PLEASE SLOVE THIS QUESTION WITH DETAIL.

H) Invented Multi-digit Subtraction Strategies & Meaning of Subtraction [9pts] A 20d-grade class was solving the following problem. 82 - 57 Three of the students' strategies are explained below. For each strategy: (a) Represent the strategy using symbols. (Be careful with your use of the equals sign!). (b) Use an open number line to represent how the strategy works. [Read the rubric for details about what your number line representation should include.] (c) Identify if the strategy represents a removal (take-away) or difference (comparison) meaning of subtraction. The Child's Strategy Symbols Open Number Line Removal or Difference? [H1] "I subtracted 60 from 82, which got me to 22. Then I added back 3 to get to 25. So my answer is 25." [H2] "I started at 57. I jumped 3 to get to 60. Then I jumped 20 to get to 80. Then I jumped 2 more to get to 82. Last I added up the jumps, so the answer was 25." [H3] "I changed it to an Note: Your number line here should communicate why 82 - 57 = 85 - 60 easier problem. I added (i.e., why adding 3 to both numbers doesn't change the answer.) 3 to both numbers to make it 85 - 60, which is 25. So the answer is 25."