16.9 ______ .75|12.675 7 5 --- 5 17 4 50 ---- 675 675 --- 2. Check by multiplying 16.9 by .75. 3. How do you know that the quotient cannot be as little as 1.69? 4. How do you know that the quotient cannot be as large as 169? 5. Find the quotient for 3.75 ÷ 1.5. 6. Check your result by multiplying the quotient by the divisor. 7. How do you know that the quotient cannot be .25 or 25? ____ 8. Look at this problem. .25|7.5 How do you know that 3.0 is wrong for the quotient? How do you know that 300 is wrong for the quotient? State which quotient is right for each of these:-- .021 or .21 or 2.1 or 21 or 210 ______ 9. 1.8|3.78 .021 or .21 or 21 or 210 ______ 10. 1.8|37.8 .03 or .3 or 3 or 30 or 300 ______ 11. 1.25|37.5 .03 or .3 or 3 or 30 or 300 ______ 12. 12.5|37.5 .05 or .5 or 5 or 50 or 500 ______ 13. 1.25|6.25 .05 or .5 or 5 or 50 or 500 ______ 14. 12.5|6.25 15. Is this rule true? If it is true, learn it. #In a correct result, the number of decimal places in the divisor and quotient together equals the number of decimal places in the dividend.# These and similar exercises excite the problem attitude in children _who have a general interest in getting right answers_. Such a series carefully arranged is a desirable introduction to a statement of the rule for placing the decimal point in division with decimals. For it attracts attention to the general principle (divisor × quotient should equal dividend), which is more important than the rule for convenient location of the decimal point, and it gives training in placing the point by inspection of the divisor, quotient, and dividend, which suffices for nineteen out of twenty cases that the pupil will ever encounter outside of school. He is likely to remember this method by inspection long after he has forgotten the fixed rule.