TERM: 3^{rd} Term
WEEK: 2
CLASS: Primary 3
AGE: 8 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: Division
SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to
INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical, assessments
INSTRUCTIONAL MATERIALS: Base ten blocks, Whiteboards/scrap paper, videos from source
PERIOD 1: Division grouping and sharing
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate What is 100 more than 1. 814 2. 206 3. 54 4. 154 5. 754 6. 876 7. 867 8. 786 9. 768 10. 687  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Revise breaking down numbers into tens and units with the learners. • For example: 13 = 10 + 3 68 = 60 + 8 24 = 20 + 4 72 = 70 + 2 35 = 30 + 5 84 = 80 + 4 46 = 40 + 6 93 = 90 + 3 57 = 50 + 7 14 = 10 + 4.
CLASS ACTIVITY The teacher • Does the following examples on the board: −− Share 24 between 2. Use base ten blocks to demonstrate the sharing and record the numeric working while you explain what you are doing. 24 ÷ 2 =___
−− Share 39 among 3. (Use blocks to demonstrate and talk about the steps in the working while you do the calculation.) 39 ÷ 3 = ___ = (30 + 9) ÷ 3 = (30 ÷ 3) + (9 ÷ 3) = 10 + 3 = 13
ACTIVITY II The teacher • Asks learners to do the following examples on their whiteboards/scrap paper. Use the method used above. −− Share 48 among 4. Use base ten blocks to demonstrate the sharing. −− Share 28 between 2. Use base ten blocks to demonstrate the sharing.  Pupils pay attention and participate 
STEP 3 CLASSWORK  1. Write in expanded notation. a) 19 = ___ + ___ b) 41 = ___ + ___ c) 24 = ___ + ___ d) 58 = ___ + ___ e) 63 = ___ + ___ f) 82 = ___ + ___ g) 76 = ___ + ___ h) 94 = ___ + ___
2. Write the numbers in expanded notation before dividing. a) 39 ÷ 3 = ___ b) 45 ÷ 5 = ___
3. Max makes 50 cakes. He puts them in bags with 5 cakes per bag. How many bags can he make?
4. Grant makes small bags of gums to sell at school. He has a big bag with 80 gums. He puts 4 gums in a bag. How many small bags can he make?  Pupils attempt their class work 
STEP 4 HOMEWORK  1. Write in expanded notation. a) 23 = ___ + ___ b) 86 = ___ + ___ 2. Divide the following by writing the numbers in expanded notation first: a) 48 ÷ 4 = ___ b) 55 ÷ 5 = ___  Pupils attempt their class work 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to divide by sharing and grouping
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 2 : Divisionrevise sharing
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations What is 100 less than 1. 376 2. 768 3. 321 4. 453 5. 567 6. 802 7. 971 8. 453 9. 199 10. 567  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Revises the distributive property with the learners. • Does the following examples using base 10 blocks. Share the tens and then the units. Example with no remainder: 36 ÷ 3 = â¡
47 ÷ 5 = â¡
• Asks how many units are left (if any). That will be a remainder (we write it rem). In the first example there is no remainder. So 36 ÷ 3 = 1 ten and 2 units = 12 In the second example the remainder is 2. So 47 ÷ 5 = 9 rem 2 (You need to exchange 1 ten for 10 units to do this sharing.)
CLASS ACTIVITY The teacher • Explains to learners that we can also show the same calculations on the board as follows. • Explains the use of the brackets when multiplying out using the distributive law. You do not have to use the term distributive law, but learners do need to understand the working and know how to write it out correctly. This method works when the broken up number can be divided completely by the divisor. (30 + 7) ÷ 3 (40 + 7) ÷ 5 = (30 ÷ 3) + (7 ÷ 3) = (40 ÷ 5) + (7 ÷ 5) = (10 + 2) rem 1 = (8 + 1) rem 2 = 12 rem 1 = 9 rem 2 • Asks learners to do the following examples on their whiteboards/scrap paper. They must hold up their whiteboards/scrap paper after completing each example for you to check before proceeding with the next example. −− 25 ÷ 5 = ___ (5) −− 25 ÷ 4 = ___ (6 rem 1) −− 25 ÷ 2 = ___ (12 rem 1) −− 25 ÷ 10 = ___ (2 rem 5) −− 25 ÷ 3 = ___ (8 rem 1)
 Pupils pay attention and participate 
STEP 3 CLASSWORK  1. Share 14 sweets among 3 children: a) How many sweets do they each get? b) How many sweets are left over?
2. Share 13 sweets among 5 children. How many sweets each? How many left over?
3. Share 19 sweets among 5 children. How many sweets each? How many left over?
4. Write the numbers in expanded notation before dividing. a) Share 30 marbles among 4 children. How many marbles are left?
b) Share 19 marbles between 2 children. How many marbles are left?
5. Calculate the following: a) 25 ÷ 5 = ___ b) 63 ÷ 5 = ___
 Pupils attempt their class work 
STEP 4 HOMEWORK  Divide the following by writing the numbers in expanded notation first: a) Share 47 marbles among 5 children. How many marbles are left?
b) Share 29 marbles among 4 children. How many marbles are left?  Pupils attempt their class work 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to divide numbers
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 3: Divisionword problems
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate What is 200 more than 1. 376 2. 768 3. 321 4. 453 5. 567 6. 265 7. 763 8. 28 9. 706 10. 219  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Does the following problems with the learners. The farmer wants to sell apples. He sells them in bags of 3 apples. He has 66 apples. How many bags of apples can he make up? • Uses the layout shown below to illustrate on the board how you have shared the apples.
