🔁 Show me another way
156 ÷ 12, solved three ways. Same answer every time. Pick the way that clicks for you.
🍎 For teachers and families: all three ways reach the same standard
New York State standard NY-5.NBT.6:
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Source: New York State Education Department, Next Generation Mathematics Learning Standards, Grade 5 Crosswalk.
Partial quotients and the area model show why long division works: all three take away the same chunks (here 120, then 36). Partial quotients accept any first chunk that fits, so a learner who takes 5 groups first is not marked wrong. The standard asks learners to illustrate and explain with equations, arrays or area models, so the practice ends in the learner's class way, or in long division when the learner is not sure. Every practice problem divides evenly (no remainders).
These ways are general mathematics. Goal100 wrote and drew them; nothing is copied from any publisher's program. Goal100 does not say which program your school uses: the learner picks by picture. Progress stays on this device.