐƚŝŽŶƐƚŽůĞĂĚůĞĂƌŶĞƌƐƚŽƚŚĞŶĞdžƚĐŽŶĐĞƉƚ ŽĨůĂƚŝƚƵĚĞƐĂŶĚůŽŶŐŝƚƵĚĞƐ͘ ƐŬůĞĂƌŶĞƌƐƚŽƌĞĂĚƚŚĞŝŶƐƚƌƵĐƚŝŽŶƐŐŝǀĞŶŝŶƚŚĞ ͚/ džƉůŽƌĞ;,͘K͘d͘^͘Ϳ͛ƐĞĐƚŝŽŶĂŶĚĂŶƐǁĞƌƚŚĞƌĞůĂƚĞĚ ƋƵĞƐƚŝŽŶƐ͘ ƐŬůĞĂƌŶĞƌƐĂďŽƵƚŚŽǁŚƵŵĂŶƐĐŽƵůĚŚĂǀĞƌĞĂůŝƐĞĚ ƚŚĂƚ ƚŚĞ ĂƌƚŚǁĂƐƐƉŚĞƌŝĐĂůǁŚĞŶƚŚĞLJĐŽƵůĚŽŶůLJƐĞĞƚŚĞ ĂƌƚŚĂƐĨůĂƚ͘/ĨƚŚĞLJƵŶĚĞƌƐƚŽŽĚƚŚĂƚƚŚĞ ĂƌƚŚǁĂƐ ƐƉŚĞƌŝĐĂů͕ŚŽǁĚŝĚƚŚĞLJŵĂŶĂŐĞƚŽŵĂŬĞŵĂƉƐŽƌŐůŽďĞƐ ǁŚĞŶƚŚĞƌĞǁĞƌĞŶŽƐƉĂĐĞĐƌĂĨƚŽƌƐĂƚĞůůŝƚĞƐƚŽƚĂŬĞ ƉŝĐƚƵƌĞƐŽĨƚŚĞ ĂƌƚŚ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϮŵŝŶ ϭͿ tŽƵůĚLJŽƵƵƐĞĂŐůŽďĞƚŽŐŝǀĞLJŽƵƌĨƌŝĞŶĚ͕ǁŚŽůŝǀĞƐŝŶ ƚŚĞƐĂŵĞĐŝƚLJ͕ĚŝƌĞĐƚŝŽŶƐƚŽLJŽƵƌŚŽƵƐĞ͍tŚLJ͍ ƵƌĂƚŝŽŶ͗ ϱ ŵŝŶ t ,t ϭͿ t͗,ʹ WŐƐ͘ϲ͕ϳʹ YϮϬ ϭͿ ZĞĂĚƚŚĞ ͚ĞŵĂnjĞĚ͛ ƐĞĐƚŝŽŶ͘ Page 31
DLJZĞĨůĞĐƚŝŽŶƐ WƌŽŐƌĞƐƐWĂƐƐŬ ϱ tŚĂƚǁĞŶƚǁĞůůǁŚŝůĞƚĞĂĐŚŝŶŐƚŚŝƐůĞƐƐŽŶ͍ džƚƌĂĚĂLJƐƚĂŬĞŶƚŝůůƉƌĞǀŝŽƵƐůĞƐƐŽŶ;ŝĨĂŶLJͿ ;WƌĞǀŝŽƵƐůĞƐƐŽŶ͛ƐůĂƐƚƌŽǁͿ tŚĂƚǁŝůů/ĚŽĚŝĨĨĞƌĞŶƚůLJĨŽƌƚŚĞŶĞdžƚůĞƐƐŽŶ͍ WůĂŶŶĞĚĚĂLJƐĨŽƌƚŚŝƐůĞƐƐŽŶ ĐƚƵĂůĚĂLJƐƚĂŬĞŶĨŽƌƚŚŝƐůĞƐƐŽŶ džƚƌĂĚĂLJƐƚĂŬĞŶĨŽƌƚŚĞĐƵƌƌĞŶƚůĞƐƐŽŶ;ŝĨĂŶLJͿ dŽƚĂůĞdžƚƌĂĚĂLJƐƚĂŬĞŶƚŝůůƚŚŝƐůĞƐƐŽŶ;ŝĨĂŶLJͿ EĂŵĞƐŽĨůĞĂƌŶĞƌƐǁŚŽŶĞĞĚŝŶĚŝǀŝĚƵĂůĂƚƚĞŶƚŝŽŶ͗ &ŽƌƚŚĞEĞdžƚ>ĞƐƐŽŶ ,ĂŶĚŚŽůĚƚŚĞƐĞůĞĂƌŶĞƌƐ͗ ŚĂůůĞŶŐĞƚŚĞƐĞůĞĂƌŶĞƌƐ͗ Å ^ƉĞĞĚƵƉďLJͺͺͺĚĂLJƐ ;KZͿ ^ůŽǁĚŽǁŶďLJͺͺͺĚĂLJƐ Æ ĐĂĚĞŵŝĐŽŽƌĚŝŶĂƚŽƌ͛Ɛ^ŝŐŶĂƚƵƌĞ͗ Page 32
>ĞƐƐŽŶϭ͗ZĞƉƌĞƐĞŶƚŝŶŐƚŚĞ ĂƌƚŚ ůůŽĐĂƚĞĚdĞĂĐŚŝŶŐĂLJƐ ϱ ^ƉĞĞĚƵƉͬ^ůŽǁĚŽǁŶWůĂŶ ŽŶĐĞƉƚϭ͘Ϯ͗>ĂƚŝƚƵĚĞƐĂŶĚ>ŽŶŐŝƚƵĚĞƐ WƌŝŽƌŬŶŽǁůĞĚŐĞŶĞĞĚĞĚ;ĨŽƌƚŚĞůĞĂƌŶĞƌƐͿ͗ 9 ǁĂƌĞŶĞƐƐĂďŽƵƚ͚ůĂƚŝƚƵĚĞƐ͛ĂŶĚ͚ůŽŶŐŝƚƵĚĞƐ͛ĂŶĚƚŚĞŝƌŵĞĂŶŝŶŐ ĂLJEŽ͘ WůĂŶŶĞĚ ^ƵŵŵĂƌLJŽĨĂLJ͛ƐWůĂŶ ĂƚĞ ĂLJϭ ĂLJϮ d͗/dŚŝŶŬ͕/ZĞŵĞŵďĞƌ͕dD ĞƐŝƌĞĚ>ĞĂƌŶŝŶŐKƵƚĐŽŵĞƐĨŽƌƚŚĞ>ĞƐƐŽŶ ĂLJϯ t͗/ZĞŵĞŵďĞƌ ĂLJϰ ĂLJϱ d͗/ZĞŵĞŵďĞƌ Z h t͗/ZĞŵĞŵďĞƌ͕/ƉƉůLJ ZĞĐĂůů ƚŚĞŵĞĂŶŝŶŐŽĨ ĞƐĐƌŝďĞ ƚŚĞĨĞĂƚƵƌĞƐ d͗/ZĞŵĞŵďĞƌ͕/hŶĚĞƌƐƚĂŶĚ ůĂƚŝƚƵĚĞƐĂŶĚůŽŶŐŝƚƵĚĞƐ ŽĨůĂƚŝƚƵĚĞƐ t͗/ZĞŵĞŵďĞƌ ĂŶĚůŽŶŐŝƚƵĚĞƐ >ŝƐƚ ƚŚĞŝŵƉŽƌƚĂŶƚ ůĂƚŝƚƵĚĞƐĂŶĚůŽŶŐŝƚƵĚĞƐ džƉůĂŝŶ ƚŚĞƌĞůĂƚŝŽŶ ďĞƚǁĞĞŶůĂƚŝƚƵĚĞƐ d͗/hŶĚĞƌƐƚĂŶĚ͕/ƉƉůLJ͕dD ĂŶĚůŽŶŐŝƚƵĚĞƐ t͗/hŶĚĞƌƐƚĂŶĚ , d͗/ƉƉůLJ͕/ džƉůŽƌĞ;,͘K͘d͘^Ϳ͕ĞŵĂnjĞĚ͕ ƚ͕EƚW͕EĞǁtŽƌĚƐ džĂŵŝŶĞ ŚŽǁ WƌĞĚŝĐƚ ƚŚĞƚŝŵĞŽĨ t͗/ džƉůŽƌĞ;,͘K͘d͘^Ϳ ůŽŶŐŝƚƵĚĞƐŚĞůƉƵƐƚŽ ĂŐŝǀĞŶƉůĂĐĞƵƐŝŶŐ ĐĂůĐƵůĂƚĞƚŚĞƚŝŵĞŽĨ ŝƚƐůŽŶŐŝƚƵĚĞ ĂŐŝǀĞŶƉůĂĐĞ >ĞƐƐŽŶWƌĞƉĂƌĂƚŝŽŶEŽƚĞƐ /DyZĞƐŽƵƌĐĞƐ KƚŚĞƌZĞƐŽƵƌĐĞƐ ϭͿ /DydĞdžƚŬ ϭͿ 'ůŽďĞ;ĂLJϭ͕ϯͿ ϮͿ /DytŽƌŬŬ Page 33
ĂLJ ϭ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϲͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ZĞĐĂůůƚŚĞĚĞĨŝŶŝƚŝŽŶƐŽĨ͚ůĂƚŝƚƵĚĞƐ͛ĂŶĚ͚ůŽŶŐŝƚƵĚĞƐ͛ EĞǁtŽƌĚƐ͗ůĂƚŝƚƵĚĞ͕ůŽŶŐŝƚƵĚĞ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϴŵŝŶ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ͗ ZĞĂĚĂůŽƵĚ͚/dŚŝŶŬ͛͘ ZĞĐĂůůƚŚĞŵĞĂŶŝŶŐŽĨůĂƚŝƚƵĚĞƐĂŶĚůŽŶŐŝƚƵĚĞƐ͘ ƐŬůĞĂƌŶĞƌƐ͚͗,ŽǁĐĂŶLJŽƵĨŝŶĚƐŽŵĞŽŶĞŝĨƚŚĞLJĂƌĞ ƐƚƌĂŶĚĞĚŝŶĂĚĞƐĞƌƚŽƌůŽƐƚĂƚƐĞĂŽƌƐƚƵĐŬŚŝŐŚƵƉŝŶ ĂŵŽƵŶƚĂŝŶǁŚĞƌĞƚŚĞƌĞŝƐŶŽĂĚĚƌĞƐƐ͍͛ ZĞŝŶĨŽƌĐĞƚŚĞĐŽŶĐĞƉƚŽĨ͚ůĂƚŝƚƵĚĞƐ͛ĂŶĚ͚ůŽŶŐŝƚƵĚĞƐ͛͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϯ ŵŝŶ ϭͿ EĂŵĞŽŶĞŝŵƉŽƌƚĂŶƚůĂƚŝƚƵĚĞĂŶĚůŽŶŐŝƚƵĚĞ͘ ϮͿ tŚĂƚĚŽĞƐZĂƐŚŝ͛Ɛ ĨĂƚŚĞƌĂƐŬŚĞƌƚŽƵƐĞ͕ƚŽĨŝŶĚƚŚĞ ůŽĐĂƚŝŽŶŽĨĂƉůĂĐĞŽŶĂŐůŽďĞ͍;d͗WŐ͘ϳͿ ƵƌĂƚŝŽŶ͗ ϭ ŵŝŶ t ,t ϭͿ t͗Zʹ WŐ͘ϳʹ Yϭ͕Ϯ ʹ Page 34
ĂLJ ϭ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϲͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϲŵŝŶ &ƌĂŵŝŶŐYƵĞƐƚŝŽŶƐ͗ ^ŚŽǁĂŐůŽďĞƚŽƚŚĞůĞĂƌŶĞƌƐ͘ƐŬƚŚĞŵƚŽŝĚĞŶƚŝĨLJƚŚĞ ůĂƚŝƚƵĚĞƐĂŶĚůŽŶŐŝƚƵĚĞƐ͘ƐŬƚŚĞŵƚŽĞdžƉůĂŝŶƚŚĞ ŵĞĂŶŝŶŐŽĨƚŚĞƐĞƚǁŽƚĞƌŵƐ͘ ,ĂǀĞůĞĂƌŶĞƌƐƋƵŝnjĞĂĐŚŽƚŚĞƌŽŶƚŚĞŝŵƉŽƌƚĂŶƚ ůĂƚŝƚƵĚĞƐĂŶĚůŽŶŐŝƚƵĚĞƐ͘ ŝǀŝĚĞƚŚĞĐůĂƐƐŝŶƚŽƚǁŽŐƌŽƵƉƐ͘dŚĞŐƌŽƵƉƐŶĞĞĚƚŽ ĂƐŬĞĂĐŚŽƚŚĞƌƚŽƉŽŝŶƚŽƵƚƚŚĞŝŵƉŽƌƚĂŶƚůĂƚŝƚƵĚĞƐĂŶĚ ůŽŶŐŝƚƵĚĞƐ͘ džĂŵƉůĞ͚͗ĂŶLJŽƵŶĂŵĞƚŚĞůĂƚŝƚƵĚĞƚŚĂƚ ĐŝƌĐůĞƐƚŚĞ^ŽƵƚŚWŽůĞ͍WŽŝŶƚŝƚŽƵƚŽŶƚŚĞŐůŽďĞ͛͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϭŵŝŶ ϭͿ EĂŵĞƚŚƌĞĞŝŵƉŽƌƚĂŶƚůĂƚŝƚƵĚĞƐ͘;dD͕WŐ͘ϭϬͿ ƵƌĂƚŝŽŶ͗ t ,t ʹ ʹ Page 35
