Tally Charts in Grade 3 - Mathematics - Comprehensive Guide with Solutions

Master tally charts for grade 3: counting, organizing data, reading charts, and interpreting results with detailed solutions.

Grade 3 Exercises: Solutions 1 to 10
1 Advanced Counting Exercise
Exercise 1
How many tallies are shown in this group: |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| ||||?
Definition:

Tally marks: A counting system where vertical lines represent units. Every fifth line crosses the previous four, forming groups of 5. For grade 3, this extends to numbers up to 50.

Note: In grade 3, counting by 5s for complete groups and adding remaining lines demonstrates the systematic approach for larger numbers.

Solution method:
  1. Identify complete groups of 5 (each group has 4 vertical lines with a cross)
  2. Count remaining individual lines
  3. Multiply groups of 5 by 5, then add remaining lines
Original Tally
|||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| ||||
Counted Value
50
Step 1: Identify groups of 5

There are 10 complete groups of 5 (each group has 4 vertical lines with a cross)

Step 2: Count remaining lines

There are 0 remaining lines

Step 3: Calculate total

(10 groups × 5) + 0 = 50

There are 50 tallies in total
Final answer:

There are 50 tallies in total

Grade 3 Concept:

For grade 3 students, this exercise helps develop number sense and counting skills up to 50. It builds on grade 2 knowledge and introduces larger numbers.

Applied rules:

• Tally counting: Each group of 4 lines with a cross equals 5

• Individual lines: Each vertical line equals 1

• Total calculation: Groups of 5 multiplied by 5, plus remaining lines

• Practice Tip: Count by 5s for full groups, then add remaining lines

Related Examples:
  • |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| || = 51 tallies - Practice with 10 groups of 5 plus 1
  • |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| ||......
Quick Tips:
  • Every 4th line gets crossed by the 5th line to make counting easier
  • Count groups of 5 first, then add any remaining lines
  • Use skip counting by 5s for efficiency: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50...
  • Circle each group of 5 to keep track
  • Check your work by recounting
Frequently Asked Questions:

Q: How do I keep track of so many groups of 5?
A: Use skip counting: 5, 10, 15, 20... and circle each group as you count.

Q: What if I lose count?
A: Start over and count slowly, making sure to identify each group clearly.

2 Creating Tally Charts Exercise
Exercise 2
Create a tally chart for these favorite sports: soccer, basketball, tennis, soccer, football, basketball, volleyball, soccer, tennis, football, basketball, soccer, baseball, football, basketball.
Definition:

Tally chart: A table that uses tally marks to show how often something occurs. For grade 3, charts may include more categories and larger numbers.

Note: In grade 3, systematic organization demonstrates the step-by-step approach to data collection with multiple categories.

Solution method:
  1. List all unique categories systematically
  2. Process data sequentially, marking off each item
  3. Add tally marks to appropriate categories
  4. Convert to groups of 5 when reaching 4 marks
  5. Verify by recounting
Original Data
soccer, basketball, tennis, soccer, football, basketball, volleyball, soccer, tennis, football, basketball, soccer, baseball, football, basketball
Tally Chart
See below
Step 1: List categories systematically

Baseball, Basketball, Football, Soccer, Tennis, Volleyball (alphabetical order for organization)

Step 2: Process each data point

soccer → add to Soccer, basketball → add to Basketball, tennis → add to Tennis, etc.

Step 3: Convert to groups of 5

Every 4th mark gets crossed by the 5th mark

Sport Tally Count
Baseball | 1
Basketball |||| 4
Football ||| 3
Soccer |||| 4
Tennis || 2
Volleyball | 1
The completed tally chart shows Baseball: 1, Basketball: 4, Football: 3, Soccer: 4, Tennis: 2, Volleyball: 1
Final answer:

Baseball: 1, Basketball: 4, Football: 3, Soccer: 4, Tennis: 2, Volleyball: 1

Grade 3 Concept:

This exercise helps grade 3 students learn to organize information into multiple categories with larger numbers, building on grade 2 skills.

