Go Math! Recommendations For Curriculum Adoption And .
Go Math!Recommendations for CurriculumAdoption and Modification2014-15475 Riverside Drive Suite 1270New York, NY 10115212 870-3505www.teachingmatters.org
This document provides a standards-based analysis of the Go Math! curriculum program. Ourintention was to clarify the degree to which grade-level standards are addressed within thematerials and to recommend ways to supplement with readily available, Common Core alignedresources where necessary. This document covers grades kindergarten, 3 and 5, which may beused as models for analyzing other grades. The analysis aims to help school leaders, coachesand teacher teams make informed instructional decisions as they continue to adopt the NewYork City recommended programs.Summary of Key FindingsWhile details can be found in the pages that follow, here are a few key highlights. Strengths of the Go Math! Curriculum Provides students with a strong foundational background for grade-levelconcepts Gives students opportunities to practice basic skills and apply different strategiesto strengthen fluency Provides teachers with a wide variety of resources to meet students’ needs andability levels Gaps of the Go Math! Curriculum Requires additional emphasis on conceptual understanding of grade-levelconcepts and standards of emphasis Lacking in variety of real-world applications Strategies are presented, but not developed, to provide students with acomplete understanding, and application, of the strategies designed to reinforceconceptual understanding and fluencyCopyright Teaching Matters
Kindergarten: Counting and CardinalityContent StandardsStandards:What is the essence ofthis domain?Where does our currentcurriculum (Go Math!)address the standards?Does our current curriculum addressthis standard adequately, byaddressing procedural, conceptual,and application skills equally? If not,what are the gaps? (*KEY)What materials canImpact on Go Math!we use to fill theassessmentsgap?Go Math! AssessmentsEngageNY Module 5, Lesson 24Culminating Task - CooperativeGroup Task.K.CC.1 Count to 100 by onesand by tens.Know number names andthe count sequence.(K.CC.1, K.CC.2, K.CC.3)Chapter 8, Lessons 8.5,8.6, 8.7, 8.8Additional modeling needed.EngageNY, Module5: Topics A, DEngageNY Module 5 Mid-ModuleAssessment (assesses Topic A)Go Math! Chapter 8 SummativeAssessmentEngageNY Module 5 End-ofModule Assessment (assessesTopic D)K.CC.2 Count forwardbeginning from a givenKnow number names andnumber within the knownthe count sequence.sequence (instead of having to (K.CC.1, K.CC.2, K.CC.3)begin at 1).Chapter 4, Lesson 4.4Chapter 8, Lesson 8.3Extending and exploring numbersEngageNY, Module5: Topic DK.CC.3 Write numbers from 0to 20. Represent a number ofobjects with a written numeral0-20 (with 0 representing acount of no objects).Know number names andthe count sequence.(K.CC.1, K.CC.2, K.CC.3)Chapter 4, Lesson 4.2Chapter 7, Lessons 7.2,7.4, 7.6, 7.8, 7.10Chapter 8, Lesson 8.2Go Math! Chapter 4 Mid-ChapterCheckpointEngageNY Module 5 End-ofModule Assessment (assessesTopic D)Go Math! Chapter 8 Mid-ChapterCheckpointEngageNY Module 1, Lesson 37,Go Math! Chapter 1Culminating Task - materialsMid-Chapter Checkpoint andneeded numeral/dot cards from 0 Summative Assessment10).Chapter 1, Lessons 1.2,1.3, 1.7, 1.9, 1.10Chapter 3, Lesson 3.2, 3.4,3.6, 3.8EngageNY Module 5, Lesson 24Culminating Task - CooperativeGroup Task.Lacking in subsequent working withnumbers in different configurations.EngageNY, Module1: Topics D, E, FEngageNY, Module5: Topic BEngageNY Module 1 Mid-ModuleAssessment (assesses Topic D)Go Math! Chapter 3 Mid-ChapterCheckpoint and SummativeAssessment.EngageNY Module 1 End-ofModule Assessment (assessesTopics E & F)Go Math! Chapter 4 Mid-ChapterCheckpointEngageNY Module 5, Lesson 24,Culminating Task - CooperativeGroup Task.EngageNY Module 5 Mid-ModuleAssessment (assesses Topic B)Go Math! Chapter 7 Mid-ChapterCheckpoint and SummativeAssessmentGo Math! Chapter 8 Mid-ChapterCheckpointCopyright Teaching Matters
