LESSON GUIDE

Lesson Guide
In
Elementary Mathematics
Grade 3
Chapter I
Whole Numbers
Division
DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY
2010
Reformatted for distribution via
DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011
Lesson Guides in Elementary Mathematics

Grade III
Copyright 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.
The Mathematics Writing Committee
GRADE 3
Region 3
Ateneo de Manila University
Agnes V. Canilao Pampanga

Josefina S. Abo Tarlac City
Alma Flores Bataan
Pacita E. Hosaka
Support Staff
Region 4 - A
Cesar Mojica Regional Office
Marissa J. de Alday Quezon
Henry P. Contemplacion San Pablo City
Region 4 B
Felicima Murcia Palawan
National Capital Region (NCR)
Consultants
Laura N. Gonzaga Quezon City

Dionicia Paguirigan Pasig/San Juan
Yolita Sangalang Pasig/San Juan
Bureau of Elementary Education (BEE)
Elizabeth J. Escao
Galileo L. Go
Nerisa M. Beltran
Ferdinand S. Bergado
Ma. Cristina C. Capellan
Emilene Judith S. Sison
Julius Peter M. Samulde
Roy L. Concepcion
Marcelino C. Bataller
Myrna D. Latoza
Eric S. de Guia - Illustrator
Fr. Bienvenido F. Nebres, SJ President,

Ms. Carmela C. Oracion Principal,
High School
Ms. Pacita E. Hosaka Ateneo de Manila
University
Project Management
Yolanda S. Quijano Director IV
Angelita M. Esdicul Director III
Simeona T. Ebol Chief, Curriculum Development Division
Irene C. Robles OIC - Asst. Chief, Curriculum Development Division
Virginia T. Fernandez Project Coordinator
EXECUTIVE COMMITTEE
Jesli A. Lapus Secretary, Department of Education
Teodosio C. Sangil, Jr. Undersecretary for Finance and Administration
Jesus G. Galvan OIC - Undersecretary for Programs and Projects
Teresita G. Inciong Assistant Secretary for Programs and Projects
Printed By:
ISBN 971-92775-2-1
TABLE OF CONTENTS
Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v
I.
WHOLE NUMBERS
A. Division
Dividing 2- to 3- digit numbers by renaming ...................................................................
Dividing 2- to 3- digit numbers by 1- digit numbers without remainder ...........................
Dividing 2- to 3- digit numbers by 1- digit numbers with remainder ................................
Dividing 2- to 3- digit numbers by multiples of 10 up to 90. ............................................
Dividing 2- to 3- digit numbers by 1- to 2- digit numbers with zero difficulty...................
Dividing 3- to 4- digit numbers by 1- to 2- digit numbers without remainder ..................
Dividing 3- to 4- digit numbers by 1- to 2- digit numbers with remainder .......................
Dividing 3- to 4- digit numbers by 2- to 3- digit numbers with zero difficulty...................
Dividing whole numbers by 5 ..........................................................................................
Dividing whole numbers by 10 and 100 ..........................................................................
Dividing mentally 2- digit numbers through 99 by 1- digit number without
remainder ...........................................................................................................
Solving 1- step word problems involving division of 2- to 4- digit numbers by
1- to 2- digit numbers including money ..............................................................
Solving 2- step word problems involving division and anyone of the fundamental
operations including money ...............................................................................
Solving 3- step word problems involving division and any two of the other
fundamental operations including money ..........................................................
1
6
11
15
21
26
32
36
43
48
54
59
63
67
iii
I N T R O D U C T I O N
The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in
coordination with the Ateneo de Manila University.
These resource materials
have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using
different teaching strategies for an interactive teaching/learning process.
Multiple intelligences techniques like games, puzzles, songs, etc. are also
integrated in each lesson; hence, learning Mathematics becomes fun and
enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are
incorporated in the lessons.
The
skills are
consistent
with
the
Basic
Education
Curriculum
(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.
iv
MATRIX IN ELEMENTARY MATHEMATICS

Grade III
COMPETENCIES
VALUES INTEGRATED
I. Whole Numbers
A. Division of Whole Numbers
1. Comprehension of Division
1.1 Divide 2 to 4 digit numbers by 1 to 2
digit numbers without or with
remainder and with zero difficulty
1.1.1 Divide 2 to 3 digit number
without/with numbers by 1 digit
remainder
with/without remainder
1.1.1.1 Show that renaming 2 to 3 digit Industry
numbers help make
computation easy
STRATEGIES USED
MULTIPLE INTELLIGENCES
TECHNIQUES
With HOTS
Simplifying the problem
Song (Musical) Cooperative

groups(Interpersonal)
1.1.1.2 Divide 2 to 3 digit numbers by Sharing

1 digit number without
remainder
Acting out the problem

Making a table
Cooperative
1.1.1.3 Divide 2 to 3 digit numbers by Honesty

1 digit number with remainder
Manipulative (Bodily
kinesthetic)
1.2 Divide 2 to 3 digit numbers by multiples Physical fitness

of 10 up to 90
Modeling Simplifying the Diagram (Spatial) Maze

problem
(Logical math)

digit numbers with zero difficulty
Eating the right kind of

food
Modeling
Drawing pictures
Cooperative
Eating the right kind of

food
Drawing pictures Making Cooperative

a table
1.4.2 Divide 3 to 4 digit numbers by 1 to Kindness/Friendliness

2 digit numbers with remainder
Acting out the problem Chart (Spatial) Manipulative

Polya's steps in problem (Bodily kinesthetic)
solving
1.4.3 Divide 3 to 4 digit numbers by 1 to Politeness

2 digit numbers with zero difficulty
Polya's steps in problem Ladders (Spatial)

solving
1.4.4 Divide whole numbers by 5
Cooperation
Acting out the problem
Puzzle (Logical mathematics)
1.4.5 Divide whole numbers by 10 and

100
Helpfulness
Maze (Logical math) Number

chart (Spatial)

digit numbers without or with remainder
and with zero difficulty
1.4.1 Divide 3 to 4 digit numbers by 1
digit number without remainder
1.5 Divide mentally 2 digit numbers through Accuracy

99 by 1 digit numbers without remainder
2. Application of Division
2.1 Solve 1 step word problem involving
Industry/Love of work
division of 2 to 4 digit numbers by 1 to 2
digit numbers including money
Number wheels (Logical Math)

Manipulative (Bodily
kinesthetic)
Acting out the problem Maze (Logical math Song

Polya's steps in problem (Musical))
solving
3.1 Solve 2 step word problems involving Helpfulness/ Industry

division and any one of the fundamental
operations including money
Polya's steps in problem Movements (Bodily Kinesthetic

solving Acting out the
Cooperative
problem
3.2 Solve 3 step word problems involving

division and any two of the other
fundamental operations including
money
Polya's steps in problem Illustrations (Spatial)

solving Making a table Cooperative
3. Application of the Four Fundamental

Operations
Wise use of time
vi
Dividing 2- to 3-Digit Numbers by Renaming

I.
Learning Objectives
Cognitive:
Show that renaming 2- to 3-digit numbers help make computation easy in

division
Write the expanded form of numbers
Be industrious
Psychomotor:
Affective:
II. Learning Content
Skill:
Reference:
Materials:
Value:
Renaming 2- to 3-digit numbers make computation easy in division

BEC PELC I.E.1.1
cut-outs, flash cards, number cards, show me cards
Industry
III. Learning Experiences

A. Preparatory Activities
1. Drill:
Division Basic Facts
Contest Giant Steps

a. The teacher calls on 4 pupils at a time.
b. She flashes the number cards and the pupils outdo each other by giving the correct
answers.
c. The first pupil to give the correct answer will take one step forward.
d. The first pupil to reach the finish line wins the game.
64 8 = __
72 9 = __
25 __ = 5
32 4 = __
48 __ = 6
30 6 = __
2. Review Renaming Numbers

a. The teacher flashes the number cards.
b. The pupils write the expanded form of the number in their show me cards.
126
100 + 20 + 6
935
900 + 30 + 5
473
400 + 70 + 3
228
200 + 20 + 8
564
500 + 60 + 4
3. Motivation
Introduce the song Im Mathematics to the tune of Skip to my Loo
(Im mathematics, how do you do?) 2x
Who are you, tell me true
Im just a child, but I know you.
You know addition, yes I do
Multiplication, yes I do
Even division, yes I do
Lets get together, I like you
What are the operation mentioned in the song?

Addition, Multiplication and Division
Lets see if you can tell the operation that we shall use in solving the problem on the chart.
B. Developmental Activities
1. Presentation
a. Present problem 1 (2 digits dividend)
Tony and Peter wanted to help their family in earning a living. They planted mustard
seedlings in their garden plots. There are 36 seedlings. They planted 6 seedlings in each
row, how many rows of mustard seedlings did they have?
b. Analysis
Who wanted to help their family in earning a living?

What did they do to increase the family income?
Do you also help your family in earning a living?
What kind of children are Tony and Peter?
Are they industrious?
How many seedlings do they have?
How many seedlings did they plant in each row?
What shall we do to answer the problem?
c. Solve the problem through illustration. Let us look at the seedlings on the chart.
How many seedlings are there in all?

How many rows are there?
How many seedlings are there in each row?
Write the division sentence.
36 6 = 6
6
6 36
36
0
d. Solve the problem by renaming the dividend (use of expanded form). Lets solve the
problem with the use of the expanded form. Write the number sentence.
36 6 = N
Rename 36 using the expanded form of the number

30 + 6 = 36
6 36
30 6 = 5
66=1
5+1=6
e. Solve the problem using the short form.
6 36
Step 1
6 is not contained in 3.
so, take 36
36 6 = 6
Step 2
Multiply 6 by 6.
6 x 6 = 36
subtract 36 36 = 0
f.
Present problem 2 (3 digits dividend)

There are 248 pupils in grade 3. They are distributed equally among 4 classes. How
many pupils are there in each class?
How many pupils are there?
Into how many classes are they distributed equally?
Write the number sentence.
248 4 = N
Rename the dividend and solve.
4 248
200 + 40 + 8
200 4 = 50
40 4 = 10
84=2
50 + 10 + 2 = 62
Lets show it in another way.
50 10 2
= 62
4 200 40 8
200
0
40
40
0 8
8
0
Who can compute the answer using the short form?
62
4 248
Step 1
Divide the hundreds.
4 is not contained in 2
so take 24, 24 4 = 6
Step 2
Multiply 4 by 6.
4 x 6 = 24
subtract 24 from 24
24 24 = 0
6
4 248
24
0
Step 3
Bring down 8.
84=2
Multiply 4 by 2.
2x4=8
Subtract 8 8 = 0
62
4 248
24
08
8
0
Did we get the same answer when we divide 248 by 4 using the expanded notation
and the short form?
Which method is easy to use?
Why?
2. Guided Practice
a. Work in pairs
Game Compute Me
Distribute number cards with division problem written on them. The pupils answer the
problem by renaming the dividend as a sum of hundreds, tens and ones. (expanded
form)
Instruct them to write their answer at the back of the number card.
The first pair to give the correct answer wins the game.
3 633
5 525
5 155
2 42
3 93
4 84
6 336
3 366
b. Group the pupils into Learning Barkadas. (LBs)

Game Come and Get Me
The teacher arranges number cards on the chalkboard.
Then she distributes activity cards to the LBs.
The pupils will answer the problem in the activity card by renaming the dividend using
the expanded form.
After answering the problem, they will look for the answer on the chalkboard.
The first LB to get the correct answer from the chalkboard wins.
3. Generalization
How do we make our computation in division easy?
We can make computation in division easy by renaming the dividend with the use of the
expanded form.
What are the steps in division of numbers using the expanded form?
1. Rename the dividend using the expanded form.