How can we write this as a division number sentence? (66 ÷ 3 = 22) CLASS ACTIVITY The teacher • Does another problemsolving example with the learners. Three teachers share 98 books so that they each get the same number of books for their classes. How many books does each teacher get for her class?
• Asks the learners to draw three circles (one for each teacher) on their whiteboards/scrap paper and to share the books between the circles. They should begin by thinking about all the big number facts they remember about their 3x tables.
You should write out the working on the board (similarly to example in Activity 1 above).
There may be different ways of sharing the books. Discuss various suggestions. E.g. 30 + 30 + 30 + 8 = 98. Each gets 30 books and they share the last 8 books. Each gets 2 of those books, so they each get 32 books and there are 2 books left over. How can we write this as a division number sentence? (98 ÷ 3 = 32 rem 2)
ACTIVITY II The teacher • Works through another example – allow time for learners to work on their whiteboards/scrap paper before discussing the solution with the class. Mum divides 62 eggs to use equally over 5 days. How many eggs does she have for each day? (12 rem 2)  Pupils pay attention and participate 
STEP 3 CLASSWORK  Draw a picture and write a division number sentence and answer for these problems: 1. The baker wants to sell bread rolls. He sells them in bags of 6 each. He has 56 rolls. How many bags of rolls can he make up?
2. Four children share 86 sweets so that they all get the same number of sweets. How many sweets does each child get?
3. Kelvin has 58 marbles. He wants to put them in bags of 5 each to give to his friends. How many bags of 5 marbles each can he make up?  Pupils attempt their class work 
STEP 4 HOMEWORK  Solve the problem, by drawing circles and then write a number sentence: 1. Four sisters want to share N63 so that they all get the same amount of money in naira. How many naira will each sister get?
2. Six boys want to share 25 toy cars so that they all get the same number of toy cars to play with.  Pupils attempt their class work 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to solve word problems involving division
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 4: Multiplication and division inverse operations
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. 3 multiplied by 2. 4 times 2 3. Three tens 4. Double 8 5. 5 rows of 4 6. 20 + 19 = 7. 3 groups of 5 8. Half of 20 9. 20 + 21 = 10. 17 – 9 =  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Revises inverse additive operations  addition and subtraction with the learners. • Asks the learners if they remember what operation undoes what addition does. (Subtraction.) • Does some examples on the board, e.g. 200 + 350 = 550 (inverse operation: 550 – 350 = 200 (subtraction undoes addition) • Says in words what the examples show: If I add 350 to 200 I get 550. If I subtract 350 from 550 I get back to 200, where I started. • Asks What does the inverse operation do? (It undoes what the operation has done.) • Does some more examples to illustrate addition and subtraction as inverse operations.
CLASS ACTIVITY The teacher Inverse operations – doubling and halving. • Asks the learners if they remember what the inverse operation for doubling is. (Halving.) • Does examples on the board, e.g. double 20 = 20 + 20 = 40 inverse operation: half of 40 = 20 • Asks What does the inverse operation do? (It undoes what the operation has done.) • Does some more examples to illustrate doubling and halving as inverse operations.
ACTIVITY II The teacher Inverse operations – multiplication and division. • Asks the learners if they know what the inverse operation for multiplication is. (Division.) • Does examples on the board, e.g. 4 x 5 = 20 inverse operation: 20 ÷ 5 = 4 • Asks What does the inverse operation do? (It undoes what the operation has done.) • Does some more examples to illustrate multiplication and division as inverse operations. For example: 3 x 9 = 27 and 27 ÷ 9 = 3 4 x 8 = 32 and 32 ÷ 8 = 4  Pupils pay attention and participate 
STEP 3 CLASSWORK  1. Complete the following: a) If 3 x 5 = 15 then 15 ÷ 5 = ___ . b) If 8 x 3 = 24 then 24 ÷ 3 = ___ . c) If 5 x 8 = 40 then 40 ÷ 8 = ___ . d) If 2 x 10 = 20 then 20 ÷ 10 = ___ . e) If 2 x 5 = 10 then 10 ÷ 5 = ___ . f) If 4 x 6 = 24 then 24 ÷ 6 = ___ . g) If double 15 is 30 then half of 30 is ___ . h) If double 34 is 68 then half of 68 is ___ . 2. Joke has 99 sweets. He has three times as many sweets as Mayowa. How many sweets does Mayowa have?
3. A vegetable garden has 6 rows of plants. Each row has 10 plants. How many plants are there in the garden?  Pupils attempt their class work 
STEP 4 HOMEWORK  1. Complete the following: a) If 4 x 5 = 20 then 20 ÷ 5 = ___ . b) If 8 x 2 = 16 then 16 ÷ 2 = ___ . c) If 5 x 4 = 20 then 20 ÷ 4 = ___. d) If double 20 is 40 then half of 40 is ___ . e) If double 11 is 22 then half of 22 is ___ .  Pupils attempt their class work 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to multiply and divide in 4s
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 5: Weekly Test/consolidations
TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 14 and gives the pupils follow through exercises, quiz and tests. She marks the exercises, makes corrections and commends the pupils positively.
PUPIL’S ACTIVITY: The pupils work on the worksheets and exercises given by the teacher individually
CONSOLIDATION
Calculate the following. Use any method that you have learned in class. Show your method.
How many packets of tomatoes will he be able to make up?
How many worms will we each get?
when they come over to play. How many cars will they each get to play with?
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