INPUT ARTICLE: Article: Use a utility knife to cut through the caulk and paint holding the interior trim in place. Once the caulk is cut, work a pry bar into the opening. Put pressure on this to pull the interior trim away from the wall, removing it slowly so you can deal with any caulk, paint or glue that might still be present. There may be staples holding the top piece of trim to the side pieces as well. Repeat the same steps on the exterior trim.  Don’t skip cutting the caulk. If you pry the trim away without cutting the caulk first, you risk damaging the wall. Set the trim aside. You’ll need to re-attach it once the door has been installed. Grasp each section of the door firmly with both hands. Lift it straight up out of the running track, and pull the door backwards out of the frame. The doors are heavy, so should be removed one at a time. Each section of the door can weigh about 100 pounds (45 kg).  If you’re not comfortable lifting that much on your own, ask a friend to help you with the door removal and installation process. If you notice the bottom rollers are hanging up as you lift the door, get an assistant to pry them up gently as you move the door up and out. Once the trim has been removed, you can remove any nails that are left behind. Then, use a screwdriver to remove the screws which hold the frame of the sliding door to the wooden door frame. Remove screws on the left, right, top, and bottom sides of the sliding door.  Although you can use any screwdriver for this step, it’ll be more efficient to use an electric screwdriver. If the door is older, its screws may be stripped or caked with paint or caulk, making them difficult to remove with a screwdriver. Instead, have someone hold the door to stop it from falling while you use a reciprocating saw with a bimetal blade to cut between the door frame and the framing and quickly slice through any screws and nails.

SUMMARY: Cut away the interior and exterior trim. Lift the doors out of place. Remove nails holding the door frame in place.


INPUT ARTICLE: Article: We’ll use the same range of ten numbers (2, 3, 5, 5, 7, 7, 7, 9, 16, and 19) as we used in the method for finding the mean value. Enter them in the cells from A1 to A10, if you haven’t already done so. You do this by using the MEDIAN function. As with the AVERAGE function, you can enter it one of three ways:  Click on an empty cell, such as A13, then type “=MEDIAN(A1:10)” (again, without the quotation marks) directly in the cell. Click on an empty cell, then click on the “fx” symbol in the function bar above the worksheet. Select “MEDIAN” from the “Select a function:” list in the Insert Function dialog and click OK. Enter the range “A1:A10” in the Number 1 field of the Function Arguments dialog and click OK. Enter an equals sign (=) in the function bar to the right of the function symbol. Select the MEDIAN function from the Name box dropdown list to the left of the function symbol. Enter the range “A1:A10” in the Number 1 field of the Function Arguments dialog and click OK. The median is the point where half the numbers in the sample have values higher than the median value and the other half have values lower than the median value. (In the case of our sample range, the median value is 7.) The median may be the same as one of the values in the sample range, or it may not.

SUMMARY: Enter the numbers you want to find the median for. Find the median value of the numbers you entered. Observe the result in the cell you entered the function in.


INPUT ARTICLE: Article: " Create a visual for each character you can put on the floor. You can use half a poster board or an 18 by 24 in (46 by 61 cm) piece of construction paper for each character. The characters should have hands large enough that students can put items in each hand. You can make them slightly larger than your hands, for instance.  Tell students a story about the characters to get their brains going. For instance, you can say that Even Steven loves things to be equal and always wants the same amount in each hand. Odd Todd prefers to not have the same amount in each hand. Have several plates of items, such as candy or flat glass marbles. Count out the items together, and ask students which character the plate would belong to. Once you've decided, have a student count out the items again, placing them in the character's hands. Have the child alternate between the 2 hands of the chosen character as they count. Then, count each hand to see if they're the same or not to decide if they guessed right. Let each student grab a handful of the cubes. At their desk, each student should pair up their cubes and then count up how many they have.  Ask the students who has 1 cube leftover. When a student raises their hand, ask how many cubes they have altogether. Write those numbers on the board, such as "15," "19," "23," and "11." Write "odd" above them. Explain it's because they have 1 leftover. Ask for totals from the students who don't have any leftover. Write the numbers on the board, such as "16," "22," "8," and "12." Write even above them because they divide out evenly. Have the students put their heads down on their desk. Give them a number, starting with something small. Have students raise their hands for odd numbers or put their hands on their heads if they think it's even.  This game is more to see how much students are comprehending, rather than to correct mistakes. After the game, you can go over the concept again. Keep getting bigger with the numbers to see if students have caught on to larger odd-even numbers. Get each student an index card. Write a number on each one, and below it, create the number using dots. In other words, if you write "8," you'll write 8 dots below the number. These are the "mystery" numbers.  Have each student take a card. Tell them to pair up the dots, then decide if the number is odd or even. Tell them to write "odd" or "even" by the number. Once they decide, have them bring the card up to the front and place it in the odd bag or the even bag. Then, ask them to tell the class the number and why they think it's odd or even.

SUMMARY:
Use the characters "Even Steven" and "Odd Todd. Have students pair up cubes or other small objects on their own. Play a heads-down game of identifying odd and even. Try an even-odd mystery game.