2. Divide each number by the divisor.
3. Add the partial quotients.
C. Application
A. Write the missing numbers.
1) 2 844
800 + ____ + 4
800 ____ = ____
40 2 = _______
______ 2 = _____
2) 2 252
200 + 50 + 2 =252
200 2 = _______
50 2 = _______
2 2 = _____
_____ + _____ + _____ = _____
3) 5 255
5 200 50 5
0
50
__
0
= ___
5
_
0
B. Read, Analyze and Solve

Show your solution by renaming the dividend.
There are 648 cans of sardines that is to be distributed in 2 evacuation centers of flood
victims. How many sardines were given equally among the evacuation center?
IV. Evaluation
Rename the dividend, then divide. The first one is done for you.
200 40 4
2 488
2 400 80 8
400
0
1) 3 633
80
80
0
2) 5 525
4) 5 245
8
8
0
3) 3 963
5)
3 393
V. Assignment
A. Fill the blank with the correct answer.
1) 5 285
285
= ______ + ______ + ______

______
______
______
______
2) 2 542
542
5
+ ______
=
=
=
+
______
______
______
______
______
______
= ______ + ______
______
______
______
______
2
+ ______
=
=
=
+
______
______
______
______
B. Rename, then find the quotient.

1)
5 655
2)
4 88
3)
2 46
Dividing 2- to 3-Digit Numbers by 1-Digit Number without Remainder

I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Divide 2- to 3-digit numbers by 1-digit numbers without remainder

Write the expanded form of given numbers
Share ones blessings to others

Skill:
Reference:
Materials:
Value:
Dividing 2- to 3-digit numbers by 1- to 2-digit numbers without remainder

BEC PELC IE 1.2
flash cards, number cards, show me boards
Sharing

1. Drill:
The teacher writes the following division sentence on the board.

15 3 = 5
Ask volunteers to identify the dividend, divisor and quotient.
The teacher calls on 5 players.
She flashes the cards with division sentence on them. One of the numbers in the sentence is
underlined.
Ask the pupils to identify the underlined numbers.
18 6 = 3
Dividend
The first player to get the most number of correct answers wins the game.
2. Review Rename Me
Rename the following numbers:
35 = 30 + 5
186 = 100 + 80 + 6
47 = 40 + 7
96 = 90 + 6
458 = 400 + 50 + 8
293 = 200 + 90 + 3
The teacher groups the pupil into LBs.
Then she gives a number.
The pupils write the expanded form of the number on the board.
The LB with the most number of correct answer wins the game.
3. Motivation
Noli has some bananas. He wants to share 10 bananas equally to his 5 friends. How
many bananas will he give to each of them?
How many bananas does Noli want to share with his 5 friends?
Do you also share your blessings to your friends?
1. Presentation
a.
Acting out the problem.

Call on 6 pupils. Ask one pupil to act as Noli, and the rest, his 5 friends. Let Noli
distribute the 10 bananas equally to his friends.
How many bananas are there in all? 10

How many friends will these be distributed? 5
Write 10 5 = 2.
How many will each friend get?
b.
Division as repeated subtraction

10 5 means how many 5s are there in 10? Let us subtract 5 from 10 until we get 0.
10
How many times did we subtract
-5
1
five from ten? 2
5
-5
1
0
Division is repeated subtraction.
c.
Present another problem.

A department store had 336 pairs of socks. The socks were sold in packages of
3 pairs. How many packages were there?
How many pairs of socks has the department store?
How were the socks sold?
What operation shall we use to solve the problem?
3 336
Which is the dividend?

Which is the divisor?
1) Group the pupils into 2. Let them solve the problem in 2 ways.
Group 1
100 10 2
3 300 30 6
300
0 30
- 30
0 6
-6
0
= 112
Steps
1. Divide the hundreds.
2. Divide the tens.
3. Divide the ones.
Group 2
Steps
112
336
3
3
3
-3
06
-6
0
1. Divide 3 by 3.
33=1
Write 1 in the hundreds place.
2. Multiply 1 by 3.
1x3=3
3. Subtract 3 from 3.
33=0
4. Bring down 3.
33=1
Write 1 in the tens place.
5. Multiply 1 by 3.
1x3=3
Did we get the same answer even if we used 2 ways of solving the problem?
6. Subtract 3 from 3.
3=0
Lets check if the quotient 3
is correct.
How do we check if our
answer
correct?
7. Bring is
down
6.
112
x3
336
quotient 6 3 = 2
6
divisor8. 2 x 3 =Multiply
the quotient by the
dividend
divisor.
9. 6 6 = 0
If the answer is exactly the same
as the dividend, the answer is
correct.
2) Solve the problem below using the short method.
14
6 876
6
27
- 24
36
- 36
0
86=1
1x6=6
86=2
2<6
Bring down 7
27 6 = 4
4 x 6 = 24
27 24 = 3
3<6
Bring down 6
36 6 = 6
6 x 6 = 36
36 36 = 0
2. Guided Practice/Fixing Skill

A. Work in triads
Supply the missing numbers in the box.
1.
4 48
(__ x 4)
4
8
-8
0
2. 8 96
8
(__ x 4)
16
- 16
0
(__ x 8)
(__ x 8)
3. 6 318
30
__
- 18
0
(__ x 6)
(__ x 6)
4. 9 288
27
18
- 18
0
(__ x 9)
(__ x 9)
A. Read, Analyze and Solve

1. If you divide my number by 4, you get a quotient of 37. What is my number?
2. A scoutmaster has 75-metre piece of rope. How many pieces- each of which is 6
m long- can be cut from it?
3. What number am I? If you divide me by 5 then add 3, you get 25.
3. Generalization
How do we divide 2- to 3-digit numbers by 1 digit number?
To divide 2- to 3-digit numbers by 1 digit number, follow these steps: Divide,
multiply, subtract, compare and bring down, until all the digits in the dividend are divided.
C. Application
1. Work in group of four
Divide. Fill in the _ with the correct number. Do this on your drill board.
a.
4 68
4
__
-__
_
c. 4 312
28
__
-__
_
e.
4 212
20
12
- 12
0
(4 x 1)
(4 x 7)
(4 x 7)
(4 x 8)
b. 5 75
5
25
-__
_
d. 3 234
21
24
- 24
0
(5 x 1)
(5 x 5)
(3 x __)
(3 x __)
(4 x __)
(4 x __)
10
IV. Evaluation
1.
2.
3.
4.
5.
Divide pupils into LBs.

Distribute activity cards to the LBs.
Let them solve the division exercises.
Ask them to supply the missing numbers in the table. (Dividend, Divisor, Quotient)
The first LB to present the table with the correct answer wins the contest.
2 126
3 231
6 294
5 365
5 480
6 66
5 75
4 212
6 198
7 147
LB1
Divisor
2
Dividend
126
Quotient
62
Dividend
LB2
Divisor
Quotient
365
43
V. Assignment
Divide. Then check if the answer is correct.
1)
2 126
2)
3 291
4)
4 432
5)
6 294
3)
5 365
Divide 2- to- 3 Digit Number by 1- Digit Number with Remainder

I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Divide 2- to 3-digit numbers by 1-digit number with remainder

Tell the meaning of remainder
Practice the habit of being honest

Skills:
Reference:
Materials:
Value:
Meaning of Remainder
Division of 2- to 3-digit numbers with remainder
BEC PELC I.E.1.1.1.3
textbook, Math kit, 1 bottle can, popsicle stick
Honesty
11

1. Drill:
Basic division facts
2. Review
2 24
4 96
7 64
8 64
9 63
4 36
1. Presentation
a. Present the story problem
Mr. Golez packed 54 tomatoes into small boxes. If 4 tomatoes can be placed in each
box, how many boxes did he fill? How many tomatoes were left out?
1) Ask the children to bring out their counters (stones, popsicle sticks, etc)
Lets show this problem using our counters.
- How many tomatoes are there? 54
- How many tomatoes can be placed in a small box? 4
- How many boxes will be filled?
2) Have the children illustrate the problem using their counters.
13 boxes were filled

2 tomatoes were not put in the box
We call 2 as the remainder.
3) Lets solve the problem using the steps in problem solving.
Understand
What are given?
54 tomatoes in small boxes

4 tomatoes in each box
What is being asked?
How many boxes did he fill?
How many were left out?
What operation will solve the problem? Division
Plan
What equation will represent the problem? 54 4 = N
Solve
Guide the children in solving the problem following the steps:
12
13
4 54
4
14
- 12
2
Divide: How many 4s are in 5?

Multiply: 1 x 4 = 3
Subtract: 5 4 = 1
Bring down 4 beside 1
How many 4s are in 14?
Multiply 3 x 4 = 12
Subtract 14 12 = 2
Ask: How many boxes were filled?
Look Back
How many tomatoes were not included?
Does your answer make sense?
b. Present another problem. This time with 3-digit by 1-digit using Polyas method.
Mang Tasyo divided 848 mangoes equally into 6 big baskets. How many mangoes were
there in each basket?
Divide to find the answer.
6 848
What are given?

What is being asked?
What operation will solve the problem?
What equation will solve the problem?
Show how this is done.
1.
Divide hundreds 8 6
Multiply, subtract and
compare.
2.
Bring down the

tens. Divide tens (24 6 =
4) Multiply (4 x 6 = 24)
Subtract and compare.
1__
6 848
3.
Bring down the ones.

Divide ones 6 8 = 1
Multiply, subtract/compare.
141
6 848
14
6 848
-6
2
-6 .
24
- 24
8
-6
2 remainder
-6 .
24
- 24
8
2. Guided Practice
A. Solve the following number sentences.
1)
2 345
2)
4 87
4)
4 745
5)
5 394
3)
3 67
13
B. Read, analyze and solve

1.
If you divide my number by 6, you get a quotient of 25 and remainder of 3. What is

my number?
2. How many fours are there in 130?