Kindergarten: Counting and CardinalityContent StandardsK.CC.4 Understand therelationship between numbersand quantities; connectcounting to cardinality.Standards:What is the essence ofthis domain?Where does our currentcurriculum (Go Math!)address the standards?Count to tell the number ofobjects.Chapter 1, Lessons 1.1,(K.CC.4, K.CC.4a,1.3, 1.5, 1.6, 1.8K.CC.4b, K.CC.4c, K.CC.5)Does our current curriculum addressthis standard adequately, byaddressing procedural, conceptual,and application skills equally? If not,what are the gaps? (*KEY)Additional lessons needed to supportChapter 1 concepts.Lack of modeling with counting tool Rekenrek (abacus).What materials canImpact on Go Math!we use to fill theassessmentsgap?Go Math! AssessmentsEngageNY Module 1: Lesson 37 Culminating task - materialsneeded numeral/dot cards from 0 10)EngageNY, ModuleEngageNY Module 1 Mid-Module1: Topics B, C, D, E,Assessment (assesses Topics B,F, G, HC & D)Go Math! Chapter 1 Mid-ChapterCheckpoint and SummativeAssessmentEngageNY Module 1 End-ofModule Assessment (assessesTopics E, F, G & H)K.CC.4a When countingobjects, say the numbernames in the standard order,pairing each object with oneand only one number nameand each number name withone and only one object.Modeling with arrays Rekenrek (abacus)K.CC.4b. Understand that thelast number name said tellsthe number of objectscounted. The number ofobjects is the sameregardless of theirarrangement or the order inwhich they were counted.Count to tell the number ofobjects.Chapter 1, Lessons 1.1,(K.CC.4, K.CC.4a,1.3, 1.5, 1.6, 1.8K.CC.4b, K.CC.4c, K.CC.5)EngageNY Module 1: Lesson 37 Culminating task - materialsneeded numeral/dot cards from 0 10)Additional lessons to support Chapter 1concepts.EngageNY Module 1:EngageNY Module 1 Mid-ModuleTopics B,C, D, E, F,Assessment (assesses Topics B,G, HC & D)Go Math! Chapter 1 Mid-ChapterCheckpoint and SummativeAssessmentEngageNY Module 1 End-ofModule Assessment (assessesTopics E, F, G & H)Count to tell the number ofobjects.Chapter 1, Lesson 1.6(K.CC.4, K.CC.4a,K.CC.4b, K.CC.4c, K.CC.5)EngageNY Module 1: Lesson 37 Culminating task - materialsneeded numeral/dot cards from 0 10)Additional modeling needed.EngageNY Module 1:EngageNY Module 1 Mid-ModuleTopics B, C, D, E, F,Assessment (assesses Topics B,G, HC & D)Go Math! Chapter 1 SummativeAssessmentEngageNY Module 1 End-ofModule Assessment (assessesTopics E, F, G & H)Copyright Teaching Matters
Kindergarten: Counting and CardinalityContent StandardsStandards:What is the essence ofthis domain?Where does our currentcurriculum (Go Math!)address the standards?Does our current curriculum addressthis standard adequately, byaddressing procedural, conceptual,and application skills equally? If not,what are the gaps? (*KEY)What materials canImpact on Go Math!we use to fill theassessmentsgap?Go Math! AssessmentsEngageNY Module 1: Lesson 37 Culminating task - materialsneeded numeral/dot cards from 0 10).K.CC.4c Understand that eachsuccessive number namerefers to a quantity that is onelarger.Count to tell the number ofobjects.Chapter 1, Lesson 