how to divide the decimal number with the whole number? justify by giving example

Dear Student,

Let us take an example of dividing 6.5 by 4.
6.54=6.5×104×10=6540=1.625
Regards,

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Assist the student in rewriting each quotient in an equivalent form in which both the dividend and the divisor are whole numbers. Use the student’s understanding of equivalent fractions to explain. For example, show the student that begin mathsize 11px style fraction numerator 201.3 over denominator 1.83 end fraction end style= begin mathsize 11px style fraction numerator 201.3 cross times 100 over denominator 1.83 cross times 100 end fraction end style = begin mathsize 11px style 20130 over 183 end style. Explain that the rationale for multiplying each number by 100 is to rewrite the division in an equivalent form in which each number is a whole number. Provide additional quotients or fractions involving multidigit decimal numbers (e.g., begin mathsize 11px style fraction numerator 35.465 over denominator 8.2 end fraction end style) and ask the student to determine a power of 10 (e.g., 1000) by which to multiply both numbers in order to make them whole. Then have the student use this value to rewrite the division. If necessary, review the standard algorithm for division of multidigit whole numbers. Explain and justify the steps of the algorithm so that the student can develop an understanding of the process. Pay particular attention to the first step in each repeated cycle of steps in which a quotient is estimated. Provide focused practice with this step. Remind the student of the actual meaning of each digit in the quotient throughout the division process. For example, when dividing 9580 by 47, the first digit written above the division box is two, but this digit actually represents 200. Characterize the number 200 as an estimate of the quotient. Then multiplying back and subtracting is just a means of finding what is “left over” or the remainder. If this amount is larger than the divisor, the process should be repeated in order to make the estimate more precise. Describe each cycle of the process as an attempt to find the quotient more precisely. Be sure to explain how to determine the position of the decimal point in the quotient when using the division algorithm. Encourage the student to estimate the quotient before using the division algorithm (e.g., 201.3 ÷ 1.83 is approximately equal to 200 ÷ 2 = 100). After dividing, ask the student to evaluate the reasonableness of the quotient by comparing it to the estimate.
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Dear friend,
For example, you want to divide 3.5 with 6. So , to make that decimal no. a whole no. you will have multiply the no. with 10. But remember that because you are multiplying the decimal no. with 10, you will also have to multiply six with 10 as well.
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We will divide them as simple we divide but when the decimal comes then we will put the Decimal in answer.
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