3. What will be the remainder if 261 is divided by 5?
3. Generalization
How do we divide 3-digit by 1-digit number?
What is the meaning of remainder?
We divide the hundreds, then the tens and the ones. Then we multiply and
subtract. Remainder is the left-over.
C. Application
Solve the following:
1)
3 619
2)
9 813
4)
5 617
5)
4 914
3)
7 432
IV. Evaluation
Divide and write the letters above the given quotients to answer these questions. What is another
word for left over?
R 5 23
N 9 613
S 2 313
A 4 217
M 6 39
B 7 236
E 5 62
D 3 214
I 8 821
____
4r3
____
12r2
____
6r3
____
54r1
____
102r5
____
68r1
____
71r1
____
12r2
____
4r3
V. Assignment
Divide
1) 2 126
2) 3 231
3) 4 232
4) 5 365
5) 6 253
14
Dividing 2- to 3-Digit Numbers by Multiples of 10 up to 90

I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Divide 2-to 3-digit numbers by multiples of 10 up to 90

Write the quotient accurately
Practice the habit of keeping healthy

Skill:
Reference:
Materials:
Value:
Dividing 2-to 3-digit numbers by multiples of 10 up to 90

BEC PELC I E 1.4
activity cards, flash cards, show me boards
Keeping physically fit

1. Drill:
a. Distribute flashcards with division number sentences to the pupils.

b. The teacher shows a number card one by one. (The number in the card is a quotient
which is an answer to the division exercises of the pupils.)
c. The pupil who has the division sentence will raise the card.
2
3
4
5
Note:
6
7
8
9
The quotient/answer may have 1 or more
division sentence.
12 3 = N
30 5 = N
63 9 = N
81 9 = N
25 5 = N
48 6 = N
18 3 = N
2. Review Dividing 2- to 3-digit numbers by 1-digit divisor.

Form 2 groups.
Group 1 Divide 355 by 5 using the expanded form.
60 10 1
5 300 50 5
300
0 50
50
0 5
5
0
= 71
Group 2 Divide 355 by 5 using the short form.
15
71
5 355
35
05
5
0
What are the steps in dividing whole numbers using the short form?
1.
2.
3.
4.
5.
Divide
Multiply
Subtract
Compare and bring down
Repeat the procedure until all the digits in the dividend are divided.
3. Motivation
Present the story problem.
Mr. Flores did some brisk walking. In 10 minutes he was able to walk a distance of 50
metres. How far did he walk in one minute?
What did Mr. Flores do?
Who can demonstrate how to walk briskly?
Do you know that brisk walking is good for the heart?
If done regularly, it keeps a person physically fit.
Do you exercise to make yourself healthy?
1. Presentation
a. Use of number line.
5
0
4
10
3
20
2
30
1
40
50
60
70
How many metres did Mr. Flores walk in 10 minutes? 50 m

How far did he walk in one minute?
Write the number sentence: 50 10 = N
Lets show with the use of number line that division is a repeated subtraction.
50 10 = 40
40 10 = 30
30 10 = 20
20 10 = 10
10 10 = 0
How many times did we subtract 10 from 50?
50 10 = 5
How far did Mr. Flores walk in 1 minute?
Lets see if the answer is correct?
5 x 10 = 50
Quotient x divisor = dividend
quotient divisor dividend
16
b. Use of the short method
Step 1
Divide
10 50
Step 2
5 cannot be divided by10

50 can be divided by 10
5
50
10
50
Multiply
Step 3
5 x 10 = 50
Subtract
10 50
50 50 = 0
50
0
Check:
10 =
50
Quotient Divisor Dividend

c.
Present another problem.

Masantol Elementary School has 20 booths for the School Foundation Day. The
school buys 346 prizes. Each booth will share the prizes equally. How many prizes
should each booth get? Are there any left over prizes?
How many booths does Masantol Elementary School have for the School Foundation
Day?
How many prizes did the school buy?
What shall we do to solve the problem?
346 20 = N
20 346
Call on 8 pupils. Tell them to fall in line, in single file. The pupils will take turns in
solving the problem following the steps in dividing whole numbers.
Pupil 1 Step 1 Divide the hundreds by 20.
1
20 346
3 cannot be divided by 20.

Divide 34 by 20.
34 can be divided by 20.
34 20 = 1
Pupil 2 Step 2 Multiply 1 x 20 = 20.
1
20 346
20
17
1
20 346
20
14
Pupil 3 Step 3 Subtract 34 20 = 14.
Pupil 4 Step 4
Bring down 6.
Pupil 5 Step 5
Divide 146 by 20.
Pupil 6 Step 6
Multiply 7 x 20.
Pupil 7 Step 7
Subtract 146 140.
1
20 346
20
146
17
20 346
20
146
- 140
17
20 346
20
146
- 140
6
Pupil 8 Step 8 Write the remainder.

What shall we do to check if the answer is correct?
17
Multiply the quotient and the divisor.
x 20
Then add the remainder.
340
If the answer is the same as the dividend, then the
+ 6
answer is correct.
346
2. Guided Practice
a. Work in Pairs Content
Group pupils by 2. Each pair will be given a card with number equation. The first
pair to solve the equation wins.
80 40 = N
63 30 = N
990 30 = N
680 60 = N
500 20 = N
623 20 = N
b. Work in groups of 5.
1) Each group will be given a copy of the mailbox trails.
2) Trace the path on the trail and look for the message at the end of the trail.
3) Look for a card in the box and drop the answer in the correct mailbox from START.
4) Follow the arrow until you reach the FINISH LINE.
18
5) The first group to come up with the most number of correct answers will get the
message from the teacher and wins the contest. The message is HAPPY
MATHEMATICKING.
6) The teacher calls the attention of the pupils with divisors and dividends having
terminal zeros.
7) Make them realize that computation will be easy if the terminal zeros in the divisor
and dividend are cancelled first before dividing the numbers.
The Mailbox Trail

3. Generalization
What are the steps in dividing 2- to 3-digit numbers by multiples of 10?
Step 1 Divide.
Step 2 Multiply.
Step 3 Subtract.
Step 4 Compare and bring down.
Step 5 Repeat the procedure until all the digits in the dividend are divided.
Step 6 Check the answer by multiplying the quotient with the divisor.
If there are terminal zeros in the divisor and dividend, what shall we do with them before
dividing the numbers?
Cancel the terminal zeros in the divisor and dividend.
The number of zeros to be cancelled in the divisor and dividend must be equal.
19
C. Application
A.
Write the answers on the blanks.
1.
2.
3.
4.
5.
The divisor is 50. The dividend is 300. What is the quotient? ______
In 625 10, the quotient is ______.
The remainder in 865 20 is ______.
The quotient is 30, the dividend is 900, what is the divisor? ______
800 80 is ______.

1. In a camp, a scoutmaster had 140 canned goods. He distributed the canned goods
equally to 20 patrols. How many did each patrol have?
2. There are 240 boxes of chalk to be shared equally among 30 teachers. How many boxes
will each teacher get?
IV. Evaluation
A. Solve the problem below.
1. If Ricky walked 240 metres in 20 minutes, how many metres did he walk in 1 minute?
________
2.
Rosa gathered 400 popsicle sticks to make flower vases. She used 40 popsicle sticks for
each flower vase. How many flower vases did she make? ________
3. Mr. Santos bought 60 pads of paper to be given to 30 poor children. If they will be given
equal share, how many pads will each child get?
4. Mr. dela Cruz bought 500 mahogany seedlings. If the seedlings will be planted equally in ten
rows, how many seedlings will each row have?
5. One hundred twenty Grade VI pupils will have a field trip. If there are 10 adults, how many
pupils will each adult take care of?
B. Find the quotients.
1) 20 40
2) 30 60
3) 10 50
4) 40 938
5) 50 750
6) 60 863
7) 30 586
8) 20 380
9) 10 89
10) 70 788
V. Assignment
Divide.
1) 50 500
2) 30 630
4) 20 690
5) 40 560
3) 20 780
20
Dividing 2- to 3-Digit Numbers by 1 to 2-Digit Numbers with Zero Difficulty

I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Divide 2- to 3-digit numbers by 1- to 2-digit numbers with zero difficulty

Write the division sentence in vertical column
Eating the right kinds of food regularly

Skills:
1. Dividing 2- to 3-digit numbers by 1- to 2-digit numbers with zero difficulty

2. Writing the division sentence in vertical column
BEC PELC I E 1.5
cut outs of stars, diagrams
Eating the right kind of foods
Reference:
Materials:
Value:

1. Drill
Light up each bulb mentally every time you get an exact quotient by dividing the middle
number by the other number.
8
10
12
24
6
40
9
72
2
2. Review:
Find the quotient and remainder if any.
1) 5 694
2) 12 5871
3) 6 917
4) 35 9645
5) 7 2561
3. Motivation
Do you eat vegetables?
What kind of vegetables do you like to eat most?
Do you eat carrots? Why should you eat carrots?
Dont you know that carrots are good for our eyes?
21
1. Presentation
a. Present this problem.
A farmer puts 30 carrots in 2 bags equally. How many carrots are in each bag?
To solve the problem, follow these steps:
Understand
Know what is asked.
Know the given facts.
Know the word clue.
Number of carrots in each bag.

30 carrots, 2 bags
each bag
30 carrots
Plan
Decide what process to use.
Draw a picture for the problem.
Division
15
15 carrots in each bag

Write the mathematical sentence.
Solve
Solve the equation
Write the complete answer
Step 1
1
2 30
2
10
Divide
32=1
Write 1 in the
tens place
Multiply
1x2=2
Subtract
32=1
Bring down 0
30 2 = N
30 2 = 15
15 carrots
Step 2
15
2 30
2
10
- 10
0
Divide
10 2 = 5
Write 5 in the
ones place
Multiply
5 x 2 = 10
Subtract
10 10 = 0
Answer: There are 15 carrots in each bag.
22
Look back
See if the answer makes sense. Check by multiplying.
Multiplying 2 by 15 gives 30.
There are 15 carrots in each bag.
b. Present another problem.

An auditorium has 240 seats in all. If there were 12 rows of seats, how many
seats were there in each row?
To solve the problem, follow these steps
Understand
Know what is asked.
Number of seats in each row
Know the given facts.
240 seats, 12 rows
Know the word clue.
each row
Plan
Decide what process to use.
Division
Write the mathematical sentence.
240 12 = N
Solve
Solve the equation.
240 12 = 20
Step 1
2
Divide 24 tens by 12 = 2 tens.
12 240
Multiply
24
2 x 12 = 24
0
Subtract
24 24 = 0
Step 2
20
12 240
24
00
-0
0
Bring down 0.
Divide
0 12 = 0
Write 0 in the ones place.
Multiply
2 x 12 = 0
Subtract
00=0
Write the complete answer: there are 20 seats in each row.

Each time you bring down a digit, you must write a digit in the quotient.
Sometimes that digit is zero.
Check and Look back

See if the answer makes sense. Check by multiplying.
There are 20 seats in each row.
2. Guided Practice
a. Write the missing numeral in each step on your paper.
1. Step 1
5 160
15
1
Step 2
__ x 5
5 160
15
10
__ x 5
23
- 10
0
2. Step 1
Step 2
7 105
7
7 105
7
35
- 35
0
3. Step 1
Step 2
3 306
3
__ x 3
0
Step 3
3 306
3 306
3
3
0
0
- 0 __ x 3
-0
6
6
- 6 __ x 3
4. Step 1
r. 1
25 51
50 __ x 25
1
5. Step 1
8 720
72
0
Step 2
__ x 8
8 720
72
0
- 0
__
b. Food Facts
These food facts may or may not be true! Divide and decide if the quotient is true
or false. If the quotient is true, then the fact is true!
1. The shape of a pretzel was invented by a priest who gave pretzels to children when
they memorized prayers.
90 3 = 30
True
False
2. Cracker Jack was the brainchild of a man named Jack Cracker, who invented the
snack after some popcorn got stuck in his tooth.
208 12 = 16 r.4
True
False
3. Hot dogs can be traced back 3,500 years ago, when Babylonians stuffed animal
intestines with spicy meat.
950 5 = 190
True
False
4. Pasta was first made in China from rice and bean flour.
700 15 = 46 r.10
True
False
5. Ketchup became popular when Alice White dropped a tomato and dipped some
French fries in the juice.
560 3 = 186 r.1
True
False
24
c.
Discover the message. Use the letter code.

