Grade: 2 Division [2017]

Session 1 :- (Introduction and Vocabulary)

Materials required: - chalk, duster, board and books Duration: 45 minutes

Objective: Students will be able to come up with the words related to division.

I: Teacher will distribute the books and ask what is she doing with books?

Ans: distribute

Lead them to the discussion of the words related to distribution.

N: To help learners calculate in real life and enhance vocabulary related to division.

T/R: Word splash

O: Vocabulary related to division

Content presentation Method (Teacher Driven) :

• Teacher will write the word distribute which is given by the children on the board and ask the
questions to the children in such a way that it leads to the vocabulary related to division.

• Questions :

What am I doing when I am distributing the things? (give)

What is happening with the books when I am giving them to you? ( They are becoming less)

What do I do if my friend has not brought his Nasta? (share)

What are the things that I can distribute?

(let them come with the things they can distribute also lead them to the discussion that when we
play we divide the children into 2 teams)

Students may not come up with the term division so teacher will give hint that the word is related to
divide and then let them think and answer the word division.

(words related to division : things become less, distribute, divide , share, give away

Discuss and explain page no. 161

Effective ending: Read the words from the board and make sentences using the words.

Session 2 :- (Division as repeated subtraction) (2 slots) Duration: 45 minutes

Materials required: - chalk, duster, board, sketch pens, pencils, paper pins, bottle tops and blocks

Objective: Students will be able to articulate and demonstrate the process of repeated subtraction using the
real objects individually.
 I: Teacher will bring few colorful sketch pens to the class and say that I want to distribute these 15
sketch pens to the children equally, let me see to how many children am I able to give? She will
give the sketch pens randomly and act as if she does not know how to distribute equally.

Then she will ask the children did she do the right thing? Children will say no. Teacher will say ok
let’s solve this situation together I need your help.

N: Helps to explain their thinking process.

T/R: Solving of the situation by the teacher and students ( through questioning)

Solving situation in a group.

O: Demonstration and articulation of situation.

Content presentation Method (Teacher Driven) :

Teacher will say let’s do it together.

How many sketch pens do I have? (15)

What do we want to do with these sketch pens? (Distribute them equally)

Let’s add one more condition that could help us to solve this problem; I want to give 5 sketch pens
to each child. So let us reframe our situation to solve it correctly.

How can I do that?

I have 15 sketch pens and I want to distribute them equally in such a way that each child gets 5.
How many children will get the sketch pens?

Let me give 1st 5 sketch pens to Prachi. I had 15 sketch pens and I gave 5 to Prachi so what
happened to the number of sketch pens? (they have become less) So now how many sketch pens are
left with me? ( 10)

Now I am left with 10 sketch pens. Let me give next 5 sketch pens to Neha. Again the numbers of
sketch pens with me are becoming less. Now I am left with 5 sketch pens. Can I give to one more
child? (yes)

Finally let me give my last 5 sketch pens to Ekta. How many sketch pens am I left with? (0)

How many children got the sketch pens? (3) So I found the solution to my problem I distributed 15
sketch pens among 3 children in such a way that each child got 5 sketch pens.

What was happening to my sketch pens when I gave to others? (they became less)

Did it become less one time or each time I gave away? (all the times)

When do the things become less? (when we subtract)

So what do we say when we subtract again and again? (repeated subtraction)

So now can you say what division is? ( Relate it with multiplication as repeated addition)
 Ans: division is repeated subtraction

• Interactive method : Student driven

Teacher will give more situation and students will demonstrate and articulate the same with the
objects given to them. Teacher will make each and every child do the practicals individually.
Feedback is to be given to the one who needs.

Effective ending: let a child come and make up his own situation and he will call the other child to come
and show the same thing through the objects and articulate it.

HW: Students will go home make one situation and show it to their parents and solve it through practical
and articulation.

Session 3 :- (repeated subtraction with manipulative) (2 days) Duration: 45 minutes

Materials required: - chalk, duster, board and bottle tops.

Objective: Students will be able to articulate and demonstrate the process of repeated subtraction using the
manipulative individually.

I: Match the following

33+ 15 18

27-9 2525

505 x 5 48

N: Articulation and demonstration of a situation will help children to show their understanding of a
given situation.

