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Visualizing and Representing

Division
Learner's Module in Mathematics 2
Quarter 3 ● Module 1

LOVE LYN A. HOGAT

Developer
Department of Education • Cordillera Administrative Region
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF BAGUIO CITY
No. 82 Military Cut-off, Baguio City

Published by:
DepEd Schools Division of Baguio City
Curriculum Implementation Division
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is created shall
be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum through
the DepEd Schools Division of Baguio City - Curriculum Implementation Division (CID). It
can be reproduced for educational purposes and the source must be acknowledged.
Derivatives of the work including creating an edited version, an enhancement or a
supplementary work are permitted provided all original work is acknowledged and the
copyright is attributed. No work may be derived from this material for commercial purposes
and profit.

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 PREFACE

This module is a project of the DepEd Schools Division of Baguio City through the
Curriculum Implementation Division (CID) which is in response to the implementation of the
K to 12 Curriculum.

This Learning Material is a property of the Department of Education, Schools

Division of Baguio City. It aims to improve students’ performance specifically in Mathematics.

Date of Development January 2021

Resource Location DepEd Schools Division of Baguio City
Learning Area Mathematics
Grade Level 2
Learning Resource Type Module
Language Mathematics
Quarter/Week Q3/W1

Learning Competency Code

Visualizes and represents division, and

Learning Competency writes a related equation for each type
of situation: equal sharing, repeated
subtraction, equal jumps on the
number line, and formation of equal
groups of objects.

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 ACKNOWLEDGEMENT
The developer wishes to express his gratitude to those who helped in the
development of this learning material. The fulfillment of this learning material would not be
possible without them.

Thank you all for your moral and technical support in the crafting of this learning
module. To my colleagues in our school for sharing your knowledge and expertise as I
developed this learning resource. Lastly, to the office of DepEd Division of Baguio City for
giving us the opportunity to discover our skills as module writers.

Development Team
Developer/s: Love Lyn A. Hogat
Layout Artist:
Illustrator:

School Learning Resources Management Committee

Remedios P. Quiño School Head / Principal
Arthur U. Mangili Subject / Learning Area Specialist
Enry Lou C. Jara School LR Coordinator

Quality Assurance Team

Francisco Copsiyan EPS – Mathematics
Santiago L. Bugtong PSDS – District

Learning Resource Management Section Staff

Loida C. Mangangey EPS – LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily B. Mabalot Librarian I
Ariel Botacion Admin. Assistant

CONSULTANTS

JULIET C. SANNAD, EdD

Chief Education Supervisor – CID

CHRISTOPHER BENIGNO
OIC- Office of the Asst. Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

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 TABLE OF CONTENTS
Page
Copyright Notice………………………………………………….……...….…… ii
Preface …………………………………………………………………...…….… iii
Acknowledgement……………………………………………………. …….…... iv
Table of Contents……………………………………………………….……. … v
Title Page…………………………………………………………………………. 1
What I Need to Know (Learning Objectives) ………………………………… 2
What I Know………………………………………………………………...……. 3
What’s In…………………………………………………………..……………… 4
What’s New…………………………………………………………..…………... 4
What Is It……………………………………….……………….……..……….…. 6
What’s More……………………………………...…………………...………..… 8
Assessment 1……………………………………………………..………… 8
Assessment 2……………………………………………………………….. 9
What I Have Learned……………………………………………………………. 11
What I Can Do……………………………………………………….…………… 12
Post-Assessment ………………………………………………...……………… 13
Answer Key………………………………………………………………………. 15
Reference Sheet…………………………………………………...…….…….… 16

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 What I Know
Write a division sentence for each illustration.
Number 1 is done for you.

1. 2.

_8_ ÷ _4_ = _2_ ____ ÷ _____ = ______

3.