40 8 = a
120 12 = n
80 2 = f
830 12 = s
401 16 = h
607 11 = t
300 5 = i
302 3 = u
760 9 = m
84 R.4
55 R.2 25 R.1
60
69 R.2
40
100 R.2
10
3. Generalization:
How do we divide 2- to 3-digit numbers by 1- to 2-digit numbers with zero difficulty?
In dividing whole numbers

divide
multiply
subtract
bring down
if the dividend is less than the divisor put zero.
C. Application
A. Fill in the missing numerals.
1)
r. __
0
200
5
20
0
-0
0
2)
4 50
4
10
-8
__
5)
23 508
46
48
- 46
2
16 420
32
100
- 96
__
3)
r. __
r. __
4)
r. __
8 306
24
66
- 64
__

1. If I divide 40 pupils in groups of 8, how many groups shall I form?
2. If you separate 81 desks into rows with 27 desks each, how many rows will you have?
3. Mico had 144 stamps. He pasted them on 12 pages of his album, how many stamps did he
place on each page?
25
IV. Evaluation
A. Find the quotient.
1) 3 60
2) 11 403
4) 12 860
5) 21 701
3) 4 500
B. Solve the following problems:

1. The 150 Grade Three pupils were divided into 6 equal groups to participate in a dance
contest. How many pupils were there in each group?
2. A class of 60 pupils was divided into 3 equal groups to participate in different activities for the
Clean and Green project of their barangay. How many pupils were in each group?
3. Imon and Bato harvested 109 pieces of camote. They placed them equally in 15 baskets.
How many pieces of camote were in each basket?
4. There are 360 books to be given equally among 4 classes. How many books will be given to
each class?
5. Arnel place 70 books equally in 5 shelves. How many books were in each shelf?
V. Assignment
A. Divide.
1) 13 80
2) 5 600
4) 22 220
5) 15 301
3) 11 780
B. Solve.
1) (88 8) 4
3) (149 + 11) 8
5) (500 x 3) 13
2) (765 + 44) 32
4) (15 x 8) 4
C. Divide then check the answer.

1)
4 800
2)
4)
11 403
5)
8 90
3)
14 620
21 610
Dividing 3- to 4-Digit Numbers by 1- to 2-Digit Numbers without Remainder

I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Divide 3- to 4-digit numbers by 1- to 2-digit numbers without remainder

Write division equation correctly.
Practice eating the right kind of foods.
26

Skills:
Dividing 3- to 4-digit numbers by 1- to 2-digit numbers without remainder

Writing division equation correctly.
BEC PELC I E 1.4.1
Show me board, wheel card, cut-outs of fruits/baskets
Being healthy
Reference:
Materials:
Value:

1. Drill:
Basic Division Facts
Write the quotients in the outer circle.
2. Review Dividing 2 to 3-digit numbers by 1-digit divisor

Divide the following numbers. Use Show-Me-Board.
1)
4)
36 2 =
44 4 =
2)
5)
39 3 =
86 2 =
3)
6)
51 3 =
64 2 =
3. Motivation
Present a problem opener.
Anne bought 120 mangoes in the market. She placed the mangoes equally in 3 baskets.
How many mangoes were placed in each basket?
1. Presentation
a. Ask:
Who bought mangoes?
How many mangoes did she buy?
Where did she place the mangoes?
Why do you think Anne bought mangoes?
Is it good to eat mangoes? Why?
27
a. Solve the problem using the 4 steps in problem solving.
Understand the problem

Where did Anne buy mangoes?
How many mangoes did she buy?
How many baskets did she use?
How many mangoes were placed in each basket?
What process are we going to use?
Make a plan
What operation will solve the problem?
Carry out the plan
Ask a pupil to write the number sentence: 120 2 = N
Activity 1
1) Divide the class into 4 teams.
2) Each team will show the solution by using paper cut outs of mangoes and
baskets.
Answer: Each basket will have 60 mangoes. Did each team get the correct
answer? Prove your answer.
Activity 2
Solve the problem in another way using expanded notation:
How many hundreds are there in 120?
How many tens are there?
How many ones are there?
50 10 0
= 60 mangoes
120 2 =
2 100 20 0
Look back:
Is the answer correct?
What should be the correct label?
Let us try to solve the problem using another way.
Step 1
6
2 120
12
0
Divide the tens.

12 tens 2 = 6 tens
Write 6 in the tens place
Multiply:
6 x 2 = 12
Write 12 under 12.
Subtract 12 12.
Bring down 0.
Step 2
Divide the ones.

60
0 ones 2 = 0 ones
2 120
Multiply:
12
0x2=0
0
Write 0 under 0.
0
Subtract 0 0 = 0.
0
Answer: 60 mangoes were placed in each basket.
28
To check:
Multiply:
60
x2
120
quotient
divisor
dividend
b. Give more examples.
a)
171
2 342
2
14
14
2
2
0
b)
46
12 552
48
72
72
0
c)
1609
6 9654
6
36
36
5
0
54
54
0
d)
352
21 7392
63
109
105
42
42
0
2. Guided Practice
a. Work in groups of four.
Divide: Fill in the blank with the correct number. Do this on your paper.
1) 4 664
2) 15 375
-4
(4 x 1)
(4 x 6)
(4 x 6)
3) 3 5868
-3
- 30
-
(15 x 2)
_
(15 x 5)
4) 32 9984
(3 x 1)
- 96
(32 x 3)
_ (3 x 9)
(32 x 1)
_ (3 x 5)
(32 x 2)
_ (3 x 6)
29
1)
Work in pairs: (Dyads)

Solve the number problem in each box. Then find the answer written in the cut
outs of apples. Place the apples in their correct box.
386 2
2)
a.
684
b.
15
c.
377
d.
193
e.
53
195 13
3)
4788 7
4)
9425 25
5)
636 12
f.
25
3. Generalization
What should you remember in dividing 3- to 4-digit numbers by 1- to 2-digit divisor?
To divide 3- to 4-digit numbers by 1- to 2-digit divisor:
Step 1:
Take the first number at the left of the dividend. If the first digit of the dividend
is less than the divisor, take the first two digits.
Step 2:
Divide, multiply, subtract and bring down.
Repeat the same procedure up to the last digit in the dividend.
To check the answer:
Multiply the quotient by the divisor
The answer is correct if the product is equal to the dividend.
30
C. Application
Analyze the table below. Divide the given numbers to find the number of trays to be used if
each tray holds 12 eggs. Then complete the table with the correct answers.
360
432
1 524
1 008
8 940
eggs
eggs
eggs
eggs
eggs
IV. Evaluation
A. Divide each number problem. Check if the quotient is correct. Write True if it is correct and False
if it is not.
1)
2)
3)
4)
5)
596 4 = 149
975 15 = 95
1 234 2 = 617
5 682 21 = 362
4 806 54 = 89
B. Analyze and solve

1. 620 divided by 25. What is the result?
2. What is the quotient of 896 divided by 16?
3. How many 27 are there in 1245?
C. Solve each problem.
1. Alyssa has a vegetable garden in their farm. If she planted 819 okra seeds in 9 rows. How
many seeds were in each row?
Answer: ___________
2. Father gathered 1 500 guavas. He placed them equally in 12 baskets. How many guavas
were there in each basket?
Answer: ___________
V. Assignment
A. Complete the division problem by putting the correct number in each circle.
1. 2 432
-
_
3
- _
12
- 12
0
2.
27 1134
-
_
54
- 54
0
3. 4 6352
_
23
- _
35
- _
32
- 32
0
31
B. Divide and check:

1) 5 535
2)
21 630
3). 52 7904
4).
78 7644
Dividing 3- to 4-Digit Numbers by 1- to 2-Digit Numbers with Remainder

I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Divide 3- to 4-digit numbers by 1- to 2-digit numbers with remainder

Perform division of whole numbers with accuracy
Practice the habit of sharing and being friendly

Skill:
Reference:
Materials:
Value:
Dividing 3- to 4-digit numbers by 1- to 2-digit numbers with remainder

BEC PELC I E 1.4.2
real objects (popsicle sticks), flash cards, chart
Friendliness/Kindness

1. Drill Basic Division Facts
The teacher will show a chart containing division number problems.
Message in the Boxes
56 8
7
40 8
5
50 5
10
54 6
9
32 8
4
48 6
8
15 5
3
66
1
18 9
W
2
36 6
6
2
W
9
O
2
W
3
T
10
H
7
A
3
T
5
E
7
A
8
S
8
S
1
U
4
R
5
E
2
W
7
A
8
S
6
Y
For the teacher:

To decode the message in the boxes, let the children answer the division problems.
Match the answer with the letters. Write the letters under the answers and form the message.
32
2. Review:
Terms used in divisions of whole numbers.

The teacher distributes strips of paper with questions. The pupils take turns in getting a
strip of paper and answer the question.
a. In 488 8 = 61 what do we call 488? 8? 61?
b. Which number should be greater, the divisor or the dividend?
c. To check if our answer in division is correct, what shall we multiply?
d. To find the divisor, what shall we do with the dividend and quotient?
e. What do we call the left over number after all the digits in the dividend were divided?
3. Motivation
Present a word problem.
Henry collected 152 popsicle sticks. He distributed the sticks to his 9 friends equally.
How many sticks did each of his friends get? How many were left?
1. Presentation
a. Comprehension check-up
Who picked popsicle sticks?

What did he do with the sticks?
What character traits did Henry show?
Is it good to share what you have with your friends? Why?
Activity 1:
Role Playing
Ask a pupil to get 152 sticks. Then tell him to call 9 of his friends. Ask him to
distribute the sticks to them.
How many sticks did each of his friends receive?

