How can you use place value when using partial quotients?

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.

(see attachment below)

easy its decreasing

step-by-step explanation:

because its top point is at the to of the graph on the left side (atleast from the veiw i see it) now if that top point wast in the lower part of the graph it would be increasing hope this have a nice day

in mathematics, a constraint is a condition of an optimization problem that the solution must satisfy. there are several types of constraints—primarily equality constraints, inequality constraints, and integer constraints. the set of candidate solutions that satisfy all constraints is called the feasible set.

hoped i'm right lol