Complete the description of the process Mark used.

Question

Mark began dividing by determining the number of ones tens hundreds

Answer 1

Mark began dividing by determining the number of ones, tens, and hundreds in the number he was working with. He first assessed the value of each digit based on its place in the number.

1. Identify the Place Values: Mark looked at the number and identified how many ones (units), tens, and hundreds there were. For example, in the number 482, he noted that there are 2 ones, 8 tens, and 4 hundreds.

2. Break Down the Number: Next, he broke the number down into its components:

   • He considered the hundreds place (4), which represents 400.
   • He looked at the tens place (8), which represents 80.
   • He finally noted the ones place (2), which represents 2.

3. Combine and Simplify: After identifying these place values, Mark combined them back together to retain the overall structure for division. He made sure to keep track of how much each part contributed to the total.

4. Perform Division: With each segment understood, Mark divided the number step-by-step, starting from the highest place value (hundreds) down to the lowest (ones). For instance, he might first divide 400 by the divisor, then address 80, and finally the remaining 2.

5. Compile the Results: Finally, he summed the results from each division step to find the overall quotient.

By organizing the problem in this way, Mark was able to divide the number systematically and accurately, ensuring he remained clear about each step of the process.

Answer 2

Complete the description of the process Mark used.
Mark began dividing by determining the number of
a. ones
b. tens
c. hundreds

Answer 3

Mark began dividing by determining the number of

a. ones: He first identified how many individual units were present in the number. This involved counting the digits in the ones place and understanding their value in the overall number.

b. tens: Next, Mark looked at the tens place. He determined how many groups of ten were present, which involved identifying the digit in the tens place and recognizing its value as a multiple of ten.

c. hundreds: Finally, Mark assessed the hundreds place. He counted how many groups of one hundred were in the number, identifying the digit in the hundreds place and understanding its contribution as a multiple of one hundred.

By breaking the number down into these place values—ones, tens, and hundreds—Mark could systematically approach the division process for the entire number, ensuring that he correctly allocated each place value as he performed the calculation.