._- IV. |_ 1) Is\" it true that if a child can recite the counting numbers from 1 - 5. then that child will be able to awurately count a collection ve objects? (a) What information does a child need to know in orderto be able to successfully count? (b) "Write a short paragraph where you discuss the connections that kids need to make between thinking of the counting numbers as an ordered list and as a way to determine the cardinality of a set of objects. 2)'Draw a number line and accurately plot the numbers 2.2. 2.5 and 2.24. Write a sentence or two explaining how you constructed your number line. 3) 3) Describe the traditional method to make a common denominator for the fractions .213 and 1;\"! b) Make a math drawing showing how to make a common denominator for the fractions 23 and 1M c) Write a few sentences explaining how the picture relates to the traditional method. d) Why do you need to have common denominator to add fractions? 4) Use either a percent table or a strip diagram to solve the following percentage problems: a) What is 6% of 200? b) 15 is 80% of what number? 5) a)Write a Put-Together story problem for 5 + ? = 11 b) Write a Compare story problem for 5 + 6 = '? c) Write a Takefrom story problem for 11 - ? = 6 6) a) Soive 137 + 64 using the standard algorithm. b) Now, use a base 10 math drawing to solve 137 fi- 64. Explain how your picture shows the canying process. 7) a) Solve 205 - 27 using the standard algorithm b) Use Base 10 Blocks to solve 205 2?. Explain how your picture shows the answer. In particular, make sure that your picture shows the borrowing process. 8) a) Write an ordered pair problem for 4 x 5. Then solve your problem using a sensible diagram. b) Write a compare problem for 4 x 5. Then solve your problem using a sensible diagram. 9) Explain why A x B = B X A is true for all counting numbers. Use 3 X5 = 53-t 3 in your explanation. if you tell me "This is true because of the commutative property\". you will get no credit. You need to think of another reason