_____ ÷ _____ = ______

4.
0 1 2 3 4 5 6 7 8 9 10 11 12

_____ ÷ _____ = ______

5. 24 – 8 = 16 Division sentence:
16 – 8 = 8
8-8=0 _____ ÷ _____ = ______

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 What’s In
Select your answer in column B. Write the letter of the
correct answer before the number.
Column A Column B

____1. 5 x 6= ___ A. 9

____2. 2+2+2+2 B. 30

____3. ___ x 4 = 16 C. 24

____4. 3 x ___ = 27 D. 8

____5. 6 + 6 + 6 +6 E. 4

What’s New

Read the word problem .

Nina has 10 balloons. She wants to share them with her

siblings, Ben, Tom, Linda and Edna. How many balloons will
each one of them get?

Let us solve the problem.

1. How many balloons will each one of them get ?
Nina Ben Tom Edna Linda

2. Solution : 10 ÷ 5 = 2 Quotient (answer)

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 Dividend Divisor

3. Answer: Each of them will get 2 balloons.

To fully understand the equation 10 ÷ 5 = 2, we can use the

following :

 Formation of equal groups of objects.

Division sentence: 10 ÷ 5 = 2

 Equal jumps on a number line.

1 2

0 1 2 3 4 5 6 7 8 9 10

Division sentence: 10 ÷ 5 = 2

 Repeated subtraction.
 10- 5 = 5 (1)
5- 5 = 0 (2)
Division sentence: 10 ÷ 5 = 2

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 What is It

 Division is described or modelled as separating sets into

equal parts.
 Dividend is the value that you want to divide.
 Divisor is the number that divides the dividend.
 Quotient is the answer in the division operation.
 Division can be expressed as equal sharing, equal
groups of objects, formation of equal jumps on a
number line and repeated subtraction.

 Let’s study the examples below.

1. To show division as equal sharing and equal groups of

objects.

Example: Mica and her 2 friends picked 12 guavas.

How many guavas will each of them have?
Let’s see how Mica will divide the 12 guavas into 3
groups. Let’s count.

The 12 guavas are divided into 3 groups.

We can also write the division sentence as 12 ÷ 3 = 4.
So, Mica and her friends will have 4 guavas each.

2. Representing division as equal jumps on a number line.

Example :

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 The ball bounces every 5 spaces on the number line.
How many times does the ball bounce until it reaches
30?

1 2 3 4 5 6

The total spaces on the number line divided by the number

of spaces every bounce, equals the number of times the ball
bounced.

Division sentence: 30 ÷ 5 = 6

3. Writing division equation by using repeated subtraction.

Example:
Tom bought 18 pieces of bread. He divided them equally
among the 6 street children. How many pieces of bread did
each of them receive?

Solution:
To get the number of bread to be received by each child,
subtract 6 from 18 until you get the difference of 0.
18 – 6 = 12 (1)
12 – 6 = 6 (2) 6 is subtracted 3 times from 18.
6–6=0 (3)
The division sentence is 18 ÷ 6 = 3.
Therefore, each of them received 3 pieces of bread.
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 What’s More

Assessment 1
A. Divide according to what is asked.
1. Divide equally into 2 groups. How many in each group?

Division sentence: 16 ÷ 2 = ______

2. Divide equally into 4 parts. How many in each part?

Division sentence: _____ ÷ _____ = ______

B. Complete the arrow of the number line to answer the

division sentence.

1. 9 is divided into 3

Division sentence: 9 ÷ 3 = ______

2. 20 is divided into 5

Division sentence: _____ ÷ _____ = ______

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 C. Complete the repeated subtraction and the division
sentence.

1. 18 candies and 9 children

repeated subtraction division sentence
18 – 9 = ___ (1)
9 – 9 = ___ (2) 18 ÷ 9 = ____

2. 24 oranges, 8 girls
repeated subtraction

24 – 8 = ___ (1) division sentence

16 – 8 = ___ (2)
8 – 8 = ___ (3) ____ ÷ ____ = ___

Assessment 2

A. Group according to what is asked and solve each story

problem. Then write the division equation below.

