Class: Primary 3
Term: 2nd Term
Week: 1
Age: 8 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Numbers
Previous Lesson: Second Term General Mathematics Examination.
Topic: Division
Subject Matter: Division of whole numbers not exceeding 100 by 2, 3, 4, 5 and 6 without remainder; Relationship between multiplication and division.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define division as equal sharing.
Identify the symbols used for division (÷, : ).
Divide whole numbers not exceeding 100 by 2, 3, 4, 5, and 6 without a remainder.
Explain the inverse relationship between multiplication and division.

Affective Domain:

Appreciate the importance of division in daily activities.
Show enthusiasm for solving division problems.

Psychomotor Domain:

Accurately solve division problems using multiplication facts.
Demonstrate the concept of sharing equally using counters or drawings.

Participate actively in group activities involving division.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary 3 Mathematics.
State Unified Scheme of Work.
New General Mathematics for Primary 3.

Instructional Materials

The teacher will teach this lesson with the aid of:

Counters (e.g., bottle tops, stones)
Number charts
Flashcards with multiplication and division facts
Whiteboard or chalkboard

Rationale for the Lesson

This lesson helps pupils understand how to share items equally and solve problems involving sharing in their daily lives. It also builds a strong foundation for more complex mathematical operations.

Prerequisite/Previous Knowledge

Pupils can count numbers, perform simple multiplication, and have a basic understanding of sharing.

Lesson Content/Board Summary

Division of Whole Numbers and its Relationship with Multiplication

1. What is Division?

Division is the process of sharing a total number of items into equal groups. It tells us how many times one number is contained in another number.

The symbols used for division are ‘÷’ or ‘:’.

Example: If you have 12 sweets and want to share them equally among 3 friends, each friend gets 4 sweets (12 ÷ 3 = 4).

2. Division of Whole Numbers Not Exceeding 100 by 2, 3, 4, 5, and 6 without Remainder

To divide, we can think of how many times the divisor fits into the dividend, or which number multiplied by the divisor gives the dividend.

Worked Examples:

Example 1: Divide 20 by 5

Step 1: Understand the problem. We want to share 20 items into groups of 5.

Step 2: Think of multiplication. What number multiplied by 5 gives 20?

Step 3: The answer is 4 (because 4 x 5 = 20).

Therefore, 20 ÷ 5 = 4.

Example 2: Divide 48 by 6

Step 1: We need to find how many groups of 6 are in 48.

Step 2: Use your multiplication facts for 6. Recall: 6 x 1 = 6, 6 x 2 = 12, …, 6 x 8 = 48.

Step 3: The number is 8.

Therefore, 48 ÷ 6 = 8.

Example 3: Divide 75 by 5

Step 1: We want to find how many groups of 5 are in 75.

Step 2: You can count in fives until 75 (5, 10, 15, …, 75) or use multiplication.

Step 3: We know 5 x 10 = 50. We need 25 more. 5 x 5 = 25. So, 5 x (10 + 5) = 5 x 15 = 75.

Therefore, 75 ÷ 5 = 15.

3. Relationship Between Multiplication and Division

Multiplication and division are inverse operations, meaning they undo each other. They are part of a ‘fact family’. If you know a multiplication fact, you can easily find related division facts.

Examples:

If 5 × 4 = 20, then 20 ÷ 4 = 5 and 20 ÷ 5 = 4.
If 3 × 7 = 21, then 21 ÷ 7 = 3 and 21 ÷ 3 = 7.
If 6 × 8 = 48, then 48 ÷ 8 = 6 and 48 ÷ 6 = 8.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, checks attendance, and asks pupils about sharing items like sweets or pencils equally among friends.
Pupils’ Activity: Pupils respond to greetings and share their experiences about sharing.
Learning Point: Pupils recall prior knowledge of sharing and are introduced to the concept of division.

Step 2: Explanation of Division

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher defines division and explains its symbols (÷, :). The teacher uses counters to demonstrate sharing 10 items equally among 2 pupils.
Pupils’ Activity: Pupils listen attentively, observe the demonstration, and answer questions about what they observed.
Learning Point: Pupils understand the meaning of division and its symbols.

Step 3: Division by 2 and 3

Time: 7 minutes
Teaching Skill: Demonstration/Practice
Teacher’s Activity: The teacher writes simple division problems on the board, such as 18 ÷ 2 and 24 ÷ 3, and guides pupils to solve them using their multiplication knowledge.
Pupils’ Activity: Pupils solve the problems on their notebooks and volunteer to show their working on the board.
Learning Point: Pupils practise dividing numbers by 2 and 3 without remainders.

Step 4: Division by 4 and 5

Time: 7 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher provides more examples for division by 4 and 5, such as 36 ÷ 4 and 45 ÷ 5, encouraging pupils to use their multiplication tables.
Pupils’ Activity: Pupils work individually or in pairs to solve the problems, with the teacher providing support as needed.
Learning Point: Pupils improve their ability to divide by 4 and 5.

Step 5: Division by 6

Time: 5 minutes
Teaching Skill: Direct Instruction
Teacher’s Activity: The teacher presents examples of division by 6, such as 42 ÷ 6 and 54 ÷ 6, emphasizing the use of multiplication facts for the 6 times table.
Pupils’ Activity: Pupils attempt to solve the problems and discuss their methods.
Learning Point: Pupils can divide numbers by 6 without remainders.

Step 6: Relationship between Multiplication and Division

Time: 6 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains the inverse relationship between multiplication and division using fact families (e.g., 5 x 4 = 20, so 20 ÷ 4 = 5 and 20 ÷ 5 = 4).
Pupils’ Activity: Pupils identify related multiplication and division facts for given numbers.
Learning Point: Pupils understand that multiplication and division are related operations.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is division?
State the two symbols used for division.
Divide 27 by 3.
If 7 x 5 = 35, what are the two related division facts?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson and assigns homework, which includes solving more division problems and writing fact families.
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils reinforce their understanding of division and its relationship with multiplication.

Home Task: Solve three new exercises on Division. Show each step and check each answer.

Lesson Keywords

Division – The process of sharing equally or splitting into equal parts.
Dividend – The number being divided.
Divisor – The number by which another number is divided.
Quotient – The result obtained from dividing one number by another.
Multiplication – The process of repeated addition.

Differentiation

For pupils who are struggling, the teacher will provide additional one-on-one support, use more concrete materials like blocks or counters, and give simpler problems. For advanced pupils, the teacher will provide challenging word problems that require division and encourage them to create their own division problems.

Note for teachers using this lesson plan

Ensure that pupils have a solid grasp of their multiplication tables, as this is fundamental to understanding and solving division problems. Encourage the use of various strategies for division, including repeated subtraction and using fact families. Emphasize the practical applications of division in everyday life to make the lesson more relatable.