The document provides a detailed lesson plan for teaching the concept of division to grade 2 students. It includes learning objectives, materials, procedures and activities to help students understand division using equal sharing, repeated subtraction and number lines. The plan guides students to divide numbers up to 100 by 2, 3, 4, 5 and 10.
The document provides a detailed lesson plan for teaching the concept of division to grade 2 students. It includes learning objectives, materials, procedures and activities to help students understand division using equal sharing, repeated subtraction and number lines. The plan guides students to divide numbers up to 100 by 2, 3, 4, 5 and 10.
The document provides a detailed lesson plan for teaching the concept of division to grade 2 students. It includes learning objectives, materials, procedures and activities to help students understand division using equal sharing, repeated subtraction and number lines. The plan guides students to divide numbers up to 100 by 2, 3, 4, 5 and 10.
The document provides a detailed lesson plan for teaching the concept of division to grade 2 students. It includes learning objectives, materials, procedures and activities to help students understand division using equal sharing, repeated subtraction and number lines. The plan guides students to divide numbers up to 100 by 2, 3, 4, 5 and 10.
Prepared by: Lista, Queenie Nicole A. Pagdilao, Deshirie Nicole V.
Submitted to: Mr. Anbert P. Layus Cooperating Teacher A DETAILED LESSON PLAN IN TEACHING MATHEMATICS 2
I. Learning Objectives Given different activities to present, the Grade 2 pupils will be able to: 1. visualize division concepts using equal sharing, repeated subtraction, and equal jumps on the number line; 2. illustrate that division is an inverse operation of multiplication; and 3. divide numbers up to 100 by 2, 3, 4, 5 and 10.
II. Subject Matter
A. Name of Lesson: Concept of Division B. Instructional Materials: pictures, video, activities, power point presentation C. Values Integrated: actively participate during activities and class discussion D. Learning Resources: Soaring 21st Century Mathematics 2
III. Procedure
Teacher’s Activity Pupils’ Activity
A. Preliminary Activity
Good morning, Grade – 2 pupils.
Good morning, Teacher! It’s nice to see you all again.
Before we start, let’s bow our heads and let us
pray.
Heavenly Father,
You hold each of us in your loving hands.
Come fill our hearts, minds and bodies afresh with hope. Help us to cast our worries upon you, so that we can embrace our learning today. Bless us as we study and grow together. Come and anoint those who teach and tutor us to be bringers of insight and knowledge. Lord, watch over us all, keep us safe within your Almighty hand. We ask all this in the name of Jesus. Amen.
How are you Grade 2?
We are fine teacher. That’s great. Before we start our class discussion, I have few reminders to tell: please sit down properly, listen to teacher attentively, participate in class actively, mute your microphone and speak only when your name is called. If you want to answer just click the raise button on the screen. Is that clear? Yes, teacher. Very good, that’s good to hear!
1. Drill I will show you a multiplication sentence and then I will call on a name and give the product of each items.
3x3= 9 teacher
4x2=
8, teacher. 6x3=
18, teacher.
10 x 5 = 50, teacher.
8x8= 64, teacher Very good, Grade 2!
2. Review
What was our topic last week, class? Can
you still remember it? Yes teacher. It’s all about multiplication and word problems. That’s right! To review if you still remember our past lesson I will give you a problem and try to answer it orally. Is that clear? Yes, teacher. Mrs. Felipe has 10 sheets of bond paper. If she cuts each sheet into 5, how many pieces will she have?
What are the given facts?
10 sheets of bond paper She cuts each sheet into 5 What is asked? How many pieces will she have? What is the operation to be used? Multiplication, teacher What is the number sentence? 10 x 5 = n What is the answer? 50, teacher Wow! Very good. You can still remember the multiplication and word problems that we discussed last week
B. Lesson Proper
1. Preparation/Motivation
So, today we will watch a video
presentation and after that I will ask some questions about the video that you have watch. Are you ready? Division Song For Kids | Division as Repeated Subtraction | 3rd Grade - 4th Grade - Bing video
Did you understand the video?
Yes, teacher.
What was the video all about?
It’s all about division teacher. Very good. The video presentation is all about division. What else did you learn? There is a dividend, divisor, and quotient teacher Very good. Based on the video, 6÷2=3 where is the dividend? 6, teacher That’s right! How about the quotient? 3, teacher Correct! And where is the divisor? 2, teacher. Good job, Grade 2! 2. Presentation
Before we go on with our topic let’s have
first a warm-up activity. Are you ready? Yes teacher.
Choose the answer from the tree
rectangles
50 18 20
10 ÷ 5 =
What is the answer of 90 ÷ 5? 18, teacher
Very good!
20 ÷ 2 =
How about 100 ÷ 2? 50, teacher.
80 ÷ 10 =
How about in the 80 ÷ 10? 20, teacher.
That’s right. I think you’re now ready to
learn about the concept of division.
3. Comparison and Abstraction
So, our topic for today is about the Concept of Division. Are you already familiar with the word division? Yes, teacher.
Wow! That’s good. I’m sure that you will
learn our lesson easily today because you already have the knowledge about division.
So, Division is the distribution of things
equally into groups of the same size. The symbol “÷” means divide. We use a division sentence to represent division. Let’s study and analyze the problem below:
Rubeliza has 12 cookies and she want to
share them among four friends, how many cookies does everyone get?
The situation above involves grouping or
distributing objects or members equally. Thus, these involve the division operation.
I will show you three methods that shows
the process of dividing objects into equal numbers
METHOD 1. EQUAL SHARING OR
FORMATION OF EQUAL GROUPS.
Take note that Rubeliza has 4 friends
and 12 cookies. Study the illustration.
