# Division of Two or Three Digit Numbers by Numbers Up to 9 with or without remainder and Multiples of 10 up to 50 (Primary 4)

**MATHEMATICS **

**SECOND TERM**** **

**WEEK 3**

**PRIMARY 4 **

**THEME – BASIC OPERATIONS **

** PREVIOUS LESSON – Division of Two or Three not more than 9 (Primary 4)**

**TOPIC – DIVISION OF TWO OR THREE DIGITS NUMBERS BY **

**LEARNING AREA**

1. Numbers up to 9 with or without remainder.

2. Multiples of 10 up 50.

**PERFORMANCE OBJECTIVES **

By the end of the lesson, the pupils should have attained the following objectives (cognitive, affective and psychomotor) and should be able to –

1. divide two or three digit numbers by numbers up to 9 with or without remainder and multiples of 10 up to 50.

2. solve quantitative aptitude problems involving division.

**ENTRY BEHAVIOUR **

**INSTRUCTIONAL MATERIALS**

The teacher will teach the lesson with the aid of:

1. Addition charts

2. Charts

**METHOD OF TEACHING – Choose a suitable and appropriate methods for the lessons.**

*Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. *

**REFERENCE MATERIALS**

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

**CONTENT OF THE LESSON **** **

**LESSON ONE – DIVISION OF TWO OR THREE DIGITS NUMBERS BY NUMBERS NOT MORE THAN 9 **

Pupil’s Activities 1 (Introductory Activities) – Share ₦1,000 between two, three and four people.

Solutions

- 2 pupils shared ₦500 each.

- 3 pupils shared ₦330 balance ₦10

- 4 pupils shared ₦250 each.

**Teacher’s remark – Division means grouping, splitting or dividing items among groups. Today’s lesson, we are going to be learning division of Whole Numbers. **

Pupil’s Activities 2 – Division of 2 Digit Numbers without Remainder

Divide 2 digits by numbers not more than 9 using counting objects.

- 12 ÷ 4 = 3

~~////~~~~////~~~~////~~

- 25 ÷ 5 = 5

~~/////~~~~///// ///// ///// /////~~

Pupil’s Activities 3 – Division of 2 Digit Numbers without Remainder

Divide 2 or 3 digits by numbers not more than 9 using counting objects.

Solution12 ÷ 5 = 2 Reminder 2

~~///// /////~~//2. 25 ÷ 7 = 3 Reminder 4

~~/////// /////// ///////~~////

**Teacher’s activities – Supervise the pupil’s activities. **

Pupil’s Exercises/AssignmentsDivide the following numbers by 7,

1. 14

2. 20

3. 28

4. 49

**QUANTITATIVE REASONINGS **

Complete the following –

1. 48 ÷ ____ = 6

2. 55 ÷ 10 = ____ R 5

3. 65 ÷ 9 = 6 R ____

4. 49 ÷ ____ = 7

**LESSON TWO – DIVISION OF TWO OR THREE DIGIT NUMBERS BY MULTIPLE OF 10 UP TO 50 **

**Pupil’s Activities 1 (Introductory Activities) – Find the products of the following two nurseries – **

1. 10 x 2 = 20

2. 10 x 3 = 30

3. 10 x 4 = 40

4. 10 x 5 = 50

**Teacher’s/Pupil’s Activities 2 – What are numbers of 10 in 20, 30, 40 and 50?**

10 in 20 is 2 times, i.e. 10 x 2 = 20

10 in 30 is 3 times, i.e. 10 x 3 = 30

10 in 40 is 3 times, i.e. 10 x 4 = 40

10 in 50 is 3 times, i.e. 10 x 5 = 50

**Teacher’s remark – 50/10 = 5, 40 ÷ 10 = 4, 30 ÷ 10 = 3, and 20/10 = 2. In today’s lesson, we are going to be dividing by the multiple of 10 up to 50. **

Teacher’s/Pupil’s Activities 2 – Division of 3 digits by numbers by multiple of 10 up to 50

**Guides the pupils to use stroke counting and additive charts. **

**For example, **

**70/10. If a stroke is 10, how many stroke will make the sum of 70?**

/ = 10,

// = 20,

/// = 30,

//// = 40,

///// = 50,

////// = 60,

/////// = 70.

**Then, ask them to count the number of strokes that sum up to 70.**

Therefore, 70/10 = 7.

Pupil’s Exercise/Assignments – Follow the teacher’s guide and attempt the following questions.

1. 100/10 = 10If / = 10,

/ + / + / + / + / + / + / + / + / + / = 100

2. 127 ÷ 20 = 6 R 7If / = 20,

/ + / + / + / + / + / = 120 R 7

3. 150/ 30 = 5If / = 30,

/ + / + / + / + / = 150

4. 260/50 = 5 R 10If / = 50

/ + / + / + / + / = 250 + 10

**LESSON THREE – OTHER APPROACHES ON DIVISION OF TWO OR THREE DIGITS NUMBERS NOT MORE THAN 9 AND MULTIPLE OF 10 UP TO 50 **

**Guide pupils to use other approach to division of numbers. **

For example,

Pupil’s Exercise/Assignments1. 65 ÷ 9 =

2. 260/50 =

**LESSON FOUR – QUANTITATIVE REASONING AS STATED IN THEIR QUANTITATIVE BOOKS OR TEXTBOOKS **

**ASEI PDSI METHODS** – **Division of Two or Three not more than 9 and Multiple of 10 up to 50 (Primary 4)**

**PRESENTATION**

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;

2. Guides pupils to divide 2 or 3 decimal by numbers not more than 9.

Pupil’s Activities – Divide 2 and 9 digit numbers by numbers not more than 9.

2. Guides pupils to divide a given number by 10, 20, 30 etc.

Pupil’s Activities – Divide given numbers by 10, 20, 30, etc.

3. Guides pupils to solve quantitative aptitude problems.

Pupil’s Activities – Solve quantitative aptitude problems involving division.

**CONCLUSION**

- To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

- Next Lesson –

**LESSON EVALUATION **

**Pupils to:**

1. divide a given two or three digit number by numbers between 2 and 9.

2. divide a given two or thee digit number by 10 up to 50.

3. solve quantitative aptitude problems involving division.