A DETAILED LESSON PLAN

IN TEACHING
MATHEMATICS 2

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

4. Application

Choose the correct answer on the box

below.

9 7 5
2 4 6

1. 32 ÷ 8 =
2. 30 ÷ 5 =
3. 81 ÷ 9 =
4. 14 ÷ 7 =
5. 25 ÷ 5 =
6. 70 ÷ 10 =

IV. Evaluation

Complete each statement and supply the missing number in the division sentence.

1. Divide 18 equally among 3 children. Each child gets ______

Division sentence: 18 ÷ 3 =

2. Divide 20 equally among 4 children. Each child gets ______

Division sentence: 20 ÷ 4 =
 3. Divide 27 equally among 9 children. Each child gets ________

Division sentence: 27 ÷ 9 =

4. Divide 32 equally among 4 children. Each child gets_________

Division sentence: 32 ÷ 4 =

V. Assignment
Analyze and write the correct answer in your notebook.

1. There are 8 oranges.

Put the oranges equally in each box.

Each box has _________ oranges.

2. Share 12 packets of fries equally among 3 pupils. Box the packets of fries into
3 equal groups.
 Each pupil gets __________ packets of fries.

3. Put 18 bars of soap equally into 6 boxes. Box the bars of soap into6 equal
parts.

Each box has ________ bars of soap.

4. Divide 20 slices of apple pie into 5 equal groups. Circle the pies into 5 equal
groups.

Each group has ________ slices of apple pie.

5. Ring these boys to form groups of 3.

There are ________ groups of boys.