Teaching Mathematics in the Intermediate Grades Page 1 of 9

Division of 3-to 4-Digit Numbers by 1 – to – 2 Digit Numbers

MODULE
1

OVERVIEW
A youth organization in Brgy. Zone 1 have raised 1 704 cans of sardines to be distributed
among the typhoon victims. If they will put 24 cans of sardines per box for transport, how many
boxes will they need?

LEARNING OUTCOMES

At the end of this module, you are expected to:

A. Divide 3 – to 4 digit numbers by 1 to – 2 digit numbers without and with remainder (M$NS-If-
54.3); and
B. solve word problems involving division of 3- to 4 digit numbers by 1 – to 2 digit numbers.

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

Activity! Let’s Do
these:
Rules: Rol 2 dice and record the number in the first 2 boxes. Rol the 2 dice again
and record the numbers in the 2 boxes then multiply the numbers together to find the
answer.

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Analysis!
Teacher’s Note:
 Group pupils into five
 Select who will be the dice tosser, and result recorder
 Have them follow your direction as you show them the find the answer
Guided Questions:
 What happens wh
 Since 10 tens equal 1 hundred, then we may bundle together the 10 tens straws
and place them in the glass labelled HUNDREDS PLACE. Its shows that 10 tens
equal 1 hundred.
 Explore this Module! Don’t missed anyone of this pages.

Abstraction!
Let’s Discuss

In today’s post we are going to explain how to solve double digit division.

Before beginning to learn how to solve double digit division, it is important that you
become familiar with these terms, because we will use them later.

Dividend: the number that is being divided.

Divisor: the number by which the dividend is divided.
Quotient: the result of division.
Remainder: the amount that is left over after division.

Once you have seen this, you know where to place each number in the division. Now, we have to
follow these steps:

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1. Take the first digits of the dividend, the same number of digits that the divisor has. If the
number taken from the dividend is smaller than the divisor, you need to take the next digit of the
dividend.
2. Divide the first number of the dividend (or the two first numbers if the previous step took
another digit) by the first digit of the divisor. Write the result of this division in the space of the
quotient.
3. Multiply the digit of the quotient by the divisor, write the result beneath the dividend and
subtract it. If you cannot, because the dividend is smaller, you will have to choose a smaller
number in the quotient until it can subtract.
4. After subtraction, drop the next digit of the dividend and repeat from step 2 until there are no
more remaining numbers in the dividend.
That’s the concept, but we are going to go through it with an example.

We are going to solve the following double digit division:

1. Take the first digits of the dividend: in this case 57. But as 57 is smaller than 73, you have to take
one more digit: 573.
2. To divide 573 by 73, we take the first two digits of the dividend: 57 and divide them by the first
digit of the divisor:
57 ÷ 7 = 8
3. Write the 8 in the quotient and multiply it by the divisor:
8 x 73 = 584
But 584 is bigger than 573; therefore, 8 “does not fit”. You have to choose the preceding
number and multiply again:
7 x 73 = 511
511 is smaller than the dividend; therefore 7 “does fit”. We write 511 beneath the digits of the
dividend and then divide and subtract:

4. Drop the next digit of the dividend, which is 8. Now, you have to divide 628 by 73. Repeat the
previous steps:
Divide the first two digits of the dividend by the first digit of the divisor and write it in the space of the
quotient:
62 ÷ 7 = 8

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Multiply that digit by the divisor:

8 x 73 = 584

584 is less than 628; therefore, we can subtract:

628 – 584 = 44

The result of this division is 78 and a remainder of 44.

Application!

. teach 1 child in your home. Use the three methods in multiplying multi-step
numbers. Be sure that child will works on different method. Compare your answer.
453 x 34 = N

SELF-ASSESSMENT ACTIVITIES (SAA)

LFM Name:___________________________________ Course& Year:__________________________

Module Number and Title:________________________ Contact No. ___________________________
A. divide. Indicate the remainder if there is any.

