Subject Mathematics

Grade 2nd

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.



  • 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


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.



Activity 1

  • Introduce students to the division sign.


  • 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 1stshirt? (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 2ndshirt? (Expected answer would be as; 3)
  • Cross ‘3’ more and count remaining



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



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



  • 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.


  • 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.


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