ĂLJ Ϯ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϳͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ /ĚĞŶƚŝĨLJƚŚĞŝŵƉŽƌƚĂŶƚůĂƚŝƚƵĚĞƐĂŶĚůŽŶŐŝƚƵĚĞƐ EĞǁtŽƌĚƐ͗ƉĂƌĂůůĞůƐ͕'ƌĞĞŶǁŝĐŚDĞƌŝĚŝĂŶ͕WƌŝŵĞDĞƌŝĚŝĂŶ͕ /ŶƚĞƌŶĂƚŝŽŶĂůĂƚĞ>ŝŶĞ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϯŵŝŶ ĐƚŝǀŝƚLJDĞƚŚŽĚ͗ ŚŽŽƐĞĂůĞĂƌŶĞƌƚŽƌĞĂĚƚŚĞĨŝƌƐƚƉĂƌĂŐƌĂƉŚŽŶƉŐ͘ϴ͘ ƌĂǁƚŚĞ ĂƌƚŚŽŶƚŚĞďŽĂƌĚĂŶĚƐŚŽǁŚŽǁĂůĂƚŝƚƵĚĞ ĂŶĚůŽŶŐŝƚƵĚĞŝƐĚƌĂǁŶŽŶƚŚĞ ĂƌƚŚ͘DĂƌŬƚŚĞůĂƚŝƚƵĚĞ ĂŶĚůŽŶŐŝƚƵĚĞĂƐϮϬEĂŶĚϮϬ ͘ ZĞĂĚĂůŽƵĚƚŚĞƐĞĐƚŝŽŶ͕Ζ>ĂƚŝƚƵĚĞƐΖ͘ ƌĂǁƚŚĞŝŵƉŽƌƚĂŶƚůĂƚŝƚƵĚĞƐŽŶƚŚĞ ĂƌƚŚŽŶƚŚĞďŽĂƌĚ͘ ƐŬůĞĂƌŶĞƌƐƚŽŚĞůƉǁŝƚŚůĂďĞůůŝŶŐƚŚĞůĂƚŝƚƵĚĞƐ͘ DĞŶƚŝŽŶƚŚĂƚϵϬEĂŶĚϵϬ^ŝƐĂůƐŽŬŶŽǁŶĂƐEŽƌƚŚWŽůĞ ĂŶĚ^ŽƵƚŚWŽůĞƌĞƐƉĞĐƚŝǀĞůLJ͘ ŚŽŽƐĞƚǁŽůĞĂƌŶĞƌƐƚŽƌĞĂĚĂůŽƵĚƚŚĞƐĞĐƚŝŽŶ͕ Ζ>ŽŶŐŝƚƵĚĞƐΖ͘ ŝƐĐƵƐƐĂŶĚĚƌĂǁƚŚĞƚǁŽŝŵƉŽƌƚĂŶƚůŽŶŐŝƚƵĚĞƐŽŶ ƚŚĞ ďŽĂƌĚ͘ƐŬůĞĂƌŶĞƌƐƚŽŚĞůƉǁŝƚŚůĂďĞůůŝŶŐƚŚĞŵ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϭŵŝŶ ϭͿ EĂŵĞƚŚƌĞĞŝŵƉŽƌƚĂŶƚůĂƚŝƚƵĚĞƐ͘;dD͕WŐ͘ϭϮͿ ƵƌĂƚŝŽŶ͗ ϱ ŵŝŶ t ,t ϭͿ t͗Zʹ WŐ͘ϳʹ Yϱ͕ϲ͕ϳ ϭͿ t͗ ʹ WŐ͘ϭϬʹ Yϭϲ Page 36
ĂLJ ϯ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϴͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ŝĨĨĞƌĞŶƚŝĂƚĞďĞƚǁĞĞŶ ƚŚĞWƌŝŵĞDĞƌŝĚŝĂŶĂŶĚ ŝŶƚĞƌŶĂƚŝŽŶĂůĚĂƚĞůŝŶĞ ¾ ŝƐĐƵƐƐƚŚĞĨĞĂƚƵƌĞƐŽĨůĂƚŝƚƵĚĞƐĂŶĚůŽŶŐŝƚƵĚĞƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϬŵŝŶ &ůŝƉƉĞĚůĂƐƐƌŽŽŵ͗ ŝƐĐƵƐƐƚŚĞĚŝĨĨĞƌĞŶĐĞďĞƚǁĞĞŶ ƚŚĞWƌŝŵĞDĞƌŝĚŝĂŶ ĂŶĚƚŚĞ/ŶƚĞƌŶĂƚŝŽŶĂůĂƚĞ>ŝŶĞ 'ĞƚůĞĂƌŶĞƌƐƚŽĚŝƐĐƵƐƐƚŚĞĨĞĂƚƵƌĞƐŽĨůĂƚŝƚƵĚĞƐĂŶĚ ůŽŶŐŝƚƵĚĞƐ͘ůƐŽ͕ĚŝƐĐƵƐƐƚŚĞƌĞůĂƚŝŽŶƐŚŝƉďĞƚǁĞĞŶ ůĂƚŝƚƵĚĞƐĂŶĚůŽŶŐŝƚƵĚĞƐ͘ ŝǀŝĚĞƚŚĞĐůĂƐƐŝŶƚŽŐƌŽƵƉƐ͘ ĂĐŚŐƌŽƵƉĐŽŵĞƐ ĨŽƌǁĂƌĚĂŶĚĞdžƉůĂŝŶƐƚŚĞĨĞĂƚƵƌĞƐŽĨůĂƚŝƚƵĚĞƐĂŶĚ ůŽŶŐŝƚƵĚĞƐǁŝƚŚƚŚĞĂŝĚŽĨĂŐůŽďĞ͘ ZĞĂĚƚŚĞ͚/hŶĚĞƌƐƚĂŶĚ͛ƐĞĐƚŝŽŶ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϭŵŝŶ ϭͿ tŚĂƚŝƐƚŚĞŽƚŚĞƌŶĂŵĞĨŽƌƚŚĞϬම ŵĞƌŝĚŝĂŶ͍ ƵƌĂƚŝŽŶ͗ ϴŵŝŶ t ,t ϭͿ t͗Zʹ WŐƐ͘ϴ͕ϵʹ ϭͿ t͗hʹ WŐ͘ϵʹ Yϭϯ͕ϭϰ Yϯ͕ϰ ϮͿ t͗hʹ WŐƐ͘ϴ͕ϵʹ Yϴ͕ ϵ͕ϭϬ͕ϭϭ Page 37
