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        <title>K12HSN Calaxy Videos</title>
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            <title>California K-12 High Speed Network</title>
            <link>http://www.k12hsn.org/calaxy</link>
            <description><![CDATA[Feed provided by California K-12 High Speed Network. Click to visit.]]></description>
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        <item>
            <title>Answers to Student Submitted Questions Percents: Video 1</title>
            <link>http://www.k12hsn.org/calaxy/media/gallery.php/videos/answerst-to-student-submitted-questions-percents-video-1</link>
            <description><![CDATA[The video provides a detailed explanation on a percent calculation question submitted by a student. Two methods for percent calculation are explained, Method 1 Using a Proportion and Method 2 Using an Equation.]]></description>
            <author>Calaxy Videos</author>
            <pubDate>Fri, 05 Mar 2010 11:17:52 +0100</pubDate>
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        <item>
            <title>Names of Basic Shapes (Math Slides)</title>
            <link>http://www.k12hsn.org/calaxy/media/gallery.php/videos/names-of-basic-shapes-math-slides</link>
            <description><![CDATA[The Slide Show "Names of Basic Shapes" is a very basic introduction to two side dimensional shapes: polygons.]]></description>
            <author>Calaxy Videos</author>
            <pubDate>Fri, 05 Mar 2010 08:48:52 +0100</pubDate>
        </item>
        <item>
            <title>Updated Lesson 98:  Similar vs Congruent</title>
            <link>http://www.k12hsn.org/calaxy/media/gallery.php/videos/updated-lesson-98-similar-vs-congruent</link>
            <description><![CDATA[In real life, we use the word "similar" to mean different things.  The term is somewhat vague.  In math, it has a special definition.  See the picture below.  In math, two figures are called similar if they are the same shape, but different sizes, such as the turtles in the lower half of the picture.  It doesn't matter if they are rotated or not.  Two figures are congruent if they are exactly the same size and the same shape. Copyright © MathWithLarry.com]]></description>
            <author>Calaxy Videos</author>
            <pubDate>Thu, 04 Mar 2010 11:46:00 +0100</pubDate>
        </item>
        <item>
            <title>Lesson 98:  Similar vs Congruent</title>
            <link>http://www.k12hsn.org/calaxy/media/gallery.php/videos/lesson-98-similar-vs-congruent</link>
            <description><![CDATA[In real life, we use the word "similar" to mean different things.  The term is somewhat vague.  In math, it has a special definition.  See the picture below.  In math, two figures are called similar if they are the same shape, but different sizes, such as the turtles in the lower half of the picture.  It doesn't matter if they are rotated or not.  Two figures are congruent if they are exactly the same size and the same shape.  http://www.mathwithlarry.com/lessons/lesson098.htm 
Copyright © MathWithLarry.com]]></description>
            <author>Calaxy Videos</author>
            <pubDate>Thu, 04 Mar 2010 11:41:18 +0100</pubDate>
        </item>
        <item>
            <title>Updated Lesson 19: Greater and Less Than</title>
            <link>http://www.k12hsn.org/calaxy/media/gallery.php/videos/lesson-19-greater-and-less-than-2</link>
            <description><![CDATA[Many test questions in math ask you to determine which of two numbers is greater.  We use the "<" and ">" symbols to represent this. Copyright © MathWithLarry.com]]></description>
            <author>Calaxy Videos</author>
            <pubDate>Thu, 04 Mar 2010 11:20:18 +0100</pubDate>
        </item>
        <item>
            <title>Updated Lesson 7: Commutative Property of Addition</title>
            <link>http://www.k12hsn.org/calaxy/media/gallery.php/videos/updated-lesson-7-commutative-property-of-addition</link>
            <description><![CDATA[When adding two numbers together, it doesn't matter what order you add them in.  This is because adding is just a way of combining.  If I have 3 apples and my friend has 5, it doesn't matter if we do 3 + 5 or 5 + 3.  Either way they add up to 8.  This is called the commutative property of addition. Copyright © MathWithLarry.com]]></description>
            <author>Calaxy Videos</author>
            <pubDate>Thu, 04 Mar 2010 11:15:55 +0100</pubDate>
        </item>
        <item>
            <title>Updated Lesson 6: Even and Odd Numbers</title>
            <link>http://www.k12hsn.org/calaxy/media/gallery.php/videos/updated-lesson-6-even-and-odd-numbers</link>
            <description><![CDATA[It's important to be able to identify even and odd numbers. Copyright © MathWithLarry.com]]></description>
            <author>Calaxy Videos</author>
            <pubDate>Thu, 04 Mar 2010 11:14:12 +0100</pubDate>
        </item>
        <item>
            <title>Updated Lesson 4: Basic Addition</title>
            <link>http://www.k12hsn.org/calaxy/media/gallery.php/videos/updated-lesson-4-basic-addition</link>
            <description><![CDATA[Many students, including older ones, have trouble understanding how basic addition works.  Sometimes this is because they learned the procedure, but never really learned why it worked.  Other times it's because they became used to doing every computation on the calculator.  It's very important to have a very clear understanding of how addition works. Copyright © MathWithLarry.com]]></description>
            <author>Calaxy Videos</author>
            <pubDate>Thu, 04 Mar 2010 11:12:55 +0100</pubDate>
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        <item>
            <title>Updated Lesson 3:  Place Value to 100</title>
            <link>http://www.k12hsn.org/calaxy/media/gallery.php/videos/updated-lesson-3-place-value-to-100</link>
            <description><![CDATA[Place value is a confusing concept for many students, and many students don't fully understand what it means for a digit to be in a particular place.  We use what is called a base-10 math system.  What that means is that we use the digits 0 to 9 to represent quantities from zero to nine.  Once we get to ten, we need to use two digits to represent numbers, since we only have symbols for 0 to 9.  

To represent the quantity ten, we write "10".  What this actually means is that we have one 10, and zero 1s.  We can say that the "1" is in the "tens" place, and the "0" is in the "ones" place.  This is how our world represents numbers, and this system was probably established because we have 10 fingers.    

Take a look at the number 37.  Make sure you understand that this is actually three 10s (which is 30), and seven 1s (which is 7), forming the number thirty-seven (30+7).  We add the values of each place (each column) to determine the number that is represented. 

Copyright © MathWithLarry.com]]></description>
            <author>Calaxy Videos</author>
            <pubDate>Thu, 04 Mar 2010 11:11:43 +0100</pubDate>
        </item>
        <item>
            <title>Updated Lesson 2:  Numbers Written with Words</title>
            <link>http://www.k12hsn.org/calaxy/media/gallery.php/videos/updated-lesson-2-numbers-written-with-words</link>
            <description><![CDATA[Numbers are often represented with words instead of symbols, and sometimes a test question is designed to see if you can recognize numbers in words.  Additionally, in formal writing it is usually proper to spell out numbers that are less than 100.  When writing a check, it is also necessary to know how to spell out numbers in words. Copyright © MathWithLarry.com]]></description>
            <author>Calaxy Videos</author>
            <pubDate>Thu, 04 Mar 2010 11:10:18 +0100</pubDate>
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