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C. Divide mentally
1. 136 / 2 = ____________
2. 204 / 6 = ____________
3. 546 / 3 = ____________
4. 702 / 9 = ____________
5. 1 260 / 4 = ___________
D. Answer this. Then, find a rule in dividing multiples of 10.
1. 100 / 10 = _______________
2. 1 000 / 10 = ______________
3. 10 000 / 100 = ____________
4. 100 000 / 1000 = __________
5. 1 000 000 / 1 000 = ________

KEY POINTS

 To divide large numbers we follow these steps: Divide, Multiple, Subtract bring
down, and Repeat or Remainder.
Let’s
Recall

END OF MODULE ASSESSMENT

Don’t ignore this page here is the step on how you submit your output. Thank you! And
God Bless. Keep Safe kapamilya.

After analysing and reading this module, answer the activities

provided attach at the end of this module after the references.
Write your answer on the separate paper.

Submit your answer at Osmena colleges College of teacher

education office or you can reach me thru my fb account Jeslene
Lupague Pusing and my email address:
[email protected]
Or contact thru this no. 09503541456

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SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

Here is the key based on the activities above activity.
APPLICATION!
Problem. 453 x 34 = N (showing the process of long method, lattice and distributive property were
come up the result of 15 402)

LOOKING AHEAD

Congratulation for making it till the end of this module! If you aced the assessment,
I am happy and proud of you. For the next module, Please advance reading about
Division of 3 – to 4- digit numbers by 1 – to 2- digit numbers
Discuss!
How would you differentiate multiplication from other fundamentals of
mathematics?

SELF AND MODULE

This part requires you to rate the quality of the module to help you continuously improve the development of
this learning module. This also asks you to rate your learning experience for each of the modules.

Rate the module using the following:

1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree

The learning module: 1 2 3 4

Please check appropriate column

was engaging
allowed for self-checking (SAAs)

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developed in gradual, manageable steps

provided independent, self-paced learning
contained relevant information I needed

Self- Evaluation

Rate the extent of your learning in this module using the scale below. Check the column corresponding
to your rating in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3- I’m a Practioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.

My learning: 1 2 3 4
I can now

Please check appropriate column

A. Divide 3 – to 4 digit numbers by 1 to – 2 digit
numbers without and with remainder (M$NS-If-
54.3); and

B. Solve word problems involving 3- to 4 digit numbers by 1 to – 2 digit numbers

REFERENCES

 Teaching mathematics in the Intermediate grades copyright, 2020 by: Genesis G. Camarista, LPT,
Ph.D, and Ian B. Oranio, LPT, BEED Published by: LORIMAR PUBLISHING, INC.

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END OF MODULE ASSESSMENT (Answer

(Please don’t forget to provide information on this part)

LFM Name: _____________________________________________ Course& Year:________________

Module Number and Title: _________________________________ Date accomplished: _____________

Contact number:_____________________________ E-mail Address or Fb account:_________________

Now that you have finished the review of the various concepts outlined above, it is now
time for an assessment to see how far you have improved. Write your answers on the
blank space provided for each question.
Task 1. Divide the following. Indicate the remainder if there is any.

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Task 2. Answer the following problems. Show your complete solution.

1. Gemma made 6 000 pieces of coconut balls. She placed 50 pieces in a pack. How many
packs of coconut balls. She placed 50 pieces in a pack. How many packs of coconut balls
had she?
2. A katsa purse costs 13. 00 pesos. If angelica gave the cashier 2, 000.00 pesos and received
a change of 19. 00 pesos, how many pieces of purse did she buy?
3. Seven hundred fifty-six chairs were put in a row, how many more chairs are needed to
complete the last row?
4. Kathleen and Ryn had an equal number of polvoron. After Kathleen gave away 24
polvoron, Ryn had three times as many polvoron as Kathleen. How many polvoron did ryn
have?
5. On Monday, nhic collected three times as many eggs as kent. On Tuesday, Nhic sold 100
eggs. Kent then had twice as many eggs as Nhic. How many eggs did kent have?

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