ĂLJ ϰ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϵͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ Page 38 ¾ ĞƐĐƌŝďĞƚŚĞĐůŝŵĂƚĞŽĨĂƉůĂĐĞďĂƐĞĚŽŶƚŚĞůĂƚŝƚƵĚĞ ¾ ĂůĐƵůĂƚĞƚŝŵĞǁŝƚŚƚŚĞŚĞůƉŽĨůŽŶŐŝƚƵĚĞƐ EĞǁtŽƌĚƐ͗ƐƚĂŶĚĂƌĚƚŝŵĞ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϬŵŝŶ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ͗ ƐŬůĞĂƌŶĞƌƐ͕͚ŽLJŽƵƚŚŝŶŬǁĞĐĂŶŐĞƚƚŽŬŶŽǁƚŚĞƚŚĞ ĐůŝŵĂƚĞŽĨĂƉůĂĐĞŝĨǁĞĂƌĞŐŝǀĞŶŝƚƐůĂƚŝƚƵĚĞ͍͛ŝƐĐƵƐƐ ŝŶŐƌŽƵƉƐŚŽǁŝƚǁŽƵůĚďĞƉŽƐƐŝďůĞ͘ ZĞĂĚƚŚĞůĞƐƐŽŶĂŶĚĚŝƐĐƵƐƐŚŽǁƚŝŵĞŝƐĐĂůĐƵůĂƚĞĚĂĐƌŽƐƐ ƚŚĞǁŽƌůĚƵƐŝŶŐŵĞƌŝĚŝĂŶƐ͘ hƐĞĂŐůŽďĞƚŽĞdžƉůĂŝŶƚŚĞƉŚĞŶŽŵĞŶŽŶŽĨĚĂLJĂŶĚŶŝŐŚƚ͘ ^ŚŽǁƚŚĞŵŚŽǁƚǁŽƉůĂĐĞƐǁŝƚŚƚŚĞƐĂŵĞůŽŶŐŝƚƵĚĞŚĂǀĞ ƐƵŶƌŝƐĞĂŶĚƐƵŶƐĞƚĂƚƚŚĞƐĂŵĞƚŝŵĞ͘dŚĞƌĞĨŽƌĞƚŚĞLJŚĂǀĞ ƚŚĞƐĂŵĞƚŝŵĞ͘^ŝŵŝůĂƌůLJ͕ƚǁŽĚŝĨĨĞƌĞŶƚƉůĂĐĞƐǁŝƚŚ ĚŝĨĨĞƌĞŶƚůŽŶŐŝƚƵĚĞƐĐĂŶďĞŝŶĚŝĨĨĞƌĞŶƚƉŚĂƐĞƐŽĨĂĚĂLJ ;ĚĂLJĂŶĚŶŝŐŚƚͿ͘,ĞŶĐĞƚŚĞLJǁŽƵůĚŚĂǀĞĚŝĨĨĞƌĞŶƚƚŝŵĞƐ͘ tŝƚŚƚŚĞĂŝĚŽĨĂŶĞdžĂŵƉůĞ͕ĞdžƉůĂŝŶŚŽǁƚŝŵĞŝƐ ĐĂůĐƵůĂƚĞĚƵƐŝŶŐůŽŶŐŝƚƵĚĞƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϯŵŝŶ ϭͿ tŚŝĐŚůĂƚŝƚƵĚĞ;ƐͿŐĞƚƚŚĞŵŽƐƚƐƵŶůŝŐŚƚ͍;dD͗WŐ͘ϭϮͿ ϮͿ EĂŵĞƚŚĞƚǁŽƉůĂĐĞƐǁŚĞƌĞƚŚĞůŽŶŐŝƚƵĚĞƐŵĞĞƚ͘ ϯͿ ŽĂŶLJƚǁŽůĂƚŝƚƵĚĞƐŵĞĞƚĞĂĐŚŽƚŚĞƌ͍ ƵƌĂƚŝŽŶ͗ ϲŵŝŶ t ,t ϭͿ t͗hʹ WŐ͘ϴʹ YϭϮ ϭͿ t͗ʹ WŐ͘ϭϬʹ Yϭϴ͕ϭϵ ϮͿ t͗ʹ WŐ͘ϭϬʹ Yϭϱ͕ϭϳ
ĂLJ ϱ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϭϬͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ZĞŝŶĨŽƌĐĞƚŚĞĐŽŶĐĞƉƚŽĨĐĂůĐƵůĂƚŝŶŐƚŝŵĞƵƐŝŶŐůŽŶŐŝƚƵĚĞƐ ¾ ZĞůĂƚĞƚŚĞƚŽƉŝĐƚŽŽƚŚĞƌƐƵďũĞĐƚƐƚĂƵŐŚƚ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϬŵŝŶ ZĞŝŶĨŽƌĐĞŵĞŶƚ͗ ZĞŝŶĨŽƌĐĞƚŚĞĐŽŶĐĞƉƚŽĨůĂƚŝƚƵĚĞƐĂŶĚůŽŶŐŝƚƵĚĞƐ͘ ƐŬůĞĂƌŶĞƌƐƚŽůŽŽŬĂƚƚŚĞŵĂƉŐŝǀĞŶŽŶƉŐ͘ϭϭĂŶĚĨŝŶĚ ƚŚĞĚŝĨĨĞƌĞŶĐĞďĞƚǁĞĞŶƚŚĞƚŝŵĞnjŽŶĞŽĨ/ŶĚŝĂĂŶĚŽƚŚĞƌ ƉůĂĐĞƐŽŶƚŚĞŵĂƉ͘ ͘Ő͘Ͳ /ŶĚŝĂŝƐнϱ͘ϱ'DdĂŶĚ ŶŐůĂŶĚŝƐ Ϭ'Dd͘dŚĞŝƌĚŝĨĨĞƌĞŶĐĞŝŶƚŝŵĞǁŽƵůĚďĞϱ͘ϱͲϬсϱ͘ϱŚƌƐ͘ /ŶŐƌŽƵƉƐ͕ĂƐŬůĞĂƌŶĞƌƐƚŽƐŽůǀĞƚŚĞĂĐƚŝǀŝƚLJŐŝǀĞŶŝŶƚŚĞ ͚/ džƉůŽƌĞ;,͘K͘d͘^͘Ϳ͛ƐĞĐƚŝŽŶ͘ƐůĞĂƌŶĞƌƐƐŽůǀĞƚŚĞ ĂĐƚŝǀŝƚLJ͕ƌĞŝŶĨŽƌĐĞƚŚĞĐŽŶĐĞƉƚŽĨĐĂůĐƵůĂƚŝŶŐƚŝŵĞƵƐŝŶŐ ůŽŶŐŝƚƵĚĞƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϮŵŝŶ ϭͿ tŚĂƚŝƐƐƚĂŶĚĂƌĚƚŝŵĞ͍,ŽǁŝƐŝƚĐĂůĐƵůĂƚĞĚ͍ ϮͿ tŚĂƚŝƐƚŚĞƚŝŵĞĚŝĨĨĞƌĞŶĐĞďĞƚǁĞĞŶ/^dĂŶĚ'Dd͍ ƵƌĂƚŝŽŶ͗ t ,t ʹ ʹ Page 39
ĂLJ ϱ ͬ ϱ ĂLJ ŶŶƵĂůĂLJ͗ϭϬͬϯϱ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϱŵŝŶ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ ;ϴŵŝŶͿ͗ ZĞĂĚƚŚĞ͚ŽŶŶĞĐƚƚŚĞŽƚƐ͛ƐĞĐƚŝŽŶ͘ /ŶƉĂŝƌƐ͕ŚĂǀĞůĞĂƌŶĞƌƐĐŽŵƉůĞƚĞƚŚĞ͚DĂƚŚƐ&ƵŶ͛ ĂĐƚŝǀŝƚLJ͘ƐŬƚŚĞŵƚŽĨŝŶĚƚŚĞůŽŶŐŝƚƵĚĞŽĨƚŚĞŝƌĐŝƚLJ ƵƐŝŶŐĂŶĂƚůĂƐ͘ ^ƵŵŵĂƌŝƐŝŶŐ ;ϳŵŝŶͿ͗ dĂŬĞůĞĂƌŶĞƌƐƚŚƌŽƵŐŚĞĂĐŚƚŽƉŝĐ͘ ƐŬƚŚĞŵƚŽĚŝƐĐƵƐƐǁŝƚŚĂƉĂƌƚŶĞƌƚŚĞƐĞƋƵĞƐƚŝŽŶƐ͗ ĂͿtŚĂƚĚŝĚƚŚĞLJůĞĂƌŶŝŶƚŚĂƚƚŽƉŝĐ͍ ďͿ,ŽǁŝƐƚŚĂƚƚŽƉŝĐƌĞůĂƚĞĚƚŽĚĂŝůLJůŝǀĞƐ͍ ƐŬĂůĞĂƌŶĞƌƚŽƐŚĂƌĞ͘ĨƚĞƌƐŚĂƌŝŶŐĂƐŬůĞĂƌŶĞƌƐŝĨƚŚĞLJ ǁŽƵůĚůŝŬĞƚŽĂĚĚƐŽŵĞƚŚŝŶŐ͘dĂŬĞĂŵĂdžŝŵƵŵŽĨƚǁŽ ƌĞƐƉŽŶƐĞƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϮŵŝŶ ϭͿ tĞƵƐĞůĂƚŝƚƵĚĞƐƚŽĐĂůĐƵůĂƚĞƚŚĞƚŝŵĞĨŽƌĚŝĨĨĞƌĞŶƚƉůĂĐĞƐ͘ /ƐƚŚŝƐƚƌƵĞŽƌĨĂůƐĞ͍ ϮͿ tŚĂƚŝƐĂŶŽƚŚĞƌǁŽƌĚĨŽƌ͚ĨůĂƚ͍͛ ƵƌĂƚŝŽŶ͗ t ,t ʹ ϭͿ t͗,ʹ WŐ͘ϭϭʹ YϮϬ ϮͿ EƚW Page 40
DLJZĞĨůĞĐƚŝŽŶƐ WƌŽŐƌĞƐƐWĂƐƐŬ ϱ tŚĂƚǁĞŶƚǁĞůůǁŚŝůĞƚĞĂĐŚŝŶŐƚŚŝƐůĞƐƐŽŶ͍ džƚƌĂĚĂLJƐƚĂŬĞŶƚŝůůƉƌĞǀŝŽƵƐůĞƐƐŽŶ;ŝĨĂŶLJͿ ;WƌĞǀŝŽƵƐůĞƐƐŽŶ͛ƐůĂƐƚƌŽǁͿ tŚĂƚǁŝůů/ĚŽĚŝĨĨĞƌĞŶƚůLJĨŽƌƚŚĞŶĞdžƚůĞƐƐŽŶ͍ WůĂŶŶĞĚĚĂLJƐĨŽƌƚŚŝƐůĞƐƐŽŶ ĐƚƵĂůĚĂLJƐƚĂŬĞŶĨŽƌƚŚŝƐůĞƐƐŽŶ džƚƌĂĚĂLJƐƚĂŬĞŶĨŽƌƚŚĞĐƵƌƌĞŶƚůĞƐƐŽŶ;ŝĨĂŶLJͿ dŽƚĂůĞdžƚƌĂĚĂLJƐƚĂŬĞŶƚŝůůƚŚŝƐůĞƐƐŽŶ;ŝĨĂŶLJͿ EĂŵĞƐŽĨůĞĂƌŶĞƌƐǁŚŽŶĞĞĚŝŶĚŝǀŝĚƵĂůĂƚƚĞŶƚŝŽŶ͗ &ŽƌƚŚĞEĞdžƚ>ĞƐƐŽŶ ,ĂŶĚŚŽůĚƚŚĞƐĞůĞĂƌŶĞƌƐ͗ ŚĂůůĞŶŐĞƚŚĞƐĞůĞĂƌŶĞƌƐ͗ Å ^ƉĞĞĚƵƉďLJͺͺͺĚĂLJƐ ;KZͿ ^ůŽǁĚŽǁŶďLJͺͺͺĚĂLJƐ Æ ĐĂĚĞŵŝĐŽŽƌĚŝŶĂƚŽƌ͛Ɛ^ŝŐŶĂƚƵƌĞ͗ Page 41