T/R: Solving the situation individually.

O: Articulation and demonstration of a situation

Content presentation Method (Teacher Driven) :

• Teacher will give a situation given below.

• I have 14 pizzas. I want to distribute them in such a way that each child gets 2 pizzas. How many
children will get the pizzas?

• (teacher may use other objects like chocolates, flowers which we don’t allow in school)

• Now teacher will say lets solve this situation. We have to distribute pizzas but we don’t have them
here in school so what shall we do? (Accept their answers) if they don’t come up with an effective
answer give clues, Can we use these beans as our pizza. (yes) We shall assume that these beans are
our pizza so these beans are called manupalatives. Then teacher will solve the situation with the
beans.

• Teacher will give some more situation and students will demonstrate and articulate the same with
 manipulative. Teacher will make each and every child to do the practical individually.

Steps of articulation:

Situation : I have 15 chocolates with me. I want to distribute them equally in such a way that each child
gets 5 chocolates. How many children will get 5 chocolates?

Articulation: I have 15 chocolates with me. I gave 5 chocolates to the first child. I have 10 chocolates left
with me.

I gave 5 chocolates to the second child. I have 5 chocolates remaining with me.

I gave 5 chocolates to the third child. Now I don’t have any chocolates left with me.

So I distributed 5 chocolates each to 3 students.

1st child 2nd child 3rd child

15 −5 =10 10 −5 =5 5 −5 =0

Effective ending: let the child come and make up his own situation and he will call the other child to come
and show the same thing through the objects and articulate it.

HW: Students will go home make one situation and show it to their parents and solve it through practical
and articulation.

Session 4 :- (pictorial of repeated subtraction) (2 days) Duration: 45 minutes

Materials required: - chalk, duster, board.

Objective: Students should be able to draw the given situations.

I: Revise the previous session.

N: Making them draw the situation will help them to show their understanding through pictures.

T/R: Illustration of the situation.

O: To Illustrate the given situations.

Content presentation Method (Teacher Driven) :

• Teacher will write situation given below on the board.

I have 12 pencils. I want to distribute them in such a way that each child gets 4 pencils. How many
children will get the pencils?

How will I solve the situation? I don’t have objects nor do I have manupalatives. (draw)

How will you draw the situation? Teacher will read the situation again and pose different questions
to help them draw the situation.

How will you draw the pencils? (let them draw what they want to draw)
 How will you show that you are giving or distributing the pencils.(cut / group)

How will you show that you have given away the pencils to a child? (draw a figure to show a child
and draw 3 pencils near each child or group three pencils and draw an arrow from that group
towards the child. )

How will you find out how many children got the pencils? (by counting the number of children
drawn or number of groups.

• Introduce the sign of division: 12 divided by 4 equals 3.

12 ÷ 4 = 3

Teacher will give 2 -3 examples and illustrate them on the board. Let the children say the steps.

• Let students solve two situations in Math book. .

• Discuss and explain page no. 162 and relate it with repeated subtraction.

• Let students solve ‘find the number of groups made' exercise on page no. 163.

Effective ending: let a few children come and present their own work in front of the class.

HW: Teacher will give two situations in their booklet and students will solve it pictorially.

Session 5 :- (Repeated subtraction)

Materials required: - CW1, HW1

• revise the previous session and let students solve CW1

• Explain and give HW1

Session 6 :- (Division using Number line)

Materials required: chalk, duster and board

Objective: Students will be able to solve the given sums using number line.

I: Teacher will show a scale and ask where you see such things in your daily life where you see
numbers at equal distance. (ruler, weighing scale, dams, medicine caps etc)

N: Solving the questions on the number line will help children to solve the questions quickly.

T/R: Explanation by the teacher

Making situation and solving on the number line in Math book.

O: To solve the given situation using number line.

Content presentation Method (Teacher Driven) :

Teacher will write the situation on the board and ask how we can solve the situation in some different way.
We have already done it using objects, manupalatives, and pictures. Can you come up with some different
way to solve the situation?

Give them clues (what was shown to them at the beginning of the lesson) we have used this method to
solve addition, subtraction and multiplication. ( number line)

Teacher will write this situation on the board.

