Directions: Please make your contributions to this discussion by 11:59 p.m. on 3/19/22. After completing Guided Activities 13 and 14, you have learned about numeration systems based on powers of numbers other than 10. Ea these systems can be characterized as a true place value system, just like Base 10 (or the Hindu-Arabic system), the one we learned as children and use today. In your initial thread for this post, respond to each of the following prompts. 1. Every one of these "other base" numeration systems has the numeral 10. In Base 10, we call this numeral "ten". Even though 10 in any other base system isn't called "ten" and it isn't worth the same quantity that we think of when we hear "ten", how is 10 in any base (read a "one-zero") a representation of the same concept or idea? Be specific about the similarity of the meaning of "one-zero" in any base. 2. Since it is safe to assume that it's far more likely you'll be teaching your own elementary school students about our Base 10 numeration system than another base system, what insights about place value have you gained now that you've worked with these other base systems? Were there aspects of the Base 10 number system that you've taken for granted up until now? If so, identify these aspects and elaborate on why you think you may have taken them for granted. 3. In the next module we'll focus on the four fundamental operations of arithmetic, addition, subtraction, multiplication, and division. Compute the sum of the base 5 numerals, 245 + 325, and explain how you arrived at your answer. Attempt to do this without converting the base 5 numerals back to base 10 and focus on what you know about the places in base five numerals