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: koshunt)
 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
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.
 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^{st}shirt? (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^{nd}shirt? (Expected answer would be as; 3)
 Cross ‘3’ more and count remaining
 She stitched ‘3’ buttons on the 3^{rd}shirt. Now cross ‘3’ more and count the remaining buttons.
 She stitched ‘3’ buttons on the 4^{th}shirt.
 She stitched ‘3’ buttons on the 5^{th}shirt.
 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.