I have 12 candies with me. I want to distribute them in such a way that each of my friends gets 3 candies.
How many friends will get 3 candies?

Teacher will revise the steps while illustration. She will ask students to speak steps orally for the situation
given on the board.

Example: Teacher will draw 12 candies on the board and then ask how can I say this step?

I have 12 candies.

She will cut 3 candies and then ask how can I say this?

I gave 3 candies to 1st friend so I am left with 9 candies. 12 − 3 = 9

Cut another 3 candies and then ask how can I say this?

I gave 3 candies to 2nd friend so I am left with 6 candies. 9 – 3 = 6

Cut another 3 candies and then ask how can I say this?

I gave 3 candies to 3rd friend so I am left with 3 candies. 6 − 3= 3

Cut another 3 candies and then ask how can I say this?

I gave 3 candies to 4th friend so I am left with 0 candies. 3 − 3= 0

4 friends have 3 candies.

• Teacher will draw a number line and explain it.

• Teacher will ask different questions like

- How will we write numbers?

- How many numbers will we skip?
- Will we jump forward or backward? If backwards Why? (because it is repeated subtraction)
- How division number line is different from multiplication number line?

• Teacher will give more sums to children. They will solve it in Math book.
Effective ending: Teacher will draw a number line in the class and she will ask few children to solve the
questions by jumping on the number line.

HW: Give 5 sums in HW.

Session 7 :- (equal sharing)

Materials required: - Manipulative and different objects

Objective: students will be able to demonstrate the process of fair share using manupalatives.

I: Teacher will say that I have a problem and I have come for a solution. Please help me solve this
situation. As students know everything they will say mam solve it with repeated subtraction.

N: Students should know that division is not always repeated subtraction.

T/R: Solving the situation by teacher with the help of students.

Demonstration of fair share method using menupalatives.

O: To demonstrate the process of fair share method using menupalatives.

Content presentation Method (Teacher Driven) :

Teacher will give the situation where objects are given and objects to be distributed are given and children
have to find the groups.

Example: Raj has 12 books. He distributed them in such a way that each child gets 2 books. How many
children will get the books?

Then teacher will write a new situation on the board where the total objects and groups are given and
students have to find objects to be distributed.

Example: Raj has 12 books. He wants to distribute them equally among 6 children. How many books will
each child get?

Children may try solving it with repeated subtraction. They will solve by subtracting 6 from 12. So teacher
will write 12 books − 6 children. Can we subtract 12 books and 6 children? No, That’s not possible.
Explain them situation and let them brain storm and find out solution.

Teacher will ask 6 children to stand up and take 12 books. Then she will distribute them one by one to all 6
children. And give name as fair share method.

Teacher will give some situation on the board and ask students to demonstrate in groups of 5. (teacher will
not give groups more than 5 as students are 5 in a group)

(Teacher may ask question like what are objects in this situation? what are groups in this situation? So later
it will be useful to them to find out which method to choosess)

Effective ending: Divide the class in to 4 groups using fair share methods

HW: Students will go home make one situation and show it to their parents and solve it using
manupalatives.

Session 8 :- (Equal Sharing)

Materials required: - Manupalatives and different objects

Objective: Students will be able to demonstrate the process of fair share using manupalatives.

I: Teacher will say that I have a problem and I have come for a solution. Please help me solve this
situation. As students know everything about repeated subtraction so they will say mam solve it
with repeated subtraction.

N: Students should know that division is not always repeated subtraction.

T/R: Solving the situation by teacher with the help of students.

Demonstration of fair share method using menupalatives.

O: To demonstrate the process of fair share method using menupalatives.

Content presentation Method (Teacher Driven) :

Teacher will give the situation where objects are given and objects to be distributed are given and children
have to find the groups.

Example: Raj has 12 books. He distributed them in such a way that each child gets 2 books. How many
children will get the books?

Then teacher will write a new situation on the board where the total objects and groups are given and
students have to find objects to be distributed.

Example: Raj has 12 books. He wants to distribute them equally among 6 children. How many books will
each child get?

Children may try solving it with repeated subtraction. They will solve by subtracting 6 from 12. So teacher
will write 12 books − 6 children. Can we subtract 12 books and 6 children? No, That’s not possible.
Explain them situation and let them brain storm and find out solution.