Applied rules:

• Data organization: Place data into appropriate categories

• Tally marking: Add one mark for each occurrence

• Grouping: Cross every 4th mark with the 5th

• Practice Tip: Count as you go to ensure accuracy

Related Examples:
  • Create a chart for colors: red, blue, red, green, blue, red, yellow, blue, red, purple, blue → Red: 3, Blue: 4, Green: 1, Yellow: 1, Purple: 1
  • Make a chart for fruits: apple, banana, apple, orange, apple, banana, pear, apple, grape, banana → Apple: 4, Banana: 3, Orange: 1, Pear: 1, Grape: 1
  • Organize shapes: circle, square, triangle, circle, circle, square, rectangle, circle, hexagon, square → Circle: 4, Square: 3, Triangle: 1, Rectangle: 1, Hexagon: 1
Quick Tips:
  • Always list all possible categories first
  • Go through data systematically to avoid missing items
  • Double-check your counts against the original data
  • Mark off each item as you record it
  • Make sure to place each tally in the correct category
Frequently Asked Questions:

Q: What if I make a mistake while creating the chart?
A: Erase or cross out the incorrect mark and add the correct one. Keep track of what you've counted.

Q: Should I put items in alphabetical order?
A: Organizing systematically, such as alphabetically, helps prevent errors.

3 Reading Tally Charts Exercise
Exercise 3
Look at this tally chart. Which fruit was chosen most often? Which was chosen least? How many more students chose the most popular than the least popular?
Apple: |||| |||| |||| |||| ||
Banana: |||| |||| |||| |||| |||| ||
Orange: |||| |||| ||||
Grape: |||| |||| |||| |||| ||
Strawberry: |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| ||||......
Definition:

Data interpretation: Reading and understanding information presented in a chart. For grade 3, this includes identifying both most and least popular items and calculating differences.

Note: In grade 3, converting each group to its numerical value first demonstrates the systematic approach for multiple comparisons.

Solution method:
  1. Convert each category systematically to numerical value
  2. Record the numerical value for each category
  3. Compare values systematically to find highest/lowest
  4. Calculate the difference between highest and lowest
  5. Verify by recounting if necessary
Original Chart
Apple: |||| |||| |||| |||| ||, Banana: |||| |||| |||| |||| |||| ||, Orange: |||| |||| ||||, Grape: |||| |||| |||| |||| ||
Counts
Apple: 21, Banana: 22, Orange: 12, Grape: 21
Answers
Most: Banana, Least: Orange, Difference: 10
Step 1: Convert each category systematically

Apple: |||| |||| |||| |||| || = 21, Banana: |||| |||| |||| |||| |||| || = 22, Orange: |||| |||| |||| = 12, Grape: |||| |||| |||| |||| || = 21

Step 2: Compare the values

21, 22, 12, 21 → The highest value is 22 and the lowest is 12

Step 3: Identify the categories

Banana has 22 votes (highest), Orange has 12 votes (lowest)

Step 4: Calculate the difference

22 - 12 = 10 more students chose the most popular than the least popular

Banana was chosen most often (22 votes), Orange was chosen least (12 votes), and 10 more students chose Banana than Orange
Final answer:

Banana was chosen most often (22 votes), Orange was chosen least (12 votes), and 10 more students chose Banana than Orange

Grade 3 Concept:

This exercise teaches grade 3 students to interpret data and make multiple comparisons, developing critical thinking and analytical skills with larger numbers.

Applied rules:

• Conversion: Change tally marks to numbers

• Comparison: Compare numerical values to find highest/lowest

• Analysis: Identify which category has the most/least

• Subtraction: Calculate the difference between highest and lowest

• Practice Tip: Write the numerical values next to each category to make comparison easier

Related Examples:
  • Colors: Red: |||| |||| |||| ||, Blue: |||| |||| |||| |||| ||, Yellow: |||| |||| |||| → Most: Blue (17), Least: Yellow (12), Difference: 5 more
  • Animals: Cat: |||| |||| |||| |||| ||||, Dog: |||| |||| |||| |||| |||| ||, Bird: |||| |||| |||| → Most: Dog (18), Least: Bird (12), Difference: 6 more
  • Shapes: Circle: |||| |||| |||| |||| ||, Square: |||| |||| |||| ||, Triangle: |||| |||| |||| |||| |||| || → Most: Triangle (18), Least: Square (14), Difference: 4 more
Quick Tips:
  • Convert tallies to numbers first for easier comparison
  • Look for the category with the most full groups of 5
  • Use counting strategies to quickly determine totals
  • Write numbers next to categories for clarity
  • Check that you identified both most and least
  • Calculate the difference between most and least
Frequently Asked Questions:

Q: What if two categories have the same number?
A: Both categories tie for having the most/least. Mention both in your answer.

