# 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:

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.

Solution

12 ÷ 5 = 2 Reminder 2

/////  /////  //

2. 25 ÷ 7 = 3 Reminder 4

///////  ///////  ///////  ////

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

Pupil’s Exercises/Assignments

Divide 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 = 10

If / = 10,

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

2. 127 ÷ 20 = 6 R 7

If / = 20,

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

3. 150/ 30 = 5

If / = 30,

/ + / + / + / + / = 150

4. 260/50 = 5 R 10

If / = 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/Assignments

1. 65 ÷ 9 =

2. 260/50 =

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

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.