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SDLP in Math 3 - Dividing Two - To Three-Digit Whole Numbers by Two-Digit Divisors

This lesson plan focuses on teaching students to divide two- to three-digit whole numbers by two-digit divisors, aiming for 85% accuracy in practice problems. It includes preparatory activities, guided and independent practice, real-world application problems, and evaluation methods. The lesson promotes perseverance and problem-solving skills while integrating discussions on the importance of division in everyday life.

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Okeeh Kaayu
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18 views4 pages

SDLP in Math 3 - Dividing Two - To Three-Digit Whole Numbers by Two-Digit Divisors

This lesson plan focuses on teaching students to divide two- to three-digit whole numbers by two-digit divisors, aiming for 85% accuracy in practice problems. It includes preparatory activities, guided and independent practice, real-world application problems, and evaluation methods. The lesson promotes perseverance and problem-solving skills while integrating discussions on the importance of division in everyday life.

Uploaded by

Okeeh Kaayu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan: Dividing Two- to Three-Digit Whole Numbers by Two-

Digit Divisors

I. Objectives:
At the end of the 50 minute-lesson, 85% Of the learners will be able to:

a) Accurately divide two- to three-digit whole numbers by two-digit divisors;


b) Apply the division process to solve real-world problems involving division;
and
c) Demonstrate understanding by completing practice problems with 80%
accuracy.

II. Subject Matter:


A. Topic: Dividing Two- to Three-Digit Whole Numbers by Two-Digit
Divisors
B. Reference:
C. Materials: Whiteboard and markers, Printed worksheets with practice
problems, Counters or base-ten blocks, and Real-world problem scenarios
for discussion
D. Values Integration: Promoting perseverance and problem-solving
skills when facing challenging tasks.
III. Learning Procedure:
A. Preparatory activities:
1. Greetings
2. Prayer
3. checking of attendance
4. recalling of classroom rules
5. review (Basic division facts and one-digit division)
B. developmental activities
1. motivation
The teacher flashes some flashcards.
1. What is 12 ÷ 3?
2. What is 20 ÷ 5?
3. What is 15 ÷ 3?
4. What is 30 ÷ 6?
5. What is 24 ÷ 8?

2. Presentation of the lesson


Based on the activity we did, what is our topic today?
3. Discussion
Introduce the topic by explaining the importance of division in everyday life.
Discuss situations where dividing large quantities is necessary (e.g., sharing
pizza, dividing school supplies).
Write a sample problem on the board: 234 ÷ 12.

Guided Practice:

Step 1: Estimate the quotient. Ask students to round 12 to the nearest ten and
divide 230 (an easier number to work with) to estimate the quotient.

Step 2: Set up the long division:

Show how to write the division in long division format.

Discuss how to divide, multiply, and subtract step by step.

Emphasize checking the result by multiplication.

Example Breakdown:

Divide the first digit: How many times does 12 go into 23? (1 time)

Multiply: 1 × 12 = 12

Subtract: 23 - 12 = 11

Bring down the next digit (4) to make 114.

Divide again: How many times does 12 go into 114? (9 times)

Multiply: 9 × 12 = 108

Subtract: 114 - 108 = 6

Remainder: 6

Complete answer: 234 ÷ 12 = 19 R6

Independent Practice:

Distribute worksheets with problems similar to the example. Include two-


and three-digit dividends with two-digit divisors. Examples:

1. 486 ÷ 24
2. 732 ÷ 18
3. 125 ÷ 25
4. 512 ÷ 32

4. Application
The teacher will divide the class into 5 groups. Each group will work on a specific
real-world division problem. After discussing and solving their problem, each group will
present their findings to the class.

Group 1

If 150 apples are to be divided among 12 baskets, how many apples will each
basket get?

Group 2

A teacher has 240 pencils and wants to divide them equally among 20
students. How many pencils will each student receive?

Group 3

There are 300 cookies to be shared equally among 15 plates. How many
cookies will each plate hold?

Group 4

A gardener has 180 flowers and wants to plant them equally in 9 rows. How
many flowers will go in each row?

Group 5

If a bookstore has 500 books and wants to display them equally on 25


shelves, how many books will be placed on each shelf?

5. Generalization
Guiding Questions:
1. What steps did you take to solve the division problems?
2. How do we determine how many times the divisor goes into the dividend?
3. Why is it important to check our work after division?

IV. Evaluation
Directions: Solve the following problems. Show your work for full credit.

1. 384 ÷ 16 = ______
2. 561 ÷ 19 = ______
3. 728 ÷ 27 = ______
4. 840 ÷ 30 = ______
5. 576 ÷ 24 = ______

Key Answers:
1. 24
2. 29
3. 27
4. 28
5. 24
V. Assignment

Direction: Solve each problem and show your work for full credit.

1. A class is organizing a fundraiser and has 450 raffle tickets to distribute equally
among 30 students. How many raffle tickets will each student receive?
2. A library has 960 books that need to be arranged equally on 12 shelves. How
many books will be placed on each shelf?

3. A teacher is organizing a field trip and has 180 tickets to distribute equally among
15 classes. How many tickets will each class receive?

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