TOPIC: Division as Repeated Subtraction

OBJECTIVE

Represent division as repeated subtraction

PREREQUISITE CONCEPTS AND SKILLS

1. Writing subtraction equations

2. Subtracting whole numbers up to 1000

3. Modelling and describing division situations in which sets are separated into equal parts

4. Representing division as equal sharing

MATERIAL

1. Learning Module 4. Flashcards of subtraction facts

2. Illustrations 5. Counters

3. Activity cards/sheets

INSTRUCTIONAL PROCEDURE

A. Preparatory Activities 1. Drill

Flash subtraction cards as drill.

2. Review – Do this as group activity.

Let the group use counters to model division as equal sharing. Then let them write the answer.

1. Share equally 100 pieces of paper to 25 pupils. 2. Share equally 28 ballpoints to 7 children.

3. Share 16 pencils to 8 participants. 4. Share 30 erasers to 10 sections. 5. Share 14 sharpeners to 14 pupils. B. Developmental Activities

1. Motivation

Play “Trip to Jerusalem”. But in this game instead of eliminating one player, 2 players will be eliminated.

Every elimination ask the class if how many were left. Connect this activity to the next activity in the presentation. 2. Presentation

Present this situation written on a piece of manila paper. P 20.00 was equally divided to 5 children.

Show P 20.00 to the pupils.( Note: Make sure that twenty pesos is in the form of P 1.00 coin).

Call 5 pupils in front.

Ask one pupil to divide the money among the 5 pupils. Ask: How much did each of them receive?

Repeat the process. This time you divide the money among the 5 pupils.

Ask: How much money do I have in all?

Say: I will give P 4.00 to (first pupil). How much was left to me? Give another 4 to the second, third, fourth and fifth pupil. Ask: How much was left to me?

Present this illustration:

First Pupil Second Pupil Third Pupil Fourth Pupil Fifth Pupil

You may use this illustration:

20 20 – 4 16 – 4 12 – 4 8 – 4 4 – 4 P 20.00 P 4.00 P 4.00 P 4.00 P 4.00 P 4.00

190 Show the process of subtraction as this: 20 – 4 = 16

16 – 4 = 12 12 – 4 = 8 8 – 4 = 4 4 – 4 = 0

3. Reinforcing Activity - Refer to LM 56 4. Application – Refer to LM 56

5. Generalization

EVALUATION

Show the following division situations using repeated subtraction. 1. P 10.00 was divided equally to 5 pupils.

2. Thirty pieces of vitamins were divided equally to 10 athletes. 3. Twenty pieces of “neon papers” were divided equally to 5 pupils. 4. Fifteen pieces of fishballs were equally divided to 3 plates. 5. Thirty-six pupils were equally divided to 6 groups.

HOME ACTIVITY

Refer to LM 56 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2 Division

Lesson 57

TOPIC: Division as Equal Jumps in a Number Line OBJECTIVE

Represent division as equal jumps on a number line

PREREQUISITE CONCEPTS AND SKILLS

1. Illustrating multiplication as equal jumps in a number line 2. Modelling and describing division situations in which sets are separated into equal parts

3. Representing division as equal sharing

4. Representing division as repeated subtraction

MATERIAL

1. Learning Module 5. manila paper and marker

1 2 ? 1 6 1 2 ? 1 ?

2. Illustration of a number line 6. Pebbles 3. Stones 7. ruler 4. Flashcards INSTRUCTIONAL PROCEDURE A. Preparatory Activities 1. Drill

Prepare 5 sets of 30 stones. Group the pupils into five.

The first player will come near the table. Then the teacher will say, count 20 stones and divide them into 4. The first to show the correct grouping wins.

Continue until all the members of the groups had played. Use other numbers such as 30, 45, 18, 36, etc.

2. Review – Do this as group activity. Give each group a manila paper and marker.

Let the group present the following division situations using repeated subtraction.

1. Twelve books were equally shared by six pupils. 2. Ten candies were equally divided among five friends.

3. Fifteen notebooks were equally shared to five typhoon victims. 4. Eight watermelons were shared equally by four mothers. 5. Nine pencils were given equally to three boys.

B. Developmental Activities 1. Motivation

Let the class sing this song then act the action words. (Tune: Are You Sleeping)

Walking, walking (2x) Hop, hop, hop (2x)

Jumping, jumping, jumping (2x) Now STOP (2x)

(Connect hopping with equal jumps in a number line.)

2. Presentation

Give each group a string of different lengths (G1-6m, G2-8m, G3-10m, G4-12m, G5-14m). Instruct them to divide and cut the strings into (G1-3, G2-2, G3-5, G4-4, G5-7).

Call the first group. Let four members hold the string end to end. Ask:

What is the length of the string? 6 m How many cuts were made? 3

How long do you think is each cut? 2m

Show this using a number line as shown below.

0 1 2 3 4 5 6 Process also the other strings.

Ask: If we cut the string into 6 equal parts, how long will each piece be? Let the pupils show their solution in any way using their previous knowledge.

3. Reinforcing Activity - Refer to LM 57 4. Application – Refer to LM 57

5. Generalization

EVALUATION

Present the following division situations using equal jumps in a number line. 1. Divide a 28-meter rope into 7 pieces of equal length.

2. Divide a 36-cm bamboo split into 6 pieces with equal length. 3. Divide into 6 pieces with equal length the 18 feet steel bar. 4. Divide into 2 pieces of equal length a 10 feet coco-lumber. 5. Divide a 6-meter of tying wire into 3 pieces with equal length.

HOME ACTIVITY

Refer to LM 57 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2 Division

Lesson 58

TOPIC: Division as Formation of Equal Groups of Objects OBJECTIVE

Represent division as formation of equal groups of objects

PREREQUISITE CONCEPTS AND SKILLS

1. Models and describes division situations in which sets are separated into equal parts

2. Represents division as equal sharing, repeated subtraction Division can be presented using equal jumps on a number line.