5. In practice, many of these goods can't easily be divided for trading. Calculators and fidget spinners are obvious examples. Juice bottles can't easily be divided, either, because the juice goes bad quickly after a bottle is opened. Pencil erasers are still useful if they're divided in half, and half an eraser can be traded easily. But smaller pieces are not very useful, and can't be traded. Individual M&Ms are too hard to divide to make it worth the effort. a. 1. In this classroom economy, a student who wants a single calculator won't buy it using money. Why not? What will s/he trade for it instead? Why? 2. If a student has a bunch of M&Ms and wants to obtain a single calculator, what sequence of trades is she likely to use to get it? How much "change" is she likely to get, in what form? b. 1. On the other hand, a student who has two juice bottles and wants pencil erasers won't try to make that trade directly. Why not? 2. What will s/he do instead? (Hint: Indirect exchange using money.) How many erasers will s/he buy, and how much change will s/he get after paying