LESSON PLAN OF DIVISION AS SUCCESSIVE SUBTRACTION

 

LESSON PLANNING OF DIVISION AS SUCCESSIVE SUBTRACTION

Subject Mathematics

Grade 2^nd

Students` Learning Outcomes

• Recognize and use of division symbol “÷”
• Recognize division as successive subtraction.
• Divide numbers within the multiplication tables with remainder zero.
• Solve real life problems involving division.

Information for Teachers

• The process to divide certain number of given things in equal parts is called division.
  
• Division is the shortest method to represent repeated subtraction. 

• The number to be divided is dividend like as 15.
• The number which divides is divisor like as 3.
• The number which comes out at the end like’5’ is the quotient (say: ko-shunt) 
  
• As fractions are also based on the concept of dividing one whole into parts, refer to that concept as well.
  
• As times tables are used to solve division tables, it will be useful to remind students of how things like match stick buttons etc. were put into groups of 2, 3 or 4, and putting the things equally into separate groups is called division.
  
• 
  
  
• While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.

Material / Resources

Writing board, chalk / marker, duster, 15 buttons, 20 sweets, oranges or apples

Introduction

Activity 1

• Show two oranges to students and ask them, how can we give these two to two students?
  
• And if a student replies, ‘Give one to each’ ask them, how can we give 2 oranges to these two students?’
• Help students if they can`t give the answer.
• Show them, when there were two oranges, each of the 2 students got 1 orange. That means 2 – 2. Now there are 2 left, how many will each of the 2 students get?
  
• Once they get the answer, tell them that this is a division, taking a number of things and distributing them equally among different people.

Development

Activity 1

• Introduce students to the division sign. 
  
• 
• Draw two circles on the board, one above the other. Don`t draw the line in the middle yet, just leave space for it. 
  
• Now tell students that these are the oranges that we just divided between two students.  
• Ask them, ‘How can we show that these oranges are not together but separate? We can draw a line in the middle.
• Tell them that this is the division sign.
  
• Give an example, as; 4 oranges divided among 2 students will be written like this: 
• 4 ÷ 2
• Then put the “= “sign (4 ÷ 2 = -----) and ask the students, how many oranges did each one get? Then write 2 in front of it (4 ÷ 2 = 2)

Activity 2

• Tell the story; 
  
• Stitch the ‘15’ buttons on the table.
• How many buttons Alia want to stitch on each shirt? (Expected answer would be as; 3)
• For how many shirts ‘15’ buttons will be sufficient?
• If students are unable to answer then ask one student to draw ‘15’ buttons on the board. 
  
• How many buttons did she stitch the 1^st shirt? (Expected answer would be as; 3)
• Cross the ‘3’ buttons and ask the students to count the remaining. 
  
• How many buttons did she stitch the 2^nd shirt? (Expected answer would be as; 3)
• Cross ‘3’ more and count remaining 
  
• She stitched ‘3’ buttons on the 3^rd shirt. Now cross ‘3’ more and count the remaining buttons. 
  
• She stitched ‘3’ buttons on the 4^th shirt.
• She stitched ‘3’ buttons on the 5^th shirt. 
  
• Ask students to count remaining buttons. 
  
• Deduce with the help of students ‘15’ buttons are sufficient for ‘5’ shirts.
• Remind them this can be written in short equals to ‘5’.
• Repeat this activity with match sticks by dividing the students into different groups / teams.

Activity 3

• Tell students that we don`t always have objects such as buttons or oranges to see how we can solve a division problem, we (usually) use multiplication table.
• Show them the sums done in activities 1 and 2 and how they can be solved by following table.
• Provide them the work sheet.
• Ask students to work out the sums individually and share answers with their partner.
• Instruct students to tell you if their answers are different, help them to correct the mistakes. 
  
• Give more such sums to students for more practice.

Activity 4

• Tell the story: 
  
• ‘put ‘20’ sweets in a plate on the table.
• Ask in how many children we want to distribute? (Expected answer would be as; 5)
• How many sweets will each child get?
• Ask ‘5’ students to come in front of class.
• Ask them to take ‘1’ sweet one by one and till no sweet in the plate.
• Ask how many sweets each student has? (Expected answer would be as; 4)
• Ask one student to solve question on the board, as such; 20 ÷ 5 = 4
• Tell them this process can be written as; 
  

Sum up / Conclusion

• Division is the shortest way to represent repeated subtraction.
• Division is the inverse process of multiplication.
• ‘÷’ is the sign used for division.

Assessment

• Ask the following questions;

Follow up

• Ask them to convert following sums into their story and solve, as like;

24 ÷ 4 = --------

2 ÷ 10 = --------

• Ask them to write this story on chart paper.
• Ask students to think of more situations in daily life where division is used. For example, into how many number of periods a school day is divided?
  
• Can you equally divide 7 in 3 groups; if no, explain why?
  
• Ask the students to solve the questions given in their textbook.