IV – Teacher Reference Usage Tip: Hints/suggestions for the teacher to refer while answering textbook/workbook questions Sub‐Sections: 14. Teacher Reference Material a. Teacher Reference for Textbook b. Teacher Reference for Workbook Page 42
Teacher Reference: Textbook Lesson 1: Representing the Earth Concept 1.1: Maps and Globes Page 43 Train My Brain 1) What is the use of scale on the map? Ans. Scale is a feature of a map. It is used to show how much area is covered by the map. 2) What is the meaning of 'three-dimensional’? Ans. The term 'three-dimensional' is used to denote an object or a shape that has length, breadth and depth. 1) We cannot use a map of a country, city or neighbourhood to make a globe. Do you know why? Ans. A country, city or neighbourhood is a part of sphere. It is not a complete sphere in itself. 1) Look at a globe and point out the following: TB: Representing the Earth
Page 44 Teacher Reference-Textbook • the Equator • a continent in the southern hemisphere • a continent which is in all four hemispheres • the continent of which India is a part Concept 1.2: Latitudes and Longitudes Train My Brain 1) Name any three important latitudes. Ans. The three important latitudes are Tropic of Cancer (23.5° N), Tropic of Capricorn (23.5° S) and Arctic Circle (66.5° N). 2) Which latitude(s) get the most sunlight? TB: Representing the Earth