1.8(K.CC.4, K.CC.4a,K.CC.4b, K.CC.4c, K.CC.5)EngageNY Module 1 Mid-ModuleAssessment (assesses Topics B,C & D)EngageNY Module 1 End-ofEngageNY Module 1:Module Assessment (assessesTopics B,C, D, E, F,Topics E, F, G & H)G, HAdditional modeling needed.EngageNY Module 5: LastEngageNY Module 5:Instructional Day, Lesson 24Topic CCulminating Task - CooperativeGroup Task.EngageNY Module 6:Topic AEngageNY Module 5 Mid-ModuleAssessment (assesses Topic C)Go Math! Chapter 1 SummativeAssessmentEngageNY Module 6 - Lesson 8,Culminating Task - collaborativeproject.EngageNY Module 6 End-ofModule Assessment (assessesTopic A)EngageNY Module 1, Lesson 37 Culminating task - materialsneeded numeral/dot cards from 0 10).K.CC.5 Count to answer "howmany?" questions about asmany as 20 things arranged ina line, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 1 - 20,count out that many objects.Chapter 3, Lessons 3.1,Count to tell the number of 3.3, 3.3, 3.5, 3.7objects.(K.CC.4, K.CC.4a,Chapter 4, Lesson 4.1K.CC.4b, K.CC.4c, K.CC.5)Chapter 8, Lesson 8.1Chapter 3 lesson structure is identical toChapter 1.Requires additional time on working withnumbers in different configurations;compose and decompose numbers; andmodeling using a counting tool, i.e.Rekenrek (abacus).EngageNY Module 1 Mid-ModuleAssessment (assesses Topics C& D)EngageNY Module 1:EngageNY Module 1 End-ofTopic C, D, E, FModule Assessment (assessesTopics E & F)EngageNY Module 5:Topics C, EEngageNY Module 5, LastInstructional Day, Lesson 24Culminating Task - CooperativeGroup Task.Go Math! Chapter 3 Mid-ChapterCheckpoint and SummativeAssessment.Go Math! Chapter 4 Mid-ChapterCheckpointGo Math! Chapter 8 Mid-ChapterCheckpointEngageNY Module 5 Mid-ModuleAssessment (assesses Topic C)EngageNY Module 5 End-of-Copyright Teaching Matters
Kindergarten: Counting and CardinalityContent StandardsStandards:What is the essence ofthis domain?K.CC.6 Identify whether thenumber of objects in onegroup is greater than, lessthan, or equal to the number of Compare numbers.objects in another group, e.g., (K.CC.6, K.CC.7)by using matching andcounting strategies.(Includegroups with up to ten objects.)K.CC.7 Compare twoCompare numbers.numbers between 1 and 10(K.CC.6, K.CC.7)presented as written numerals.Where does our currentcurriculum (Go Math!)address the standards?Does our current curriculum addressthis standard adequately, byaddressing procedural, conceptual,and application skills equally? If not,what are the gaps? (*KEY)Chapter 2, Lessons 2.1,2.2, 2.3, 2.4, 2.5Chapter 2 requires supplementing fortopics around more than, same as, fewerthan.Chapter 3, Lesson 3.9Chapter 4, Lessons 4.5, 4.6Chapter 8, Lesson 8.4Chapters 3 & 4 requires supplementing ofcomparison of sets within 10.Chapter 8 is lacking in comparison ofnumerals.What materials canImpact on Go Math!we use to fill theassessmentsgap?Go Math! Chapter 2 Mid-ChapterCheckpoint and SummativeAssessmentEngageNY Module 3, Lesson 32Culminating Task - Determining theGo Math! Chapter 3 Summativeattribute to be measured.AssessmentEngageNY Module 3:Topics E, F GEngageNY Module 3 End-ofGo Math! Chapter 4 SummativeModule Assessment (assessesAssessmentTopics E, F & G)Go Math! Chapter 8 Mid- ChapterCheckpointEngageNY Module 3 Lesson 32Culminating TaskChapter 4, Lesson 4.7Additional modeling needed.Go Math! AssessmentsEngageNY Module 3:Topics F, GEngageNY Module 3 End-ofModule Assessment (assessesTopics F & G)Go Math! Chapter 4 SummativeAssessmentCopyright Teaching Matters