1. Bonito donated his 8 toy cars to 4 little boys in an

orphanage. How many toy cars did each boy get?

Division sentence: _____ ÷ _____ = ______

2. There are 15 eggs. Each carton has 5 eggs in it. How

many cartons of eggs are there?

Division sentence: _____ ÷ _____ = ______

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 B. Put an arrow ( ) on the number line to show the
division operation below it.

3.

0 1 2 3 4 5 6 7 8 9 10 11 12

Division sentence: 12 ÷ 6 = 2

4.
0 2 4 6 8 10 12 141618 20 22 24 26 28 30 32 34 36 38 40

Division sentence: 40 ÷ 4 = 10

C. Complete the repeated subtractions below and its

equation in division. Write your answer inside the box.

5. 24 – 6 = 18 (1) Division sentence:

___ – 6 = 12 (2)

12 – ___ = 6 (3) 24 ÷ ___ = ___

6– 6 = ___ (4)

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 What I Have Learned

To understand the concept of division we should be

able to know the following.

1. Division can be represented through the formation of

equal jumps on the number line.

2. Division can be expressed as a repeated subtraction.

3. The quotient is the answer in the division operation.

4. Dividend is the value that you want to divide.

5. Division is also described as separating sets into equal

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 What I Can Do

1. Draw to show equal sharing and write the division

sentence.
Eighteen coffee mugs ( ) are divided into 3 sets.

Division sentence: _____ ÷ _____ = ______

2. Use a number line to show the division situation. Then

write the division equation.
A 40 centimeter ribbon is cut into 8 pieces.

Division sentence: _____ ÷ _____ = ______

3. Write the repeated subtraction equation and its division

sentence.
There are 35 pencils in all. Each pupils have 5
pencils.

Division sentence: _____ ÷ _____ = ______

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 Post-Assessment

A. Write the division sentence for each

illustrations.
1.
_________ ÷ ________ = ________

2. _ ________ ÷ ________ = ________

3.
_________ ÷ ________ = _______

B. Show the situation in repeated subtraction and write the

division sentence.

There are 25 watermelons to be distributed to 5 families.

C. Match column II with column I. Write the letter of the correct
answer on the blank.

Column I Column II

____1. A. 21 ÷ 7 = 3

____2.
B. 14 ÷ 7 = 2

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____3. Divide into 7 parts. How many in
each group?

C. 12 ÷ 3 = 4

____4.
D. 40 ÷ 5 = 8

____5. Peter had12 bananas. He

shared them equally to his 3
friends. How many bananas E. 48 ÷ 8 = 6
did each of his friends have?
Answer Key
What I Know
POST ASSESSMENT
B.
2. 16 ÷ 4= 4
3. 18 ÷ 9= 2 25-5 =20 10-5=5
4. 12 ÷ 4 = 3 20-5 =15 5-5=0
5. 24 ÷ 8 = 3
15-5 =10 25÷ 5 = 5

What’s In

1. B 2. D 3. E 4. A 5. C

What’s More
Assessment 1
A. 1.

16 ÷ 2 = 8
2.
12 ÷ 4 = 3

B.
1. 2. 2.

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Assessment
1. 10

9÷ 3 = 3 20 ÷ 4 = 5

C. 1. 18-9=9 2. 24-8 =16

9-9=0 16-8 = 8
18÷9=2 8-8 =0 24÷8=3

Assessment 2

A. 1. 2.

8÷4=2 15÷ 5 = 3

B. .
1.

0 1 2 3 4 5 6 7 8 9 10 11 12
12 ÷ 6 = 2

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For inquiries or feedback, please write of call:
Department of Education – Schools Division of Baguio City
No. 82 Military Cut-off Road, Baguio City
Telefax: 442-4326 / 442-7819
Email Address: depedbaguiocity@gmail.com

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