Teacher will ask 6 children to stand up and take 12 books. Then she will distribute them one by one to all 6
children. And give name as fair share method.

Teacher will give some situations on the board and ask students to demonstrate in groups of 5. (teacher will
not give groups more than 5 as students are 5 in a group)

(Teacher may ask questions like what are objects in this situation? what are groups in this situation? So
later it will be useful to them to find out which method to choose)

Effective ending: Divide the class in to 4 groups using fair share methods
 HW: Students will go home make one situation and show it to their parents and solve it using
manupalatives.

Session 9 :- (Equal Sharing)

Materials required: -

Objective: Students will be able to draw and share the given things equally.

I: Give a situation: I had 4 chocolates. I gave 3 chocolates to Shalu and 1 to Rohan.

Have I shared equally?

How should I share so Shalu and Rohan get an equal number of chocolates?

What is equal sharing?

N: Making them draw will help them to show their understanding into words.

T/R: Pair activity and solving exercise.

O: To draw and share the given things equally.

Content presentation Method (Teacher Driven) :

• Teacher will ask students to read the explanation on page no 163 and 164. Then they will discuss it
with their partner.

• Teacher will demonstrate 2 pictorial situations of fair share on board and ask students to solve
exercises on page no. 165.

• Taking the discussion further discuss the “let’s go” section (pg 160).

• Encourage the students to discuss amongst themselves, estimate and then answer.

• Help out the students wherever required.

Effective ending: Discuss WS1 in OWB and give it as HW.

HW: WS1 page no. 41

Session 10 :- (fair share/ equal sharing)

Materials required: - CW2, HW2

• revise the previous session and let students solve CW2

 • Explain and give HW2

HW Division Facts 2

Session 11 :- (Repeated Subtraction and Equal Sharing)

Lsson plan 12.3 from Teacher’s manual

- Math lab activity. (OSB- pg no. 168)

- Let students solve WS 3 fill in the blanks exercise using manupaltives in OWB. (Fair share method)
(Teacher will use beads as objects and children as groups for better understanding and it will be
helpful in differentiating both the methods)

Effective ending: Students will discuss spot the error sum in the pair and solve it individually.

Session 12 :- (Debate on both the methods) + CW3 and HW3

Materials required: - BB, chalk, duster CW3 and HW3

Objective: Make the students clear with groups and objects in the question and then decide which method
to apply.

I: Teacher will write few situations on the board and ask students to say what are the groups and
what are the objects in given situations? (Connect it with Math lab activity)

N: Making them think and understand the situation will help them to differentiate both the methods.

T/R: Discussion
solving the situations individually
O: Make the students clear with groups and objects in the question and then decide which method
to apply.

Content presentation Method (Teacher Driven) :

• Once students are clear about groups and objects teacher will move one step forward and ask that
what are the total numbers of objects and what are total numbers of groups. What is given in the
question objection or groups? After finding out what is given teacher will also teach which method
to apply.

• Teacher will show and explain strategies to identify methods in 2 situations and let students
complete CW3

Effective ending: discuss HW3 and give it as HW

HW: HW3
Session 13:

Revise both the methods and let students solve sums in OSB page no. 166 and

WS -2 in OWB pg no. 42.

HW: division facts of 3

Session 14 :- (Division using Ramanujan kit) (2 days)

Materials required: - Ramanujan Kit, chalk, duster, BB

Objective: After the demonstration along with articulation by the teacher, students will be able to solve the
division sum using Ramanujan kit.

I: Teacher will show the Ramanujan kit and ask how can she use this to solve a situation of division
and where else have we used this situation?

N: Helps children to calculate faster in real life situations.

T/R: Demonstration by the teacher.

Practicals by the children

O: Observe the practical by the teacher and solve the sums independently using Ramanujan Kit.

Content presentation Method (Teacher Driven) :

Teacher will write a question on the board (small group) 24 ÷ 4 and ask the children how will they interpret
the question? Teacher will say you have 24 things and you have to divide them among 4.

How will you represent the number 24 using Ramanujan kit?

Ans: We will take 2 tens (bars) and 4 ones (blocks)

How will you represent the 4 groups ( take their answers whatever they give)

Teacher will say we need to divide them among 4 so let us take these trays as groups and let us divide
them.

