<span>The “partial quotients” strategy uses place value and lets students to form on multiplication facts with friendly numbers. Look at the problem 496 ÷ 4. There are three instances of a student’s method to answering 496 ÷ 4. We could say that example C is more effectual than the other two but it is vital to point out how the student is thinking on comprehending. The students can multiply 4 x 20 over and over again or use higher multiples of ten proficiently; they all touch the same solution. The “partial quotient” way will work with any division problem.</span>
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<span>(see attachment below)</span>