1 2 3 4 5 6
7 8 9 10 11 12
v 2
First, let’s start distributing the cookies by
giving her friends one cookies each. Then, distribute the remaining cookies
1 5 9
2 6 10
3 7 11
4 8 12
Notice that, after distributing the
remaining cookies, each of her friends’ received cookies.
Therefore, after diving the total number of
cookies, her friends received 3 cookies each. Can you follow the method 1 class? Yes, teacher
Let’s have another example.
Vanessa has 10 pencils. She wants to
give the pencils to his 5 cousins. How many pencils will his cousins get?
What should we do first? Remember that
Vanessa has 10 pencils and 5 cousins. Distribute first the pencils equally to his cousin’s teacher.
Very good! We must distribute first the
pencils equally.
1 2 3 4 5 6 7 8 9 10 1 6
2 7
3 8
4 9
5 10
After distributing equally, what should we
do next? Distribute the remaining pencils teacher. That’s right. We should distribute the remaining pencils. After distributing the remaining pencils, how many pencils did his cousins gets? 2 pencils teacher Very good! After we distributed equally the pencils, each of them gets 2 pencils. Is method 1 already clear to you class? Yes, teacher.
Let’s go on to the next method.
METHOD 2. REPEATED SUBTRACTION
The division sentence for this
problem is: 12÷ 4= n.
Where, 12 is the dividend or the number
that is being divided into parts. 4 is the divisor or the number that tells into how many a number will be divided; and
n or the missing number is the
quotient—the answer in a division equation.
In repeated subtraction, subtract the same
number of objects from the total number of object until you have nothing left or you reach zero. Use the dividend as the minuend and the divisor as the subtrahend. 1 2 8 4 - 4 - 4 - 4 8 4 0
Notice that we subtracted 4 three times
before reaching zero. Therefore, 12÷ 4= 3
Do you understand the repeated
subtraction Grade-2? Yes, teacher. Very good. To understand more, let’s have another example.
Let’s have 10÷5= n as our division
sentence.
Where is the dividend or the number that
is being divided into parts? 10 is the dividend, teacher That’s right. How about the quotient or the missing number? The n is the quotient, teacher Very good. And where is the divisor? 5, teacher Good.
Let’s use the dividend 10 as the minuend
and the divisor 5 as the subtrahend.
How many times should we subtract 5
until we reach zero? 1 0 5 - 5 - 5 5 0 2, teacher Very good. We subtracted 5, two times until we reached 0. Therefore, 10÷5=2. Is repeated subtraction already clear to you?
Yes, teacher. Good job! Let’s move on to the last method.
METHOD 3. EQUAL JUMPS ON THE
NUMBER LINE
In the number line, jump the same
number of units backward starting at the number of the dividend until you reach zero. In 12÷ 4= n, the dividend is 12 therefore we start at 12. The divisor is 4 therefore we need to jump 4 units backward until we reach zero. 3rd 2nd 1st JUMP JUMP JUMP
Notice that it took 3 jumps until it reaches
zero in the number line. Therefore, 12÷ 4= 3
Can you follow?
Yes teacher. That’s good. Let’s try another example for you to understand clearly the how to do the equal jumps on the number line.
In 10÷5=n, the dividend is 10 therefore
we need to start at 10. The divisor is 5 so we need to jump 5 units backward until we reach zero.
2nd 1st JUMP JUMP How many jumps it took to reach the zero in the number line? 2, teacher. Very good. It took 2 jumps to finally reached the 0 in the number line. Therefore, 10÷5=2. So, class do you understand now how to do the method #3? Yes, teacher we already understand. What if you are not sure of your answer after doing the three methods in dividing? We can check if our answer is correct by multiplying the quotient by the divisor because division is also called an inverse operation of multiplication.
12÷ 4= 3
CHECKING:
4 x 3= 12 or 3 x 4= 12
If the product of the quotient and divisor
is the same as the dividend, then the quotient is correct.
Let’s try to check our answer if it’s
correct.
10÷5=2
How should we check our answer if it’s
correct? By multiplying the quotient by the divisor teacher. Very good. So, where is the quotient again? 2, teacher. Very good. And where is the divisor? 5, teacher. That’s right. So, 2 x 5 is equal to? 10, teacher. Very good. Therefore, our answer is correct. We can also write it like this, 5 x 2 = 10. The answer is still the same. We must remember that division is also called an inverse operation of multiplication.
We should always remember that in
getting the quotient, we can use the three methods that we discussed. Method 1 is the equal sharing, Method 2 is the repeated subtraction, and method 3 is the equal jumps on the number line. Is that clear? Yes teacher.
4. Generalization So, now let’s wrap up the lesson that we discussed today.
What is the first method again in getting
the quotient? Equal sharing teacher. What should we do in equal sharing? Distribute the numbers equally teacher. That’s right we should distribute the numbers equally. And what is the 2nd method that we discussed? Repeated subtraction teacher. Correct. How should we do the repeated addition? Subtract the same number of objects from the total number of object until we reach zero teacher. You’re right. In getting the quotient using repeated subtraction we should subtract the same number of objects from the total number of object until we reach zero. How about the last method? Equal jumps on the number line teacher.
Very good. In the number line, we should
jump the same number of units backward starting at the number of the dividend until we reach zero.
And what if you are not sure of your
answer after doing the three methods in dividing? What should we do? We can check if our answer is correct by multiplying the quotient by the divisor teacher. Great. We can check our answers if it’s correct by multiplying the quotient by the divisor. Why should we check our answers using multiplication? Because division is also called an inverse operation of multiplication teacher. You’re right. Division is also called an inverse operation of multiplication