First she will divide 2 tens into 2 trays that each will get 1 ten.

Next she will divide 4 blocks into 2 trays in such a way that each tray will get equal blocks i.e 2 ones.

So, 12 is the answer.

(Explain them that in division we will always subtract from bigger place value if it is 2 digit number then
we will divide from tens and from hundreds in 3 digit number.)

She will give more examples of 2 and 3 digits sums without remainder.

146 ÷ 2 , 36 ÷3, 369 ÷ 3

She will ask students to solve the sums using Ramanujan Kit
Effective ending: Call one child and teacher will ask him / her to solve the situation and record the same
on board.

HW: Division Facts of 4

Session 15 :- (symbolic form of division)

Materials required: -

Objective: After the explanation, students will be able to represent the question symbolically (2 by 1 digit)

I: Rapid fire on Division Facts.

N: Helps children to calculate faster in real life situations.

T/R: Explanation by the teacher.

Solving sums by the children

O: To represent the question symbolically (2 by 1 digit)

process :

Teacher will write a sum on the board (small group). 48 ÷ 4

Afterwards she will ask students to solve sum without illustration. She will call a few students to
solve sums on the board.

 Then teacher will explain how to solve the sum using long division method.
- Write 48 in the box and 4 out of the box.
- We will start calculation from tens.
- When does 4 comes in the table of 4? (4x1)
- So write 1 on the top and 4 down. Connect the same with the practicals.
- 4 subtract 4 is 0.
- Draw an arrow and bring next digit , 8 ones down.
- When does 8 come in the table of 4 (4x2)
- So 2 on the top and down 8.
- Final answer is 12

 Teacher will explain divisor, dividend, remainder and quotient.

 Also explain them how to check the question. As division is inverse of multiplication tell
them to multiply quotient with divisor.

 She will give enough sums like 24 divided by 2, 39 divided by 3, 68 divided by 2, 93

divided by 3 etc, till the whole class is through with it.
 (She will give sums in booklet as per discretion.)

HW: Give 10 sums as HW in the booklet

Session 16:-

Objective: After the explanation, students will be able to represent the question symbolically (3 by 1 digit-
without regrouping)

I: Rapid fire on Division Facts.

N: Helps children to calculate faster in real life situations.

T/R: Explanation by the teacher.

Solving sums by the children

O: To represent the question symbolically (3 by 1 digit)

process : Teacher will write a sum on the board . 842÷ 2 (without regrouping)

 Afterwards she will ask students to solve it connecting it with symbolic sums done previous
day. She will call a few students to solve sums on the board.
 Then teacher will explain how to solve the sum using long division method.
- Write 842 in the box and 2 out of the box.
- We will start calculation from hundred’s place.
- When do 8 come in the table of 2? (2 x 4)
- So write 4 on the top and 8 down under 8. Connect the same with the practicals.
- 8 subtract 8 is 0.
- Draw an arrow and bring next digit, 4 tens down.
- When does 4 come in the table of 2 (2 x 2)
- So 2 on the top and write 4 under 4 and subtract it.
- 4 subtract 4 is 0.
- Draw an arrow and bring next digit, 2 once down.
- When does 2 come in the table of 2 (2 x 1)
- So 1 on the top and write 2 under 2 and subtract it.
- 2 subtract 2 is 0
- Final answer 421

 Ask children to check the question using multiplication strategy.

(As division is inverse of multiplication tell them to multiply quotient with divisor. )

 Teacher will revise divisor, dividend, remainder and quotient.

 She will give enough sums like 424 divided by 2, 993 divided by 3, 648 divided by 2, 484 divided
 by 4 etc, till the whole class is through with it.

(She will give sums in booklet as per discretion.)

HW: Give 10 sums as HW in the booklet

Session 17:-

Discuss CW-4 then students will solve individually in class

HW: Let’s Practice
Explain and give HW- 4
Session 18:-

Recap of all the concepts and complete MMCW and MM evaluation

Session 19:-

Revision worksheet – CA (to be graded)

Teachers can give some sums in math book or booklet for practice at home. (not mandatory)

Session 20:-

Evaluation of Division