# Station P**Wild Exploration**

Here‘s a wild exploration you might want to explore, or just think about, perhaps using the app to help you out. This is a “big question” idea that might be fun to mull on.

Station P

Here‘s a wild exploration you might want to explore, or just think about, perhaps using the app to help you out. This is a “big question” idea that might be fun to mull on.

When asked to compute $2552 \div 12$, Kaleb drew this picture, which he got from identifying groups of twelve working right to left.

He said the answer to $2552 \div 12$ is $121$ with a remainder of $1100$.

Mabel, on the other hand, identified groups of twelve from left to right in her diagram for the problem.

She concluded that $2552 \div 12$ is $211$ with a remainder of $20$.

Both Kaleb and Mabel are mathematically correct, but their teacher pointed out that most people would expect an answer with smaller remainders: both $1100$ and $20$ would likely be considered strange remainders for a problem about division by twelve. She also showed Kaleb and Mabel the answer to the problem that is printed in the textbook.

$2552 \div 12 = 212 R 8$

How could Kaleb and Mabel each continue work on their diagrams to have this textbook answer appear?

Explore!

Let's go to the next station!