Page 45 Teacher Reference- Textbook Ans. The latitudes between the Tropic of Cancer (23.5° N) and the Tropic of Capricorn (23.5° S) get the most amount of sunlight. 1) To calculate time using meridians, we need to count 4 minutes for each meridian. So if it is 12 noon at 0°, • it will be 12:04 p.m. at 1° E. Add minutes to the time for meridians to the east of 0°. • it will be 11:56 at 1° W. Subtract minutes to the time for meridians to the west of 0°. Using a time zone map, fill in the table given below. Ans. Maths Fun Allahabad is located near the 82° E meridian. New Delhi is located near the 77° E meridian. How many degrees are between them? Which is closer to the Prime Meridian? Ans. Allahabad and New Delhi are separated by 5 degrees. Also, New Delhi is closer to the Prime Meridian. TB: Representing the Earth
Lesson Representing the Earth 1 Concept 1.1: Maps and Globes I Remember Multiple Choice Questions 1) What is a map of landforms and water bodies called? [ B] (A) political map (B) physical map (C) sketch map (D) thematic map 2) What kind of an object is a globe? [D] (A) no-dimensional object (B) one-dimensional object (C) two-dimensional object (D) three-dimensional object Page 46 Fill in the Blanks 3) The shape of a globe is similar to that of the _____E_a__rt_h________. 4) A map is usually a ______tw__o_-_d_i_m__e_n_s_i_o_n_a_l__________ view of a place. Answer in One Word 5) From which Latin word is the word ‘globe’ derived? Ans. g__lo_b__u_s_______________________________________________________________________________ 6) At what angle is the axis of a globe titled? Ans. 2_3__.5_°__to__t_h_e__N_o__rt_h_____________________________________________________________________ Short Answer Question 7) Define map. Name any one type of