Did each child get equal number of sticks?
Were there sticks left?
How many sticks were left?
b. Let us solve the problem using Polyas 4 steps in problem solving.
Understand the problem

a. How many sticks did Henry collect?
b. How many friends had he?
c. What process are we going to use?
33
Plan
Decide what operation will be used to solve the problem.
Carry Out the Plan

152 9 = N
Activity 2: (Short Form Method)

Lets solve the problem using another way:
Step 1:
Divide: 15 9 = 1
1
9 152
Multiply: 1 x 9 = 9
Write 9 under 15.
9
Subtract:
15 9 = 6
62
Bring down 2.
Step 2:
16 r. 8
9 152
9
62
54
8
Divide: 62 9 = 6
Multiply: 9 x 6 = 54
Write 54 under 62.
Subtract: 62 54 = 8
Is there any remainder?
What is the remainder?
Answer: 16 r. 8 popsicle sticks
Look back
To check: multiply
16
x 9
144
+ 8
152
Is the answer
reasonable?
c.
quotient
divisor
remainder
dividend
Give more examples
1)
151
5 756
5
25
25
6
5
1
Check:
2)
540
12 6487
60
48
48
7
0
7
Check :
151
x 5
755
+ 1
756
540
x 12
1080
540_
6480
+ 7
6487
1423
7 9962
7
29
28
16
14
22
21
1
Check:
1423
x 7
9961
+ 1
9962
3)
34
2. Guided Practice
a. Work by teams.
1. Each team will be given an activity card to work on. The team who will get the most
number of correct answers wins.
Activity Card:
Read and understand each question. Write your answers on a sheet of paper.
1. What is the remainder if we divide 956 by 8? ______
2. Divide 543 by 42.
3. 21 278
4. 15 305
5. 12 604
B. Work in groups of four:

(Chalkboard Challenge)
1. Each would be given a challenge.
2. Solve the challenge on the chalkboard.
3. The first group to finish with the right answers wins.
1)
546
?
2)
3453
3)
?
3942
?
32
8
3. Generalization:
How do we divide 3 to 4-digit numbers by 1 to 2-digit divisors with remainder? What do
we do with the remainder? How do we check if the answer is correct?
Remember:
To divide 3- to 4-digit numbers by 1- to 2-digit divisors with remainder:
Start dividing digit with the highest place value. If it is less than the divisor
take the next digit.
Then multiply, subtract and bring down.
Repeat the same procedure up to the last digit of the dividend.
Indicate the remainder in the quotient.
To Check
Multiply the quotient by the divisor.

Add the remainder, to get the complete answer.
35
C. Application
A.
Divide and check:
1) 8 642
2)
13 9678
4) 5 7638
5)
36 4989
3)
21 439

1) If we divide 565 by 15 what will be the remainder?
2) What will be the remainder in 2079 11?
3) 2436 divided by 48 will give you a remainder of ______.
IV. Evaluation
Find the quotient and the remainder. Then complete the table below.
1)
2)
3)
4)
5)
Number Problem
639 4 =
948 25 =
7631 8 =
6349 14 =
7872 28 =
Quotient
_____________
_____________
_____________
_____________
_____________
Remainder
______________
______________
______________
______________
______________
V. Assignment
Read and analyze the problem. Answer the questions that follow:
There were 1479 pupils in Dinalupihan Elementary School. They were divided equally into 12
groups for Share for a Cause school activity. How many pupils were there in each group?
How many pupils were left to join any of the groups?
1. What process is involved in the problem?
_________________________
2. Write the number sentence.
_________________________
3. Solve the problem.
_________________________
4. Is there a remainder? What is the remainder?
_________________________
Dividing 3- to 4- Digit Numbers by 2- to 3-Digit Numbers with Zero Difficulty

I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Divide 3- to 4-digit numbers by 2- to 3-digit numbers with zero difficulty

Write division sentences in different ways.
Show politeness while answering.
36

Skills:
1. Dividing 3- to 4-digit numbers by 2- to 3-digit numbers with zero difficulty

2. Writing division sentences in different ways.
BEC PELC I E 1.6.3
crayons, flash cards, show me card, diagrams, number cards
Politeness
Reference:
Materials:
Value:

1. Drill
Direction: For the teacher
a. The teacher distributes number cards to the pupils cut from old calendars.
b. She shows a number chart on the board. (See number chart below.)
c. The pupils analyze the number chart.
d. Those holding the correct number card for each of the number problems will place the
card under the appropriate numbers.
12
4
15
18
21
24
12
16
20
10
15
20
25
30
35
45
12
18
24
30
36
42
24
28
32
36
2. Review
a. Divide the following numbers.
b. Pupils will solve for the answer on the show me card.
1)
2 90
4)
6 203
2) 13 405
3) 11 308
5) 9 400
3. Motivation
Have you gone on a field trip?
What did you take to reach the place?
(bus, jeeps)
1. Presentation
a. Present this problem.
A group of 2 860 pupils went on a field trip. Their teacher hired some buses to transport
them. Each bus can carry 55 pupils. How many buses were hired?
37

Understand
a. Know what is asked.
number of hired buses.
b. Know the given facts.
2 860 pupils, 55 pupils
c. Know the word clue.
each bus
Plan
a. Decide what process to use.
b. Write the mathematical sentence.
Solve
Solve the equation.
division
2860 55 = N
2860 55 = 52
Step 1
5
55 2860
275
11
Divide
Multiply
Subtract
286 55 = 5
5 x 55 = 275
286 275 = 11
Bring down 0.
Divide
Multiply
Subtract
110 55 = 2
2 x 55 = 110
110 110 = 0
Step 2
52
55 2860
275
110
- 110
0
Complete answer
There are 52 buses hired.
Check and Look Back

Does your answer make sense? Check by multiplying
Multiplying 55 by 52 gives 2 860.
There are 52 buses hired.
b. Present another problem.
Mrs. de Castro has 207 pencils to be given to her pupils. There are 29 pupils. How
many pencils can she give to each pupil?
Understand
a. Know what is asked.
b. Know the given facts.
c. Know the word clue.
number of pencils to be given to each pupil.

207 pencils, 29 pupils
each pupil
Plan
a. Decide what process to use.
b. Write the mathematical sentence.
division
207 29 = N
38
Solve
Solve the equation
Step 1
7
29 207
203
4
Divide
Multiply
Subtract
Write the remainder.
207 29 = 7
7 x 29 = 203
207 203 = 4
Step 2
7 r. 4
29 207
203
4
Answer: Each pupil was given 7 pencils and there were 4 pencils left.
Check and Look Back

Does you answer make sense? Check.
Adding 203 and 4 gives 207.
Each pupil was given 7 pencils. There are still 4 pencils left to Mrs. de
Castro.
c.
Give more examples
253 r. 1
1) 3 760
6
16 .
- 15 .
10
-9
1
2)
174 r. 2
12 2090
12
89
- 84
50.
- 48.
2.
3)
217 r. 9
23 5000
46
40
- 23
170
- 161
9
2. Guided Practice
(Dyads)
a. Write the missing numerals in the boxes.
30
1) 15 4 5 0
-__
0
-0
0
Check:
30
x 15
___
1 6 r. 9
2) 12 2 0 1
-__
_1
-__
_
Check:
16
x 12
___
+ ___
___
39
3)
1 2 2 r. 17
25 3 0 6 7
Check:
122
x 25
___
+ ___
___
-__
_6
-__
__
-__
__
4 2 4 r. 4
4) 12 5 0 9 2
2 3 4
5) 32 7 5 0 3
Check:
424
x 12
___
+ ___
___
-__
29
-__
__
-__
4
r. 15
Check:
234
x 32
___
+ ___
___
-__
110
-__
__3.
-___.
15
b. Work in group with 4 members.

Divide. Use the code.
Match your answers with the letters. Write the answers on the lines. Read the
message.
1) 10
3005
2) 11
5011
3) 13
9046
5) 35
7008
6) 21
2036
7) 20
750
CODE
O
96 r. 20
O
695 r. 11
____
____
O
455 r. 6
____
G
300 r. 5
475
8) 43
R
37 r. 10
____
4) 16
____
W
200 r. 8
____
658
D
29 r.11
____
K
15 r.13
____
Answer: Good Work

c.
Triads
Division Patterns
Directions:
1. Solve the division problems.
2. Then color the squares.
3. Look for the pattern created by the answers.
402 24
7 302 35
3 060 21
280 14
300 12
6 001 31
40
4 030 23
6 300 32
4 200 15
7 603 16
Color the squares below that answer the division problems.
38 r. 9
16 r. 18
208 r. 22
145 r. 15
140 r. 7
475 r. 3
75 r. 3
20
251
196 r. 28
280
25
365 r. 8
68 r. 5
901
193 r. 18
473
175 r. 21
32 r. 1
175 r. 5
What pattern do the colored squares make? _______

(ans. Figure 9)
3. Generalization:
How do we divide whole numbers with zero difficulty?
Stress politeness while answering.
In dividing whole numbers with zero difficulty

Follow the steps in dividing whole numbers.
a. Divide, multiply, subtract, bring down (Repeat the same procedure until
all digits in dividend are divided.)
Write 0 in the quotient if the trial dividend is less than the divisor.
Check you answer by multiplying the quotient by the divisor.
- Add the remainder if needed.
C. Application
A. Find the missing digits.
41
r. __
1)
42 260
252
r. __
2)
__
12 905
84
65
- 60
__
r. 10
3)
11 4003
33
70
- 66
4_.
- 33.
10.
r. __
4)
32 6502
64
10
-0
102.
- 96.
6.
r. 9
5)
12 8061
72
86
- 84
_1
- 12
9

A well-known cap company made 3 436 caps and put the same number of caps in 36 boxes.
a. How many caps are there in each box?
b. If 20 more caps were added how many caps are there in each box?
IV. Evaluation
4 Groups
Its Trivia Time.
What is the tallest mountain in the Philippines?
Directions
Divide the equations inside each box. Then use the code below to answer the question.
CODE
P
N
M
A
T
O
U
48 r. 14
105
13 r. 5
168 r. 27
83 r. 35
352 r. 8
500.8
10 5008
15 200
21 7400
20 2100
36 3023
42
42 7083
17 830
21 7400
Answer: Mount Apo

Divide the following.
1) 14 906
2) 14 340
3) 21 1660
4) 20 8302
5) 15 2170
V. Assignment
A. Divide and check by multiplying
1) 14 603
2) 25 750
4) 24 6709
5) 11 3201
3) 19 1203
B. Solve the following problems.

1. Miss Caponpon distributed 302 squares of cloth equally among 16 girls to make a table
cover. How many squares of cloth did each girl get?
2. Each box contains 12 handkerchiefs. If 1260 handkerchiefs were placed in boxes, how many
boxes were used?
3. There are 4660 peanuts to be packed in 14 boxes. Each box will contain the same number of
peanuts. How many peanuts will there be in each box?
Dividing Whole Numbers by 5

I.
Learning Objectives
Cognitive:
Divide whole numbers by 5
Psychomotor:
Write division facts with 5 as divisor
Affective:
Cooperate actively in the activities

Skills:
Reference:
Materials:
Value:
1. Dividing whole numbers by 5

2. Counting by 5s (forward and backward)
BEC PELC I E 2
cut outs of leaves, pocket charts, flash cards
Cooperation
43

1. Drill
Supply the missing number in series.
a. 5 ___ 15 20 ___ 30 35 ___ 45 ___
55 ___ 65 ___ 75 80 ___ 90 ___ ___
b. Count backward. Start at 50.
50 45 40 35 30 25 20 15 10 5
2. Review Checking of Assignment
3. Motivation
Divide the class into 4 groups. Give each group an envelope with the strips. The pupils
will be looking for the card that represents 5. Then they will put them in the pocket chart. The
first to complete the set will win the game. Give time limit.
-Cards inside the envelope-
7-3
IIII
5 ones
8x3
6-1
IV
6+3
9-4
2+3
4+1
5x1
2+8
1. Presentation
At the summer camp, children share happy times singing their favorite songs.
Sometimes they take turns singing in groups.
Around the campfire, 20 campers are singing in groups of 5. How many groups of
5 are there?
Let us analyze and solve the problem.
Read
How many groups of 5 are there?
20 campers, 5 groups
groups of 5
a. What is asked in the problem?

b. What are the given facts?
c. What is/are the word clue/s?
Plan
a. What is the operation needed?
b. What is the mathematical sentence?
Division
20 5 = N
44
Do
Activity 1:
-
ACTING OUT
Call out 20 pupils from the class.