Q: How do I know which is smallest?
A: Find the category with the fewest tally marks.

Grade 3 Exercises: Solutions 4 to 5
4 Comparing Data Exercise
Exercise 4
Students chose their favorite subject:
Math: |||| |||| |||| |||| |||| ||
Reading: |||| |||| |||| |||| |||| |||| ||
Science: |||| |||| |||| |||| ||
Art: |||| |||| |||| |||| |||| |||| ||||
Which subject had the most votes? Which had the least? How many more students chose the most popular subject than the least popular? What percentage of students chose the most popular subject?
Definition:

Comparison: Looking at different amounts to find the biggest and smallest values, calculating differences, and determining percentages. For grade 3, this includes finding how many more/less and basic percentage calculations.

Note: In grade 3, converting each category to a number first demonstrates the systematic comparison approach with subtraction and basic percentage calculation.

Solution method:
  1. Convert each category's tally marks to numbers systematically
  2. Identify the highest number (most votes)
  3. Identify the lowest number (least votes)
  4. Subtract to find how many more/less
  5. Calculate the percentage of the most popular category
  6. Verify by recounting if needed
Original Data
Math: |||| |||| |||| |||| |||| ||, Reading: |||| |||| |||| |||| |||| |||| ||, Science: |||| |||| |||| |||| ||, Art: |||| |||| |||| |||| |||| |||| ||||
Converted Counts
Math: 26, Reading: 32, Science: 21, Art: 32
Results
Most: Reading & Art (32), Least: Science (21), Difference: 11 more
Step 1: Convert to numbers systematically

Math: |||| |||| |||| |||| |||| || = 26, Reading: |||| |||| |||| |||| |||| |||| || = 32, Science: |||| |||| |||| |||| || = 21, Art: |||| |||| |||| |||| |||| |||| |||| = 32

Step 2: Find the highest value

26, 32, 21, 32 → 32 is the highest, so Reading and Art tie for most votes

Step 3: Find the lowest value

26, 32, 21, 32 → 21 is the lowest, so Science has the least votes

Step 4: Calculate the difference

Most - Least = 32 - 21 = 11 more students chose the most popular subjects than the least popular

Step 5: Calculate the percentage

Total students = 26 + 32 + 21 + 32 = 111, Percentage for most popular = (32/111) × 100 ≈ 28.8%

Reading and Art tied for the most votes (32 each), Science had the least votes (21), and 11 more students chose the most popular subjects than the least popular. About 28.8% of students chose the most popular subjects.
Final answer:

Reading and Art tied for the most votes (32 each), Science had the least votes (21), 11 more students chose the most popular subjects than the least popular, and about 28.8% of students chose the most popular subjects.

Grade 3 Concept:

This exercise helps grade 3 students develop comparison skills, understand greater than/less than concepts, practice subtraction, and introduce basic percentage calculations using real-world data.

Applied rules:

• Conversion: Change tally marks to numbers first

• Comparison: Compare numerical values to find extremes

• Analysis: Identify both highest and lowest values

• Subtraction: Find the difference between two values

• Percentage: Calculate percentage as (part/whole) × 100

• Practice Tip: Write numbers next to each category to visualize differences

Related Examples:
  • Fruits: Apple: |||| |||| |||| |||| ||, Banana: |||| |||| |||| |||| |||| ||, Orange: |||| |||| |||| ||, Grape: |||| |||| |||| |||| || → Most: Banana (17), Least: Orange (12), Difference: 5 more
  • Colors: Red: |||| |||| |||| |||| ||||, Blue: |||| |||| |||| |||| |||| ||, Green: |||| |||| ||||, Yellow: |||| |||| |||| |||| |||| || → Most: Blue & Yellow (18), Least: Green (12), Difference: 6 more
  • Transportation: Bus: |||| |||| |||| |||| ||, Car: |||| |||| |||| |||| |||| ||, Walk: |||| |||| ||||, Bike: |||| |||| |||| |||| || → Most: Car (18), Least: Walk (12), Difference: 6 more
Quick Tips:
  • Always convert to numbers first to make comparison easier
  • Look for the category with the most full groups of 5
  • Scan all categories to ensure you find the absolute highest and lowest
  • Write numbers next to categories for clarity
  • Use subtraction to find how many more/less
  • Calculate percentages as (part/whole) × 100
Frequently Asked Questions:

