LESSON PLANNING OF DIVISION

 

LESSON PLANNING OF DIVISION AS SUCCESSIVE SUBTRACTION

Subject Mathematics

Grade 2^nd

Students` Learning Outcomes

• Recognize and use of division symbol “÷”
• Recognize division as successive subtraction.
• Divide numbers within the multiplication tables with remainder zero.
• Solve real life problems involving division.

Information for Teachers

• The process to divide certain number of given things in equal parts is called division.
  

 

• Division is the shortest method to represent repeated subtraction. 

 

 

• The number to be divided is dividend like as 15.
• The number which divides is divisor like as 3.

• The number which comes out at the end like’5’ is the quotient (say: ko-shunt)
  

 

• As fractions are also based on the concept of dividing one whole into parts, refer to that concept as well.
  

 

 

• As times tables are used to solve division tables, it will be useful to remind students of how things like match stick buttons etc. were put into groups of 2, 3 or 4, and putting the things equally into separate groups is called division.
  

 

 

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• While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.

 

Material / Resources

Writing board, chalk / marker, duster, 15 buttons, 20 sweets, oranges or apples

Introduction

Activity 1

• Show two oranges to students and ask them, how can we give these two to two students?
  

 

• And if a student replies, ‘Give one to each’ ask them, how can we give 2 oranges to these two students?’
• Help students if they can`t give the answer.
• Show them, when there were two oranges, each of the 2 students got 1 orange. That means 2 – 2. Now there are 2 left, how many will each of the 2 students get?
  

 

 

• Once they get the answer, tell them that this is a division, taking a number of things and distributing them equally among different people.

 

Development

Activity 1

• Introduce students to the division sign.
  

 

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• Draw two circles on the board, one above the other. Don`t draw the line in the middle yet, just leave space for it.
  

 

 

• Now tell students that these are the oranges that we just divided between two students.  
• Ask them, ‘How can we show that these oranges are not together but separate? We can draw a line in the middle.
• Tell them that this is the division sign.
  
• Give an example, as; 4 oranges divided among 2 students will be written like this: 
  • • • • • • • 4 ÷ 2
• Then put the “= “sign (4 ÷ 2 = —–) and ask the students, how many oranges did each one get? Then write 2 in front of it (4 ÷ 2 = 2)

 

Activity 2

• Tell the story;
  

 

• Stitch the ‘15’ buttons on the table.
• How many buttons Alia want to stitch on each shirt? (Expected answer would be as; 3)
• For how many shirts ‘15’ buttons will be sufficient?
• If students are unable to answer then ask one student to draw ‘15’ buttons on the board.
  

 

 

• How many buttons did she stitch the 1^stshirt? (Expected answer would be as; 3)
• Cross the ‘3’ buttons and ask the students to count the remaining.
  

 

 

• How many buttons did she stitch the 2^ndshirt? (Expected answer would be as; 3)
• Cross ‘3’ more and count remaining
  

 

 

• She stitched ‘3’ buttons on the 3^rdshirt. Now cross ‘3’ more and count the remaining buttons.
  

 

 

• She stitched ‘3’ buttons on the 4^thshirt.
• She stitched ‘3’ buttons on the 5^thshirt.
  

 

 

• Ask students to count remaining buttons.
  

 

 

• Deduce with the help of students ‘15’ buttons are sufficient for ‘5’ shirts.
• Remind them this can be written in short equals to ‘5’.
• Repeat this activity with match sticks by dividing the students into different groups / teams.

 

Activity 3

• Tell students that we don`t always have objects such as buttons or oranges to see how we can solve a division problem, we (usually) use multiplication table.
• Show them the sums done in activities 1 and 2 and how they can be solved by following table.
• Provide them the work sheet.
• Ask students to work out the sums individually and share answers with their partner.
• Instruct students to tell you if their answers are different, help them to correct the mistakes.
  

 

• Give more such sums to students for more practice.

 

Activity 4

• Tell the story:
  

 

• ‘put ‘20’ sweets in a plate on the table.
• Ask in how many children we want to distribute? (Expected answer would be as; 5)
• How many sweets will each child get?
• Ask ‘5’ students to come in front of class.
• Ask them to take ‘1’ sweet one by one and till no sweet in the plate.
• Ask how many sweets each student has? (Expected answer would be as; 4)
• Ask one student to solve question on the board, as such; 20 ÷ 5 = 4
• Tell them this process can be written as;
  

 

 

Sum up / Conclusion

• Division is the shortest way to represent repeated subtraction.
• Division is the inverse process of multiplication.
• ‘÷’ is the sign used for division.

Assessment

• Ask the following questions;

 

Follow up

• Ask them to convert following sums into their story and solve, as like;

24 ÷ 4 = ——–

2 ÷ 10 = ——–

• Ask them to write this story on chart paper.
• Ask students to think of more situations in daily life where division is used. For example, into how many number of periods a school day is divided?
  

 

• Can you equally divide 7 in 3 groups; if no, explain why?
  

 

 

• Ask the students to solve the questions given in their textbook.