Let them group themselves into 5.
How many pupils were there in each group? (4)
Activity 2:
SHORT CUT METHOD
20 5 = 4
or
4 groups
20
5
20
0
Check
1. Think: 20 campers, 5 in a group.
There are 4 groups.
4 groups of 5 equals 20, or 4 x 5 = 20
4
so 20 5 = 4
5 20
There are 4 groups of campers.
2. Give another example.
Write a division fact for each.
a. 25 campers
5 in each group
How many groups are there? (25 5 = 5)
b. 40 campers
5 in each group
How many groups are there? (40 5 = 8)
c.
60 mangoes
5 in each basket
How many are in each basket? (60 5 = 12)
d. 90 marbles
5 in each box
How many are in each box? (90 5 = 18)
2. Guided Practice
(Dyads)
Give cut outs of the leaves to each pair. Tell them to write the correct quotient for each on
their show me board.
45
46
Play the game blockbuster using the game board below.

Direction
1.
Divide the class into two groups. Assign a colored marker to each group.
One group will use blue markers, the other group, red markers. Have a representative
from each group toss a die. The group who gets the highest number play first.
2.
The first team member chooses a slot on the game board and answers the
division sentence. If his/her answer is correct, he/she places his/her groups marker on
the game board. The play continues with the next team member as long as the answer is
correct. If a wrong answer is given the other team will have the chance to play.
3.
The first team to make a chain of correct answers from end to end (whether
from top to bottom or side to side) wins the game.
50 5
10 5
35 5
90 5
20 5
100 5
30 5
55
55 5
10 5
60 5
40 5
75 5
15 5
95 5
80 5
65 5
300 5
25 5
45 5
85 5
425 5
130 5
750 5
500 5
140 5
3. Generalization:
How do you divide whole numbers by 5?
Dividing whole numbers by 5 is like counting by 5.
C. Application
A. Divide
1) 30 5 = __
2) 35 5 = __
3) 5 5 = __
4) 15 5 = __
5) 5 20
6) 5 40
7) 5 10
8) 5 45
9) 5 90
10) 5 120
47
B. Find the missing input or output

DIVIDE BY 5
INPUT
OUTPUT
25
___
60
95
___
5
8
___
___
33
IV. Evaluation
A. Write a division fact for each
1. 30 campers
5 in each group
How many groups?
2. 45 campers
5 in each group
How many groups?
3. 115 rubber bands
5 in each box
How many boxes of rubber bands?
4. 180 shells
5 in each group
How many groups?
5. 300 mangoes
5 in each plastic bag
How many plastic bags of mango?
B. Write division facts for each.
1) 4, 5, 20
4) 5, 16, 130
2) 3, 5, 15
3) 5, 7, 35
5) 245, 49, 5
V. Assignment
1. Write a division fact with 5 as the divisor and 8 as the quotient. What is the dividend? Explain how
you did it?
2. Draw a picture to solve this problem. There are 30 campers in 5 tents. Each tent has the same
number of campers. How many campers are in each tent?
Dividing Whole Numbers by 10 and 100

I.
Learning Objectives
Cognitive:
Divide whole numbers by 10 and 100
Psychomotor:
Cancel the same number of zeros from both the divisor and dividend
Affective:
Help each other in doing the group activities
48

Skills:
1. Dividing whole numbers by 10 and 100

2. Canceling the same number of zeros from both the divisor and the dividend
BEC PELC I E 3
roulette, diagrams
Helpfulness
Reference:
Materials:
Value:

1. Drill
Spin a wheel then multiply.
2. Review
Divide the class into 2 groups. Let each group compete by spinning the roulette with
multiples of 10 and 100. The first group works on multiples of 10, the second group on
multiples of 100. The first group to finish wins the game.
Write these on the board. Ask the pupils to write the indicative multiples inside the box.
Multiples of 10
Multiples of 100
3. Motivation (Problem Opener)
The Tulungan Credit Union granted loans of
5 000 to its member-farmers. If the loans
were paid by the farmers in equal monthly payments, how much would each pay for:
a. 10 monthly payments?
b. 100 monthly payments?
1. Presentation
What is the name of the union?
In your place, do you also have a credit union?
What help does credit union can give to its members?
How much was the loan granted by Tulungan Credit Union to its members?
49
Let us analyze and solve the problem.
Read
a. What is asked in the problem?
number of payments for

10 equal monthly payments
100 equal monthly payments
5 000 loan granted 10 equal monthly
b. What are the given facts?

payments, 100 equal monthly payments
c. What are the clue words? equal monthly payments
Plan
d. What operation is needed to solve the problem? division
e. What is the mathematical sentence?
5 000 10 = N
5 000 100 = N
Do
5 000 10 = N
Long Method
Step 1
5
10 5000
50
0
Divide: 50 10 = 5
Subtract: 50 50 = 0
Bring down zero in the tens

place.
Divide: 0 10 = 0
Subtract: 0 0 = 0
Step 2
50
10 5000
50
0
-0
0
Step 3
500
10 5000
50
0
-0
0
-0
0
Bring down zero in the ones

place.
Divide: 0 10 = 0
Subtract: 0 0 = 0
5000 100 = N
50
Step 1
5
100 5000
500
0
Divide: 500 100 = 5

Multiply: 5 x 100 = 500
Subtract: 500 500 = 0
Bring down zero.

Divide: 0 100 = 0
Subtract: 0 0 = 0
Step 2
50
100 5000
500
0
-0
0
Short Cut Method
Cancel 1 zero in the dividend and the divisor.

5 000 10
500 1 = 500
5 000 100 = N Cancel 2 zeros
5 000 100
50 1 = 50
Remember: Cancel the same number of zeros from the dividend and the divisor.
Answer: Each monthly payment was a.)
500 b.)
50
Check:
Did you copy the numbers from the problem correctly?
Did you follow the correct steps?
Is your answer reasonable?
Since 500 x 10 = 5 000 and 50 x 100 = 5 000, the answers are reasonable.
Other examples: Cancel zeros from both the dividend and the divisor.
4 200 100 = 42
7 800 10 = 780
390 10 = 39
8 000 100 = 80
2. Guided Practice
a. Follow the number paths. Work in pairs (Stress the value of helpfulness.)
START
1.
30
010
300
X 10
X 10
100
START
END
x 100
2.
END
X 10
700
10
100
51
START
3.
END
x 100
X 10
2000
?
100
10
START
END
X 10
4.
2500
10
100
START
END
5.
100
8000
X 10
100
10
b. Work in Group (4 groups)

SPOT THE QUOTIENTS
Directions: Solve then encircle the answer in the box.
The answers may go down, backward, across and diagonally.
1.
2.
10 360
100 8000
10 7500
1000 456000
100 73800
100 24000
10.
9.
8.
3.
100 48500
10 2800
10 4000
10 660
4.
5.
6.
7.
52
c.
Solve each problem. (Four in each group)

1. Four hundred ninety pupils are going on a field trip. They will be distributed into 10
buses. How many pupils will be in each bus?
2. One thousand four hundred books are to be packed in 100 boxes. How many books
will be packed in each box?
3. There are 730 mangoes to be placed equally in 10 baskets. How many mangoes will
be in each basket?
4. There are 3 000 kilos of rice to be distributed among 100 typhoon victims. How many
kilos of rice will each victim receive?
5. There are 11 000 fingerlings (young fish) to be evenly placed in 10 fish ponds. How
many fingerlings will be in each pond?
3. Generalization:
How do we divide whole numbers by 10 and 100?
To divide whole numbers by 10 and 100, cancel the same number of zeros in both
the dividend and the divisor.
Divide.
C. Application
A.
Find the quotient. Cancel the correct number of zeros.
1) 400 100
2) 1 800 100
3) 2 900 10
4) 9 300 100
5) 620 10

1)
2)
3)
4)
5)
How many 100 are there in 600?

Two thousand and five hundred has how many hundreds?
5 000 is how many hundreds?
How many hundreds are there in 4 900?
400 is equal to how many tens?
IV. Evaluation
A. Give the missing number.
1) 650 10 = _______
2)
3 900 ___ = 39
3) 7 800 ___ = 78
4)
2 000 ___ = 200
5) 180 ___ = 18
B. Divide and check by multiplication.
1) 100 5200
2)
100 8500
3) 100 9000
4)
10 6000
5) 10 3570
53
V. Assignment
A. Divide mentally. Write the quotients
1) 630 10 = _____
3) 480 10 = ____
5) 3600 10 = ____
2)
4)
5400 100 = ____

63000 100 = ____
B. Solve each problem

1) There were 3 400 sacks of sand donated to Barangay Matulungin for the repair of its foot
bridge. If there were 100 donors, how many sacks of sand did each one donate?
2) A sack of cement costs
100. How many sacks can one buy with
6 200?
3) If the 3 400 sacks were used by 10 groups of workers, how many sacks did each group use?
4) Operation Pagtatanim distributed 8 400 different kinds of seedlings equally among 10
elementary schools. How many seedlings did each school receive?
5) Edgar has
230 as school allowance for 10 days. How much is his daily allowance?
Dividing Mentally 2-Digit Numbers through 99 by 1-Digit Number

without Remainder
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Divide mentally 2-digit numbers through 99 by 1-digit number without remainder

Solve word problems involving division mentally
Show accuracy in solving mentally

Skills:
1. Dividing mentally 2-digit numbers through 99 by 1-digit number without

remainder
2. Solving word problems involving division mentally
BEC PELC I E 1.5
counters, roulette, flash cards
Accuracy
Reference:
Materials:
Value:

1. Drill
Have a drill on basic division facts.
1) 36 9
2) 42 6
4) 49 7
5) 9 0
3) 7 7
6) 5 1
54
2. Review
Spin any of the roulettes. Then multiply.
Give the factors.

36 = ___ x ___
72 = ___ x ___
63 = ___ x ___
48 = ___ x ___
3. Motivation
(Use the counters-pebbles)
How many ways can you group equally 24 pebbles.
1. Presentation
a. Miss Rosas distributed 48 Math books equally among the 4 rows in her class.
How many books were given to each row?
55
What did Miss Rosas do?

How many rows were there in her class?
How many Math books were distributed?
How will you solve this problem?
You can divide 48 by 4 mentally.