Q: What if there are ties for most or least?
A: Mention both categories that tie in your answer.

Q: How do I calculate how many more?
A: Subtract the smaller number from the larger number.

5 Calculating Totals Exercise
Exercise 5
A class voted on favorite pets:
Dog: |||| |||| |||| |||| |||| ||
Cat: |||| |||| |||| |||| |||| |||| ||
Fish: |||| |||| |||| ||||
Bird: |||| |||| |||| |||| |||| ||
Hamster: |||| |||| |||| |||| ||||
How many students voted in total? Which pet was most popular? How many more students chose the most popular pet than the least popular? What percentage of students chose the most popular pet?
Definition:

Totaling: Adding up all the individual counts to find the overall amount. For grade 3, this includes multiple calculations: total, most, least, difference, and percentage.

Note: In grade 3, converting each category to numbers first demonstrates the systematic addition approach with multiple analyses.

Solution method:
  1. Convert each category to its numerical value systematically
  2. Add all the numerical values together for the total
  3. Identify the most and least popular pets
  4. Calculate the difference between most and least
  5. Calculate the percentage of the most popular pet
  6. Verify the calculation by recounting if needed
Original Data
Dog: |||| |||| |||| |||| |||| ||, Cat: |||| |||| |||| |||| |||| |||| ||, Fish: |||| |||| |||| ||||, Bird: |||| |||| |||| |||| |||| ||, Hamster: |||| |||| |||| |||| ||||
Converted Counts
Dog: 26, Cat: 32, Fish: 20, Bird: 26, Hamster: 25
Total
129
Step 1: Convert each category systematically

Dog: |||| |||| |||| |||| |||| || = 26, Cat: |||| |||| |||| |||| |||| |||| || = 32, Fish: |||| |||| |||| |||| = 20, Bird: |||| |||| |||| |||| |||| || = 26, Hamster: |||| |||| |||| |||| |||| = 25

Step 2: Add all values systematically

26 + 32 + 20 + 26 + 25 = 129

Step 3: Identify most and least popular

Most: Cat (32), Least: Fish (20)

Step 4: Calculate difference

32 - 20 = 12 more students chose Cat than Fish

Step 5: Calculate percentage

Percentage for Cat = (32/129) × 100 ≈ 24.8%

129 students voted in total, Cat was most popular (32 votes), Fish was least popular (20 votes), 12 more students chose Cat than Fish, and about 24.8% of students chose Cat.
Final answer:

129 students voted in total, Cat was most popular (32 votes), Fish was least popular (20 votes), 12 more students chose Cat than Fish, and about 24.8% of students chose Cat.

Grade 3 Concept:

This exercise helps grade 3 students practice multiple math skills simultaneously: addition, comparison, subtraction, and basic percentage calculation while analyzing data.

Applied rules:

