To help Carter understand how to use a model to divide \(273 \div 13\), we can break it down into a more visual or structured approach. One common method is to use long division or to break the problem down using a grouping method. Here’s how Carter can think about it:
- Long Division Approach:
- Write \(273\) under the long division symbol and \(13\) outside.
- How many times does \(13\) go into \(27\)? It goes \(2\) times (since \(2 \times 13 = 26\)).
- Subtract \(26\) from \(27\) to get \(1\).
- Bring down the next digit, which is \(3\), making it \(13\).
- Now, determine how many times \(13\) goes into \(13\); it goes \(1\) time (since \(1 \times 13 = 13\)).
- Subtract \(13\) from \(13\) to get \(0\).
- Since there are no more digits to bring down, the final answer is \(21\).
Thus, \(273 \div 13 = 21\).
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Grouping Method:
- Carter can think about it in terms of groups. Start with \(273\) and see how many groups of \(13\) can fit into it.
- Start with some approximate numbers:
- \(13 \times 10 = 130\)
- \(13 \times 20 = 260\)
- \(13 \times 21 = 273\) (exact match)
- Thus, Carter would count by adding groups of \(13\) until he reaches \(273\): \(13, 26, 39, 52, ...\), eventually reaching \(273\) at \(21\) groups.
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Visual Model:
- Carter could draw a number line or use blocks to represent \(13\). He can keep adding groups of \(13\) until he reaches or exceeds \(273\):
- Starting at \(0\): \(13, 26, 39, ..., 273\).
- Count how many jumps or blocks it took to reach or just before \(273\), which will lead to \(21\).
- Carter could draw a number line or use blocks to represent \(13\). He can keep adding groups of \(13\) until he reaches or exceeds \(273\):
Using these methods, Carter can visualize and understand the process of dividing \(273\) by \(13\) to obtain \(21\).
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