Rename 48 as 40 + 8
40 4 = 10
divide the tens
84=2
divide the ones
10 + 2 = 12
add the answer
Answer: Twelve (12) Math books were given to each row.
b. A farmer puts 36 carrots in 2 bags. He puts the same number in each bag. How many
carrots are in each bag?
Divide 36 by 2. (36 2 = N)
Rename 36 as 20 + 16
20 2 = 10
16 2 = 8
10 + 8 = 18
Answer: Each bag has 18 carrots.
c.
The teacher will give more examples.

Divide mentally. (written on card)
a. 24 8 = N f. 36 6 = N
b. 42 2 = N g. 26 2 = N
c. 48 4 = N h. 38 2 = N
d. 18 3 = N i. 16 4 = N
e. 24 6 = N j. 45 3 = N
2. Guided Practice
b. Divide each number by the center number.
Write the answer in the empty spaces.
56
c.
Game Giant Step

1. The teacher calls on 4 pupils at a time.
2. She flashes the number cards and the pupils outdo each other by giving the correct
answers.
3. The first pupil to give the correct answer will take one step forward.
4. The first pupil to reach the finish line wins the game.
50 2
64 4
39 3
80 4
75 5
35 7
72 8
45 3
20 5
90 3
d. Career Changes
-
Many Filipinos change careers during their lives. Even our heroes have different jobs.
What jobs/career do you think these Filipinos had before they became heroes?
Your job is to find out.
Instruction for the activity

1. Divide mentally, then match the quotient.
2. The quotient will tell you the job/career of the heroes.
Divide Mentally
1.
Rizal
99 3 = ___
2.
Bonifacio
72 2 = ___
3.
Mabini
81 9 = ___
4.
Quezon
90 6 = ___
5.
72 9 = ___
Jose
P.
Quotient and Career

9
Writer
Andres
15
Lawyer
Apolinario
33
DoctorOphthalmologist
Manuel L.
Priest
Gomburza
36
Fan Vendor
3. Generalization:
How do we divide mentally 2-digit numbers through 99 by 1-digit number without
remainder?
1. Rename mentally.
2. Then divide.
C. Application
Give the answers orally
1) 24 6
3) 49 7
5) 48 8
7) 56 8
9) 14 2
2) 28 7
4) 36 6
6) 40 8
8) 18 6
10) 32 8
57
IV. Evaluation
A.
Solve mentally then compare using >, < or =. Put your answer inside the box.
1) 48 6 ___ 63 7
2) 42 7 ___ 48 8
3) 56 7 ___ 24 3
4) 28 7 ___ 36 6
5) 35 7 ___ 16 4
B. Solve the following problems mentally. Be accurate.

1) Lina works in a slipper factory. Her work is to pair slippers. There are 86 slippers for her to
pair In the morning. How many pairs does she make in the morning?
2) There are 80 pupils. They will be distributed equally in 4 classes. How many pupils will be in
each class?
3) Mrs. Medina will teach a Muslim dance to 56 Grade III children for the schools Field Day.
She wants to make groups of 4 children. How many groups can she make?
4) There are 24 chairs to be divided evenly into 2 rows. How many chairs will be in each row?
5) A farmer picked 81 pineapples. He has 9 boxes. If he will put equal numbers in each box,
how many pineapples will each box have?
V. Assignment
A. Find the quotients of the following. Do it mentally.
1) 36 9
2) 48 6
3) 63 7
4) 16 8
5) 63 9
B. Choose one divisor and one dividend to make a division sentence. You may use each number
more than once.
Divisor
3
Dividend
4
16
56
96
54
51
Construct a division sentence whose quotient is:

1) 17
2) 12
3) 18
4) 8
5) 14
C. Solve each problem mentally.
1. Mother divided 20 oranges equally among her 4 children. How many oranges did each child
receive?
2. The grade three class has 2 booths for the school Foundation Day. The class buys 88 prizes.
Each booth will share the prizes equally. How many prizes should each booth get?
3. Marsha has 48 shells for each of her three friends. How many shells does each of her friends
get?
4. There are 54 tomatoes. There are 9 tomatoes in each box. How many boxes are there?
58
Solve 1-Step Word Problems involving Divisions of 2- to 4- Digit Numbers by 1- to

2- Digit Numbers including Money
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Solve 1- step word problems involving divisions of 2- to 4- digit numbers by 1- to

2- digit numbers including money
Tell the word clues/operations to be used. Use the correct operation in solving
word problems
Show love of work

Skill:
Solve 1-step word problems involving divisions of 2- to 4- digits numbers by 1- to

2- digits including money
BEC PELC I E 6.1
chart, paper money, drawing
Love of work
Reference:
Materials:
Value:

1. Drill (mental division)
Flash card with division facts, let the pupil solve mentally.
32 4
48 6
25 5
21 7
2. Motivation
Present the song: Top of the World
Come and join our Mathematics class.
You will surely enjoy being here with us
Mastering basic facts, multiply, add, subtract.
Everything is being learned the easy way.
Solve a problem in many ways, we know
Number sentence helps
Ask the questions how
Learn with ease and success
Make us do our very best
Our Math today is nice if it is like this.
Were on the top of the world solving
Down in our land of numbers learning concepts
By discovery. Its the love that we found
Right from very start and come lets be
Happy learning Math
Ask the following questions:
1. What does the song tell us?
2. What do we do in Mathematics class?
3. What do you enjoy doing in your Math class?
59
1. Presentation
a. Storytelling
Present the story with a hand puppet.
Nestor sells newspapers after class. He earns
36.00 a day. He divides his
earnings to his 3 brothers for their baon. How much does each of his brothers get?
Ask.
Who earned money from selling newspaper?
How much does he earn?
Lets solve this problem using POLYAs 4-steps in problem solving.
How does he earn money? Do you think he love his work? Why?
Understand
a. What are given?
b. What is asked?
c. What operation will solve the problem?
Plan
Solve
Solve the equation.
Strategy (acting out the problem)
The pupil will use play money to demonstrate the story problem.
1) How much money did each child get?
( 12.00)
Look back
Does the answer make sense? Yes.
b. Story 2
Present another word problem:
Laura picked 124 guavas. She placed them equally in 2 plastic bags. How
many guavas were placed in each bag?
Lets solve this problem using the expanded form.
50 10 2
2 100 20 4
100
20
- 20
4
-4
0
= 62 guavas
60
2. Guided Practice
a. Work in groups of 5.
Distribute index cards with problems to solve.

Let them answer the following questions:
Understand:
a.
b.
c.
d.
e.
What are given?

What is asked?
What are the necessary information or facts needed to solve the problem?
What words tell what operation to use?
What operations will you use?
Plan
Solve
Solve the equation.
Look back
a. Did you use the correct operation?
b. Does the answer make sense?
c. Did you label the answer correctly?
Problem 1
(written on Manila Paper)
Michelle has 873 chicos. She puts the same number of chicos in 4
baskets. How many chicos are in each basket?
Problem 2
Raffy bought 132 pieces of comic magazines. If he puts them equally in
12 envelopes, how many magazines will each envelope have?
Problem 3
A baker bakes 1 720 cookies. He placed 25 pieces in each plastic bag.
How many plastic bags of cookies were there in all?
b. Secret Place
Rina and Apol are going to a Secret Place
Let us join them in their fun.
- The teacher will draw similar maze on 8 bond papers. Each group leader will be
given one, and the first to solve the problem in the maze wins.
61
Problems
1. Vilma received
375.00 for 5 baskets of chicos. How much did each basket cost?
2. Mr. Reyes store had 144 pairs of socks. The socks were sold in packages of 12
pairs. How many packages were there?
3. Mrs. Villamor has
945.00 to be divided equally among her 3 children for their
school needs. How much did each child get?
4. Seven boys ate their lunch at a restaurant. The meal cost
238. They agreed to
share equally the expenses. What was the share of each boy?
3. Generalization:
What are the steps in analyzing and solving word problem?
How do we solve word problems involving division of 2 to 4 digit number by 1 to 2 digit
number including money?
Steps to be followed in solving one-step word problems are:

1. Understand
2. Plan
3. Do
4. Look Back
C. Application
Let us solve the problem.
1. Miss Canilao has 135 pupils in her P.E. class. They form 5 groups. How many pupils are
in each group?
2. A small pack of biscuits costs
120.00?
4.00. How many packs of biscuits could one buy with
62
IV. Evaluation
1. Harris is making plant hangers. She needs 7 beads for each hanger. She has 427 beads. How
many hangers can she make?
Number sentence:
________________
Complete Answer:
________________
2. Edgardo spent
326.00 for 2 chairs. How much did each chair cost?
Number sentence:
________________
Complete Answer:
________________
3. Mrs. Abo sells 3 orchid plants for
195.00. What is the price of 1 orchid?
Number sentence:
________________
Complete Answer:
________________
4. A sampaguita vendor gathered 800 sampaguita flowers. She used 10 flowers to make a garland.
How many garlands did she make?
Number sentence:
________________
Complete Answer:
________________
V. Assignment
Read and solve the problem
1. Nine high school students contributed
720.00 to buy their seedlings from a nearby plant
nursery. How much did each of them pay?
2. A family drove 7285 kilometres in 5 hours. How many kilometres did they drive in one hour?
Solving 2-step Word Problems involving Division and any one of the Fundamental
Operations including Money
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Solve 2-step word problems involving division and any one of the fundamental
Write the number sentences
Help parents in earning daily living. Cooperate in group activities

Skills:
Reference:
Materials:
Value:
Solving 2-step word problems involving division and any one of the fundamental
Writing number sentences
BEC PELC I E 6.2
textbooks, problem chart, activity sheet
Helpfulness, industriousness

1. Drill Basic Division Facts
81 9, 64 8
56 7 42 6
35 5
63
2. Review Steps in solving problems

In a store for school supplies, 480 sheets of bond paper were placed equally in 20
envelopes. How many sheets of paper were placed in each envelope?
What are the steps in solving one-step word problems?
Understand
a. What is asked in the problem? Number of sheets of paper placed in each envelope.
b. What are given? 480 sheets of bond paper, 20 envelopes
Plan
a. What is the operation to be used in solving the problem? Division
b. Write the number sentence. 480 20 = N
Solve
Write the answer.
N = 24
Look back
Is my answer reasonable? correct?
3. Motivation
Mr. Santos gathered 384 eggs from his poultry farm. He kept 24 eggs for home use
and sold the rest equally to 3 vendors. How many eggs were sold to each vendor?
1. Presentation
a. Problem analysis
Have the class read the problem.
Ask:
What is asked in the problem? number of eggs sold to the vendor.
What are given? 384, 24, 3
What is the hidden question? number of eggs left after Mr. Santos kept 24 for home
use
What operation shall we use to answer the hidden question? subtraction
Write the number sentence for the hidden question. 384 24 = N
What operations shall we use to answer the given question? subtraction and division
Write the number sentence for the given question. (384 24) 3 = N
Give the answer. N = 12
Is the answer reasonable?
b. Acting out a problem.
1. Present another problem to the pupils.
2. Let them act out the problem (role playing)
64
Cora and Rene helped their parents earn money by selling newspapers and
magazines. Cora earned
640.00 while Rene earned
940.00. They divided
their earnings equally between their father and mother. How much did each of
them get?
How did Cora and Rene help their parents earn money?
What kind of children are they?
Are they industrious? Helpful?
Who among you help your parents?
3. Call on 6 pupils. Let them form a line. Assign each one of them to answer a question
about the problem.
Pupil
1 What is asked?
2 What are given
3 What is the number sentence for the
hidden question?
4 Write the number sentence for the hidden
question.
5 Write the number sentence for the given
questions.
6 Solve the problem.
2. Guided Practice
a. Divide the class into learning barkadas
b. Distribute activity cards to different groups.
c. Let the group match the answers to the questions.
Nena prepared 284 sandwiches. Rita prepared 368 sandwiches. They