map. Ans. A__m__a__p__is_a__t_w__o_-_d_im__e_n__si_o_n_a__l _v_ie__w__o_f_a__p__la_c__e_._E_x_a_m__p__le_:_P__o_li_ti_c_a_l_m__a__p__/_P_h_y_s_i_c_a_l_m__a__p_/____ t_h_e__m_a__ti_c__m__a_p________________________________________________________________________ (_a_c__c_e_p__t_a_n__y_o_n__e__v_a_li_d__re__sp__o_n_s_e_)______________________________________________________ 1
Page 47 I Understand Circle the Correct Word 8) A map is easy / GLIÀFXOW to carry. 9) A map / globe can be used to study the rotation and revolution of the Earth. 10) The globe is divided into the eastern and western hemispheres by the Equator / Prime Meridian. 11) The globe is divided into the northern and southern hemispheres by the Equator / Prime Meridian. Short Answer Questions 12) Write a note on the North and the South Poles. Ans. _Th__e_N__o_r_t_h_a__n_d__th__e__S_o_u_t_h__P_o_le__a__re__t_h_e__t_w_o__e_n__d_s_o__f _th__e__E_a_r_th_’_s_a__x_is_._T_h_e_y__a_r_e__f_o_u_n_d__a__t _t_h_e_ _to__p_a__n_d__t_h_e__b_o_t_t_o_m__o__f_a__g_l_o_b_e__. ______________________________________________________ _____________________________________________________________________________________ 13) What is the Prime Meridian? Mark it on the diagram of the globe. Ans. _Th__e_P__ri_m__e_M__e_r_id__ia__n_i_s_a__n_i_m__a_g_i_n_a_r_y_l_in_e__t_h_a__t _d_i_v_id_e__s_a__g_l_o_b_e__i_n_t_o_t_h_e__e__a_s_te__rn__a_n__d________ _w_e_s_t_e_r_n__h_e_m__is_p__h_e_r_e_s_. ________________________________________________________________ _____________________________________________________________________________________ Prime Meridian 2
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