Kindergarten: Operations and Algebraic ThinkingContent StandardsStandards:What is the essence ofthis domain?K.OA.1 Represent addition andsubtraction with objects, fingers,mental images, drawings (Drawingsneed not show details, but shouldshow the mathematics in the problem.(This applies wherever drawings arementioned in the Standards.)) sounds(e.g., claps), acting out situations,verbal explanations, expressions, orequations.Understand addition asputting together and addingto, and understandsubtraction as taking apartand taking from.(K.OA.1, K.OA.2, K.OA.3,K.OA.4, K.OA.5)Understand addition asputting together and addingK.OA.2 Solve addition and subtractionto, and understandword problems, and add and subtractsubtraction as taking apartwithin 10, e.g., by using objects orand taking from.drawings to represent the problem.(K.OA.1, K.OA.2, K.OA.3,K.OA.4, K.OA.5)Where does our currentcurriculum (Go Math!)address the standards?Does our current curriculum addressWhat materialsthis standard adequately, byaddressing procedural, conceptual, and can we use to fillthe gap?application skills equally? If not, whatare the gaps? (*KEY)Impact on Go Math!assessmentsEngageNY Module 4 Lesson41 Culminating TaskChapter 5, Lessons 5.1, 5.2,5.3Chapter 6, Lessons 6.1, 6.2,6.3Chapter 5, Lesson 5.7Chapter 6, Lessons 6.6, 6.7Chapters 5 & 6: Story situations andpatterns need additional emphasis.Go Math! MidChapterCheckpointEngageNY Module 4 MidEngageNY ModuleModule Assessment (assesses4: Topics A, C, D,Topics A, C & D)G, HGo Math! Chapter6 Mid-ChapterEngageNY Module 4 End-ofCheckpointModule Assessment (assessesTopics G & H)Chapter 5: Requires supplementing forscenarios involving: add to with resultunknown; put together with total unknown;when both addends are unknown. Lacking EngageNY Module4: Topics C, D, F,in pictorials andG, Hpatterns.Chapter 6: Requires supplementing forstory situations and patterns.Go Math!AssessmentsEngageNY Module 4 Lesson41 Culminating TaskEngageNY Module 4 Mid Module Assessment (assessesTopics C& D)EngageNY Module 4 End-ofModule Assessment (assessesTopics F, G & H)Go Math! Chapter5 SummativeAssessmentGo Math! Chapter6 SummativeAssessmentEngageNY Module 1: Lesson37 - Culminating task materials needed numeral/dotcards from 0 -10)K.OA.3 Decompose numbers lessthan or equal to 10 into pairs in morethan one way, e.g., by using objectsor drawings,and record each decomposition by adrawing or equation (e.g., 5 2 3and 5 4 1).Understand addition asputting together and addingto, and understandsubtraction as taking apartand taking from.(K.OA.1, K.OA.2, K.OA.3,K.OA.4, K.OA.5)Chapter 5, Lessons 5.8, 5.9,5.10, 5.11, 5.12Lacking in story situations and looking atpatterns.EngageNY Module 1 MidModule Assessment (assessesEngageNY ModuleTopic C)1: Topic CGo Math! ChapterEngageNY Module 4 Lesson5 SummativeEngageNY Module41 Culminating TaskAssessment4: Topics A, B, D,E, GEngageNY Module 4 MidModule Assessment (assessesTopics A, B & D)EngageNY Module 4 End-ofModule Assessment (assessesTopics E & G)Copyright Teaching Matters
Kindergarten: Operations and Algebraic ThinkingContent StandardsStandards:What is the essence ofthis domain?K.OA.4 For any number from 1 to 9,find the number that makes 10 whenadded to the given number, e.g., byusing objects or drawings, and recordthe answer with a drawing or equation.Understand addition asputting together and addingto, and understandsubtraction as taking apartand taking from.(K.OA.1, K.OA.2, K.OA.3,K.OA.4, K.OA.5)K.OA.5 Fluently add and subtractwithin 5.Understand addition asputting together and addingto, and understandsubtraction as taking apartand taking from.