DETAILED LESSON PLAN IN MATHEMATICS2

Learning Duration
eDLP Area:Mathema Grade Quart : 50
No.:3 tics Level:Two er:II mins
Learning • visualizes and represents division Code:
Competen as equal sharing, repeated 2NS-
cy/ies: subtraction, equal jumps on the IIIa49
number line and using formation of M2NS-
equal groups of objects IIIa-50
•creates and 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.
Key  Division can be represented as follows:
Concepts/  Number line = number of last jump=
Understan number of space
dings to
be
Develope
d
1. Objectives

Knowledg Visualize and Creates division as equal jumps on

e the number line
Skills Represent division as equal jumps on the
number line
Attitudes Work collaboratively with the group .

Values Practice the value of cooperation.

2. Content
/ Topic
3. Drill cards: Subtraction facts, illustrations,
Learning number lines, printed on the cartolina strips,
Resource cutouts of cupcakes and saucers or paper
s/ plates, activity sheets and show – me – cards
Materials /
Equipmen
t
4. Procedures (indicate the steps you will undertake to teach to
teach the lesson and indicate the no. of minutes each step will
consume)
4.1 Drill : Mental Computation
Introducto Give the difference orally (Flash cards) Review
ry Activity Checking of Assignment
. Motivation Posing a problem opener.
(10 mins)
Ten cupcakes to be placed in
5 saucers. How many
cupcakes in each saucer?
(Pupils act out the problem to internalize the
situation.)
-Ask:
How many cupcakes will be placed in saucers?
How many saucers are there?
What is the division sentence?
Present this illustration.

1
 10 ÷ 5 =
You can find the quotient using these ways.
1. Distribute the cupcakes one by one to the
saucers until nothing is left on you.
This shows division by equal distribution of
objects to each group or set.
We write: 10 ÷5 = 2
We read: 10 divided by 5 equals 2.

2. After the distribution of objects, let us find out

how to get the quotient through using of equal
jumps on the number line .
Post this number line on the chalkboard.

0 1 2 3 4 5 6 7 8 9 10
Ask: How many backward jumps are shown? (2
backward jumps) It is named as the quotient.
How many spaces are in each jump? (5 spaces)
It is named as the divisor.
Say: We subtract 5 two times. So, we divided –
10 ÷ 5 = 2

4.2 Work in Groups - Game

Activity a. Divided the class into ―Learning Friends‖
b. Distribute activity sheet to different groups.
(5 mins) c. Let the group work cooperatively to get
accurate answers.
d. The first group to come up with the most
number of correct answers wins the game.
Create a number line using these division
sentences. Give the correct quotient.
1. 16 ÷ 4 =
2. 20 ÷ 5 =
3. 21 ÷ 3 =
4. 18 ÷ 6 =
Valuing What should you do as a member of
your group?
Why is it good to cooperate with your group?
4.3 Ask: 1. What is the other way to represent
Analysis division?
(by using equal jumps on the number line)
(10 mins) 2. What kind of jumps is shown on the number
line to represent division? (backward jumps)
3. What do you call the number of the backward
jumps on the number line?
(It is called/named as the quotient.)
4. What spaces in each jumps represent? (It
represents as the divisor.)
2
 4.4 What is another way to represent division?
Abstractio (Division using number line which can be
n expressed in repeated subtraction.)

(3 mins)
4.5 Game- Using number lines printed on cartolina
Applicatio strips and show- me- cards
n 1. Distribute number lines printed on cartolina
(5 mins) strips
2. Tell them to write the correct division sentence
on their show me cards.
3. The first pupil to come up with the correct
answer wins the game.
5. Assessment (indicate whatever it is thru Observation and/or
Talking/Conferencing to Learners and/or Analysis of Learners’
Products and/or Tests) ________minutes
Written Let the pupils answer Buluhaton 2 in Learner‘s
Test Material.

( 5 mins)
6. Assignment(indicate whether it is for Reinforcement and/or
Enrichment and/or Enhancement of the day’s lesson and/or
Preparation for new lesson) ______minutes
Preparatio Create a number lne of the following division
n for the sentence.
next 1. 10 ÷ 2 =
lesson 2. 20 ÷ 5 =
( 2 mins )
7. Wrap- Close the lesson by having a contest. Teacher
up / may call 2 volunteers to answer the division
Concludin sentence flashed by the teacher.
g
Activity__
___minute
s

Prepared by:
Name: Guadaluppe C. Palma School: Cabungahan Elementary
Position/Designation:TEACHER I Division: DANAO CITY DIVISION
Contact Number: 09422416471 FB Account:palma_guadalupe