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?