(K.OA.1, K.OA.2, K.OA.3,K.OA.4, K.OA.5)Where does our currentcurriculum (Go Math!)address the standards?Chapter 4, Lesson 4.3Chapter 5, Lesson 5.5Chapter 5, Lessons 5.4, 5.5Chapter 6, Lessons 6.4, 6.5Does our current curriculum addressWhat materialsthis standard adequately, byaddressing procedural, conceptual, and can we use to fillthe gap?application skills equally? If not, whatare the gaps? (*KEY)Chapters 4 and 5 are lacking in patterns.Chapters 5 and 6 are lacking in storysituations.Impact on Go Math!assessmentsGo Math!AssessmentsEngageNY Module 4 Lesson41 Culminating TaskGo Math! Chapter4 Mid-ChapterEngageNY Module 4 Lesson41 Culminating TaskGo Math! Chapter5 Mid-ChapterCheckpoint andSummativeAssessmentEngageNY Module4: Topic HEngageNY Module 4 End-ofGo Math! ChapterModule Assessment (assesses 5 SummativeTopic H)AssessmentEngageNY Module4: Topic DEngageNY Module 4 MidModule Assessment(assesses Topic D)Go Math! Chapter6 Mid-ChapterCheckpoint andSummativeAssessmentCopyright Teaching Matters
Kindergarten: Measurement and DataContent StandardsK.MD.1 Describe measurableattributes of objects, such aslength or weight. Describeseveral measurable attributes ofa single object.Standards:What is the essence of thisdomain?Does our current curriculumaddress this standard adequately,by addressing procedural,conceptual, and application skillsequally? If not, what are the gaps?(*KEY)What materials canImpact on Go Math! assessmentswe use to fill the gap?Go Math!AssessmentsEngageNY Module 3 Lesson 32Culminating TaskDescribe and comparemeasurable attributes.(K.MD.1, K.MD.2)Chapter 11, Lesson 11.5Lacking in comparison of volume, andclarification of measurable attributes.EngageNY Module 3:Topics A, B, C, D, HEngageNY Module 3 Mid-ModuleAssessment (assesses Topics A, B,C & D)Go Math! Chapter11 SummativeAssessmentEngageNY Module 3 End-of-ModuleAssessment (assesses Topic H)K.MD.2 Directly compare twoobjects with a measurableattribute in common, to see whichobject has "more of"/"less of" the Describe and comparemeasurable attributes.attribute, and describe thedifference. For example, directly (K.MD.1, K.MD.2)compare the heights of twochildren and describe one child astaller/shorter.K.MD.3 Classify objects intogiven categories; count thenumbers of objects in eachcategory and sort the categoriesby count.(Limit category counts to be lessthan or equal to 10.)Where does ourcurrent curriculum (GoMath!) address thestandards?EngageNY Module 3 Lesson 32Culminating TaskChapter 11, Lessons11.1, 11.2, 11.3,11.4Classify objects and count theChapter 12, Lessonsnumber of objects in each12.1, 12.2, 12.3, 12.4,category.12.5, 12.6(K.MD.3)Lacking in comparison of volume.Additional modeling needed.EngageNY Module 3:Topics A, B, C, D, HEngageNY Module 3 Mid-ModuleAssessment (assesses Topics A, B,C & D)EngageNY Module 3 End-of-ModuleAssessment (assesses Topic H)Analyze, classify, and sort relatedobjects.EngageNY Module 1:Topics A, BEngageNY Module 1 Lesson 37,Culminating task - materials needednumeral/dot cards from 0 -10)EngageNY Module 1 Mid-ModuleAssessment (assesses Topics A & B)Go Math! Chapter11 Mid-ChapterCheckpoint andSummativeAssessmentGo Math! Chapter12 Mid-ChapterCheckpoint andSummativeAssessmentCopyright Teaching Matters