distributed the sandwiches equally among the 4 classes. How many did each class
receive?
1.
2.
3.
4.
5.
6.
7.
8.
A
What are given?
What is asked?
What is the hidden question?
What operation to be used to
find the hidden question?
What is the number sentence of
the hidden question ?
What is the number sentence of
the given question?
What operations to be used to
find the answer?
What is the answer?
B
284 + 368 = N
addition
total number of sandwiches
284, 368, 4
number of sandwiches that
each class received
f. (284 + 368) 4 = N
g. addition and division
h. 163
a.
b.
c.
d.
e.
65
3. Generalization:
How do we solve 2-step word problems?
What are the steps in solving 2-step word problems?
Understand
What is asked in the problem?
What are given?
What is the hidden question?
Plan
What is the operation to be used to find the answer to the hidden question? given
question?
Write the number sentences: hidden question, given question.
Solve
Write the answer.
Look Back
Is my answer reasonable?
C. Application
Group Work Work in Triads
1. Distribute activity cards to the pupils.
2. Have them answer the questions on the sheets.
3. Let them post their answers on the board.
Activity Card
1. What is asked?
___________________
2. What are given?
___________________
3. What is the hidden question?
___________________
4. Write the number sentence.
Hidden question __________________
Given question __________________
5. Write the answers.
___________________
IV. Evaluation
Read and solve each problem.
1. Amanda Flower Shop used 159 flowers to make 3 bouquets that had the same number of
flowers. How many flowers were used for 2 bouquets?
66
2. Ralph and Laurel paid

45 each for their hair cut every month. By the time they spent
how many months would they have had their hair cut?
3. Mrs. Laura Gonzales earns
how much will she be paid?
540,
2,130, for 6 days a week. If she works only 4 days in one week,
4. Carlos put 212 tennis balls into 4 wire baskets. He put the same number of balls in each basket.
He brought 3 baskets of balls to the tennis court. How many balls did Carlos bring?
5. Four boys work 6 hours in one day. If the job takes 192 hours to complete, how many days will
the boys have to work?
V. Assignment
Read the problems and answer the questions that follow.
1. Ronie picked 240 santols while Mario picked 260. They placed the santols equally in 50
baskets. How many santols will there be in each basket?
2. Olive baked 6 cakes for
245 each. If she shared her earnings equally with her brother and
sister, how much did each of them get?
Solving 3- Step Word Problems involving Division and any two of the other
Fundamental Operations including Money
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Solve 3-step word problems involving division and any two of the other
fundamental operations including money
Write the complete answer.
Use time wisely

Skills:
Reference:
Materials:
Value:
1. Solving 3- step word problems involving division and any two of the other
fundamental operations including money
2. Writing complete answer
BEC PELC I E 3.2
textbooks, problem chart, number cards, flash cards
Wise use of time

1. Drill Division, multiplication, subtraction and addition basic facts
The teacher divides the class into 2 groups. She designates a leader and let all
members form a straight line. Then she distributes number cards and asks the pupils to look
for the answer of their number combinations from the cut-outs on the chalkboard. The first
group to get all the correct answers wins the race.
54 9 = __
7 x 8 = __
5 x __ = 20
__ 6 = 7
67
16 - 8 = __
56
63 __ = 9
4
9 + __ = 18
42
64 __ = 8
7
8
9
2. Review
Have a review in analyzing and solving 2-step word problem.
a. Group the pupils in fours
b. Each group will answer a set of word problems.
c. Before the pupils answer the word problems, guide them to analyze an example.
Buddy saved
savings?
80,
90 and
100 for 3 months. What was his average monthly
Understand
a. Draw a picture about the problem
80
90
100
b. What is asked in the problem?
c. What information is needed to solve the problem?
d. Can you find the answer to the problem at once?
e. What do you need to do?
Find the hidden question.
Plan
a. What process will you use to find the hidden question?
b. What process will you use to find the given question?
c. Who can write the number sentence?
Solve
Solve the problem.
Step 1
80 +
90 +
100 =
Step 2
270 3 =
90
270
Look back
Does the answer make sense?
3. Motivation Present a problem.

Johnny worked in a factory. He receives daily salary of
350 and
150 overtime pay.
If he receives the same rate, how much will he receive for 1 week and 2 days?
a. Where does Johnny work?
b. Is Johnny an industrious person?
c. Did he use his time wisely?
d. Read the part of the problem showing that Johnny is industrious.
e. Does it pay to be industrious? Why?
1. Presentation
a. Analysis
1. What are the given facts that can help us solve the problem?
2. What is asked in the problem?
3. Can you find the answer to the problem at once?
68
4.
5.
6.
7.
8.
9.
Look for the hidden question.

What process/processes will you use to answer the hidden question?
Write the number sentence for the hidden question.
What other operation will you use to answer the given question?
Write the number sentence for the given question.
Solve the problem.
Step 1
300 +
150 =
450
Step 2
Change 1 week to days
1 week = 5 days
5 + 2 = 7 days
Step 3
450
x7
3 150
10. Does the answer make sense?
b. Organize the data in a table
The teacher distributes strips of paper with the steps in problem solving written
on them. Then she posts the 4 big steps on the board.
UNDERSTAND
What are
given?
2.
What is
asked?
1.
3.
What is
the hidden
question?
1.
2.
PLAN
What are
the processes
to be used to
solve the
hidden and
given
questions?
SOLVE
Solve the
number
sentence
1.
LOOK BACK
Is my
answer
reasonable?
Write the
number
sentence.
The teacher asks the pupils to post the strips of paper under the appropriate
column.
2. Guided Practice
a. Contest Working in pairs
1.
2.
3
4.
5.
Group pupils in pairs.

Give them problems to work on.
Each pair will work cooperatively.
Ask them to write their answers on the board.
The team to get the most number of correct answers wins the contest.
69
Word Problems
1. Forty-two children gathered two bags of shells with 336 shells in each bag in the
morning and 3 bags of shells with 420 shells in each bag in the afternoon. If they
divided the shells equally, how many shells will each one get?
2. There were 3 rows of lights with 148 lights in each row. 34 busted out and the
rest were kept. If each box has 10 lights. How many boxes were used?
b. Work in group of 6.
1. Form groups with 6 members.
2. Give each group a problem.
3. Ask each group to solve the problem and report their output to the class by supplying
the data called for in the table below.
Given
Asked
Processes
to be used
Number
Sentence
(Hidden
Question)
Number
Sentence
(Given
Question)
Answers
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
4. The group who gets the most number of correct answers wins the game.
3. Generalization:
What are the steps to be followed in solving 3-step word problems?
Read and understand the problem.
Understand
Find out what are given.
Find out what is asked.
Know the hidden question.
Decide the process to be used.

Plan
Solve
Solve the problem.
Look Back
Check if the answer is reasonable/correct.
70
C. Application
Read and solve the following problems.
1. The teaching force of an elementary school has 85 male and 97 female teachers. If 26
are special teachers and the rests are assigned equally in 6 grades, how many teachers
are there in each grade?
2. The grade III pupils went on a field trip to Tagaytay. They hired a bus for
2,445 and a
minibus for
1,235. The school gave
1,120 and the rest was shared equally by
among the 32 pupils. How much did each pupil pay?
IV. Evaluation
Write the missing data on the blanks.
In the childrens store, 285 blue notebooks and 325 red notebooks were delivered. Out of
these, 190 notebooks were sold and the rest were arranged in 15 shelves. How many notebooks
were in each shelf?
1.
2.
3.
4.
5.
6.
Given ____________________
Asked ___________________
Hidden Question ___________
Number sentence for the hidden question ____________
Number sentence for the given question ____________
Answer _________________
V. Assignment
Read, analyze and solve the problem.
1. For the school fund-raising projects, the primary classes collected 89 kg of old newspapers, and
the intermediate classes collected 125 kg. The children sorted out the old and crumpled
newspapers which weighed 6 kg. They bundled the remaining newspapers at 8 kilograms per
bundle. How many bundles were made?
71

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Lesson Guides in Elementary Mathematics

Ateneo de Manila University

Agnes V. Canilao Pampanga

Laura N. Gonzaga Quezon City

Fr. Bienvenido F. Nebres, SJ President,

The Lesson Guides in Elementary Mathematics were developed by the

These resource materials

have been purposely prepared to help improve the mathematics instruction in

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

MATRIX IN ELEMENTARY MATHEMATICS

Simplifying the problem

Song (Musical) Cooperative

1.1.1.2 Divide 2 to 3 digit numbers by Sharing

Acting out the problem

1.1.1.3 Divide 2 to 3 digit numbers by Honesty

Simplifying the problem

1.2 Divide 2 to 3 digit numbers by multiples Physical fitness

Modeling Simplifying the Diagram (Spatial) Maze

1.3 Divide 2 to 3 digit numbers by 1 to 2

Eating the right kind of

Eating the right kind of

Drawing pictures Making Cooperative

1.4.2 Divide 3 to 4 digit numbers by 1 to Kindness/Friendliness

Acting out the problem Chart (Spatial) Manipulative

1.4.3 Divide 3 to 4 digit numbers by 1 to Politeness

Polya's steps in problem Ladders (Spatial)

1.4.4 Divide whole numbers by 5

Acting out the problem

Puzzle (Logical mathematics)

1.4.5 Divide whole numbers by 10 and

Simplifying the problem

Maze (Logical math) Number

1.4 Divide 3 to 4 digit numbers by 1 to 2

1.5 Divide mentally 2 digit numbers through Accuracy

Simplifying the problem

Number wheels (Logical Math)

Acting out the problem Maze (Logical math Song

3.1 Solve 2 step word problems involving Helpfulness/ Industry

Polya's steps in problem Movements (Bodily Kinesthetic

3.2 Solve 3 step word problems involving

Polya's steps in problem Illustrations (Spatial)

3. Application of the Four Fundamental

Wise use of time

Dividing 2- to 3-Digit Numbers by Renaming

Show that renaming 2- to 3-digit numbers help make computation easy in

Renaming 2- to 3-digit numbers make computation easy in division

III. Learning Experiences

Division Basic Facts

Contest Giant Steps

2. Review Renaming Numbers

What are the operation mentioned in the song?

Who wanted to help their family in earning a living?

How many seedlings are there in all?

Rename 36 using the expanded form of the number

Present problem 2 (3 digits dividend)

Lets show it in another way.

b. Group the pupils into Learning Barkadas. (LBs)

1. Rename the dividend using the expanded form.

B. Read, Analyze and Solve

= ______ + ______ + ______

B. Rename, then find the quotient.

= + + __