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14. See Practice Exercise 8 and Class Activity 1-E for information about counting in bases other
than base ten.
a. After ones and threes, what are the next two base-three units?
b. Make math drawings showing how to represent the counting numbers from one to thirty in
base three. (Simplified drawings that show less detail than in Practice Exercise 80 are fine.) •
c. Write the counting numbers from one to thirty in base three.
d. Suppose you had forty-five toothpicks. Make a (simplified) math drawing showing how to
bundle them into base-three bundles. Use that to write forty-five in base three.
15. See Practice Exercise 8 and Class Activity 1-E for information about counting in bases
other than base ten.
a. After ones and eights, what are the next two base-eight units?
b. Make math drawings showing how to represent the counting numbers from one to twenty in
base eight. (Simplified drawings that show less detail than in Practice Exercise 80 are fine.)
c. Write the counting numbers from one to twenty in base eight.
d. Suppose you had one hundred toothpicks. Make a (simplified) math drawing showing how to
bundle them into base-eight bundles. Use that to write one hundred in base eight.
*16. The students in Ms. Caven's class have a large poster showing a million dots. Now, the
students would really like to see a billion of something. Think of at least two different ways that
you might attempt to show a billion of something and discuss whether your methods
This study source was downloaded by 1827175 from cliffsnotes.com on 01-08-2026 18:45:18 GMT -06:00
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14. See Practice Exercise 8 and Class Activity 1-E for information about counting in bases other
than base ten.
a. After ones and threes, what are the next two base-three units?
b. Make math drawings showing how to represent the counting numbers from one to thirty in
base three. (Simplified drawings that show less detail than in Practice Exercise 80 are fine.) •
c. Write the counting numbers from one to thirty in base three.
d. Suppose you had forty-five toothpicks. Make a (simplified) math drawing showing how to
bundle them into base-three bundles. Use that to write forty-five in base three.
15. See Practice Exercise 8 and Class Activity 1-E for information about counting in bases
other than base ten.
a. After ones and eights, what are the next two base-eight units?
b. Make math drawings showing how to represent the counting numbers from one to twenty in
base eight. (Simplified drawings that show less detail than in Practice Exercise 80 are fine.)
c. Write the counting numbers from one to twenty in base eight.
d. Suppose you had one hundred toothpicks. Make a (simplified) math drawing showing how to
bundle them into base-eight bundles. Use that to write one hundred in base eight.
*16. The students in Ms. Caven's class have a large poster showing a million dots. Now, the
students would really like to see a billion of something. Think of at least two different ways that
you might attempt to show a billion of something and discuss whether your methods
This study source was downloaded by 1827175 from cliffsnotes.com on 01-08-2026 18:45:18 GMT -06:00
*@*^%^#!*&^*&^!()(@*&$*@10/23/2026,
*@*^%^#!*&^*&^!()(@*&$*@10/23/2026,
*@*^%^#!*&^*&^!()(@*&$*@10/23/2026,
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