Kindergarten: Numbers and Operations in Base TenContent StandardsK.NBT.1 Compose and decompose numbers from11 to 19 into ten ones and some further ones,e.g., by using objects or drawings, and recordeach composition or decomposition by a drawingor equation (such as 18 10 8); understandthat these numbers are composed of ten onesand one, two, three, four, five, six, seven, eight,or nine ones.Standards:What is the essence ofthis domain?Where does ourcurrent curriculum (GoMath!) address thestandards?Does our current curriculumaddress this standard adequately,What materials canby addressing procedural,we use to fill theconceptual, and application skillsgap?equally? If not, what are the gaps?(*KEY)Impact on Go Math!assessmentsEngageNY Module 5Lesson 24, CulminatingTaskWork with numbers 1119 to gain foundations for Chapter 7, Lessons 7.1,place value7.3, 7.5, 7.7, 7.9(K.NBT.1)Requires additional modeling witharrays using a Rekenrek (abacus).EngageNY Module 5:Topics A, B, C, EEngageNY Module 5 Mid Module Assessment(assesses Topics A, B &C)EngageNY Module 5 Endof-Module Assessment(assesses Topic E)Go Math!AssessmentsGo Math! Chapter7 Mid-ChapterCheckpoint andSummativeAssessmentCopyright Teaching Matters
Kindergarten: GeometryContent StandardsStandards:What is the essence of thisdomain?K.G.1 Describe objects in the environmentusing names of shapes, and describe therelative positions of these objects usingterms such as above, below, beside, infront of, behind, and next to.Identify and describe shapes(squares, circles, triangles,rectangles, hexagons, cubes,cones, cylinders, andspheres).(K.G.1, K.G.2, K.G.3)K.G.2 Correctly name shapes regardlessof their orientations or overall size.Identify and describe shapes(squares, circles, triangles,rectangles, hexagons, cubes,cones, cylinders, andspheres).(K.G.1, K.G.2, K.G.3)K.G.3 Identify shapes as two-dimensional(lying in a plane, "flat") or threedimensional ("solid").Identify and describe shapes(squares, circles, triangles,rectangles, hexagons, cubes,cones, cylinders, andspheres).(K.G.1, K.G.2, K.G.3)Where does our currentcurriculum (Go Math!)address the standards?Chapter 10, Lessons 10.7,10.8, 10.9Chapter 9, Lessons 9.1,9.3, 9.5, 9.7, 9.9Chapter 10, Lessons 10.2,10.3, 10.4, 10.5Chapter 10, Lesson 10.6K.G.4 Analyze and compare two- andthree-dimensional shapes, in different sizesand orientations, using informal languageAnalyze, compare, create, andChapter 9, Lessons 9.2,to describe
Go Math! Chapter 2 Mid-Chapter Checkpoint and Summative Assessment Go Math! Chapter 3 Summative Assessment Go Math! Chapter 4 Summative Assessment Go Math! Chapter 8 Mid- Chapter Checkpoint; K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Compare numbers. (K.CC.6, K.CC.7) Chapter 4, Lesson 4.7. Additional modeling needed.
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan
service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största
Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .
Math 5/4, Math 6/5, Math 7/6, Math 8/7, and Algebra 1/2 Math 5/4, Math 6/5, Math 7/6, Math 8/7, and Algebra ½ form a series of courses to move students from primary grades to algebra. Each course contains a series of daily lessons covering all areas of general math. Each lesson
Yes MATH 155 The algebra section is the most important section. Placing out of the algebra course (MATH 117) will allow you to register for chemistry CHEM 107. Then Math 118, Math 124 and Math 125 as Prerequisites to Math 155. Agricultural Business . Yes MATH 117, 11
och krav. Maskinerna skriver ut upp till fyra tum breda etiketter med direkt termoteknik och termotransferteknik och är lämpliga för en lång rad användningsområden på vertikala marknader. TD-seriens professionella etikettskrivare för . skrivbordet. Brothers nya avancerade 4-tums etikettskrivare för skrivbordet är effektiva och enkla att