• Conversion: Change all tally marks to numbers first

• Addition: Add all category totals together

• Comparison: Identify most and least popular

• Subtraction: Find difference between most and least

• Percentage: Calculate percentage as (part/whole) × 100

• Practice Tip: Group numbers strategically to make addition easier

Related Examples:
  • Ice cream flavors: Vanilla: |||| |||| |||| ||||, Chocolate: |||| |||| |||| |||| ||, Strawberry: |||| |||| ||||, Mint: |||| |||| |||| |||| || → Total: 62, Most: Chocolate (17), Least: Strawberry (12), Difference: 5 more
  • Seasons: Spring: |||| |||| |||| |||| ||, Summer: |||| |||| |||| |||| |||| ||, Fall: |||| |||| ||||, Winter: |||| |||| |||| |||| || → Total: 74, Most: Summer (18), Least: Fall (12), Difference: 6 more
  • Subjects: Math: |||| |||| |||| |||| ||, Reading: |||| |||| |||| |||| |||| ||, Science: |||| |||| |||| ||, Art: |||| |||| |||| |||| || → Total: 76, Most: Reading (18), Least: Science (14), Difference: 4 more
Quick Tips:
  • Convert to numbers first to make addition easier
  • Group numbers strategically to simplify addition
  • Double-check by adding in a different order
  • Verify by recounting
  • Perform multiple calculations step by step
  • Calculate percentages as (part/whole) × 100
Frequently Asked Questions:

Q: Does the total include all categories?
A: Yes, the total includes every vote from every category.

Q: What if I make an addition error?
A: Recalculate by adding in a different order or using a calculator.

Grade 3 Exercises: Solutions 6 to 10
6 Organizing Data Exercise
Exercise 6
Organize this data into a tally chart: red car, blue car, red car, green car, blue car, red car, yellow car, blue car, black car, red car, blue car, green car, white car, blue car, red car, purple car, blue car, green car, red car, blue car.
Definition:

Data organization: Arranging information into categories systematically. For grade 3, this includes organizing more complex datasets with multiple categories.

Note: In grade 3, systematic data processing demonstrates the importance of organization: identify, categorize, record, verify.

Solution method:
  1. Identify all unique categories systematically
  2. Create a table with categories listed
  3. Process each data point sequentially
  4. Add tally marks for each occurrence
  5. Convert to groups of 5 when applicable
  6. Verify completeness
Raw Data
red car, blue car, red car, green car, blue car, red car, yellow car, blue car, black car, red car, blue car, green car, white car, blue car, red car, purple car, blue car, green car, red car, blue car
Categories
Black, Blue, Green, Purple, Red, White, Yellow
Tally Chart
See below
Step 1: Identify categories systematically

Black, Blue, Green, Purple, Red, White, Yellow

Step 2: Process each data point

red → add to Red, blue → add to Blue, red → add to Red, etc.

Step 3: Organize in chart format

Place each tally in the appropriate category

Car Color Tally Count
Black | 1
Blue |||| || 6
Green ||| 3
Purple | 1
Red |||| | 5
White | 1
Yellow | 1
The tally chart shows: Black: 1, Blue: 6, Green: 3, Purple: 1, Red: 5, White: 1, Yellow: 1
Final answer:

Black cars: 1, Blue cars: 6, Green cars: 3, Purple cars: 1, Red cars: 5, White cars: 1, Yellow cars: 1

Grade 3 Concept:

This exercise helps grade 3 students practice sorting and categorizing skills with more complex datasets, building on grade 2 knowledge.

Applied rules:

• Categorization: Group similar items together

• Sequential processing: Go through data in order

• Accurate recording: Add tally marks to correct category

• Practice Tip: Mark off each data point as you record it to avoid duplication

Related Examples:
  • Shoes: sneaker, boot, sneaker, sandal, boot, sneaker, loafer, boot, slipper, sneaker, boot, clog → Sneaker: 4, Boot: 4, Sandal: 1, Loafer: 1, Slipper: 1, Clog: 1
  • Drinks: water, juice, milk, water, juice, water, tea, juice, water, coffee, juice, water → Water: 4, Juice: 4, Milk: 1, Tea: 1, Coffee: 1
  • Snacks: apple, cookie, apple, cracker, cookie, apple, candy, cookie, apple, fruit, cookie, apple → Apple: 5, Cookie: 4, Cracker: 1, Candy: 1, Fruit: 1
Quick Tips:
  • List all categories first to create a systematic approach
  • Process data sequentially to avoid missing items
  • Mark each item as you record it to prevent duplicates
  • Verify completeness by recounting
  • Organize categories systematically (e.g., alphabetically)
  • Count carefully to ensure accuracy
Frequently Asked Questions:

Q: What if I encounter a new category?
A: Add it to your chart as you discover it.

Q: Should I organize alphabetically?
A: Organizing systematically helps prevent errors.

7 Frequency Analysis Exercise
Exercise 7
How many more students chose reading than drawing?
Reading: |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| ||......