In the 10 ÷ 2.4 problem situation, we could find that curious upper and middle level students` solution. They solved 10 ÷ 2.4 and wrote the result as quotient 4, remainder 4. In this curious response, we researched how students realize quotient and remainder in division of decimal. As a result, many students make errors in division of decimal especially in remainder. From these response, we constructed fraction based teaching method about division of decimal. This method provides new aspects about quotient and remainder in division of decimal, so we can compare each aspects` strong points and weak points.