lesson guide - gr. 3 chapter i -division v1.0.pdf

7/24/2019 LESSON GUIDE - Gr. 3 Chapter I -Division v1.0.pdf

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Lesson Guide

In

Elementary MathematicsGrade 3

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

DEPARTMENT OF EDUCATIONBUREAU OF ELEMENTARY EDUCATION

in coordination with

ATENEO DE MANILA UNIVERSITY

2010

Chapter I

Whole Numbers

Division

INSTRUCTIONAL MATERIALSCOUNCIL SECRETARIAT, 2011


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Lesson Guides in Elementary Mathematics

Grade III

Copyright 2003All rights reserved. No part of these lesson guides shall be reproduced in any form without a writtenpermission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 3

Region 3

Agnes V. CanilaoPampangaJosefina S. AboTarlac CityAlma FloresBataan

Region 4 - A

Cesar MojicaRegional OfficeMarissa J. de AldayQuezonHenry P. ContemplacionSan Pablo City

Region 4 BFelicima MurciaPalawan

National Capital Region (NCR)

Laura N. GonzagaQuezon CityDionicia PaguiriganPasig/San JuanYolita SangalangPasig/San Juan

Bureau of Elementary Education (BEE)

Elizabeth J. EscaoGalileo L. GoNerisa M. Beltran

Ateneo de Manila University

Pacita E. Hosaka

Support Staff

Ferdinand S. BergadoMa. Cristina C. Capellan

Emilene Judith S. SisonJulius Peter M. SamuldeRoy L. ConcepcionMarcelino C. BatallerMyrna D. LatozaEric S. de Guia - Illustrator

Consultants

Fr. Bienvenido F. Nebres, SJPresident,Ateneo de Manila University

Ms. Carmela C. OracionPrincipal,Ateneo de Manila UniversityHigh School

Ms. Pacita E. HosakaAteneo de ManilaUniversity

Project Management

Yolanda S. QuijanoDirector IVAngelita M. EsdiculDirector III

Simeona T. EbolChief, Curriculum Development DivisionIrene C. RoblesOIC - Asst. Chief, Curriculum Development Division

Virginia T. FernandezProject Coordinator

EXECUTIVE COMMITTEE

Jesli A. LapusSecretary, Department of EducationTeodosio C. Sangil, Jr.Undersecretary for Finance and Administration

Jesus G. GalvanOIC - Undersecretary for Programs and ProjectsTeresita G. InciongAssistant Secretary for Programs and Projects

Printed By:

ISBN

971-92775-2-1


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TABLE OF CONTENTS

Introduction .................................................................................................................................. ivMatrix ........................................................................................................................................ v

I. WHOLE NUMBERS

A. Division

Dividing 2- to 3- digit numbers by renaming ................................................................... 1Dividing 2- to 3- digit numbers by 1- digit numbers without remainder ........................... 6Dividing 2- to 3- digit numbers by 1- digit numbers with remainder ................................ 11Dividing 2- to 3- digit numbers by multiples of 10 up to 90. ............................................ 15Dividing 2- to 3- digit numbers by 1- to 2- digit numbers with zero difficulty ................... 21Dividing 3- to 4- digit numbers by 1- to 2- digit numbers without remainder .................. 26Dividing 3- to 4- digit numbers by 1- to 2- digit numbers with remainder ....................... 32

Dividing 3- to 4- digit numbers by 2- to 3- digit numbers with zero difficulty ................... 36Dividing whole numbers by 5 .......................................................................................... 43Dividing whole numbers by 10 and 100 .......................................................................... 48Dividing mentally 2- digit numbers through 99 by 1- digit number without

remainder ........................................................................................................... 54Solving 1- step word problems involving division of 2- to 4- digit numbers by

1- to 2- digit numbers including money .............................................................. 59Solving 2- step word problems involving division and anyone of the fundamental

operations including money ............................................................................... 63Solving 3- step word problems involving division and any two of the other

fundamental operations including money .......................................................... 67


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I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.


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MATRIX IN ELEMENTARY MATHEMATICSGrade III

COMPETENCIES VALUES INTEGRATED STRATEGIES USEDMULTIPLE INTELLIGENCES

TECHNIQUESWith HOTS

I. Whole Numbers

A. Division of Whole Numbers

1. Comprehension of Division

1.1 Divide 2 to 4 digit numbers by 1 to 2digit numbers without or withremainder and with zero difficulty

1.1.1 Divide 2 to 3 digit numberwithout/with numbers by 1 digitremainder

with/without remainder

1.1.1.1 Show that renaming 2 to 3 digit

numbers help makecomputation easy

Industry Simplifying the problem Song (Musical) Cooperative

groups(Interpersonal)

1.1.1.2 Divide 2 to 3 digit numbers by1 digit number withoutremainder

Sharing Acting out the problemMaking a table

Cooperativegroups(Interpersonal)

1.1.1.3 Divide 2 to 3 digit numbers by1 digit number with remainder

Honesty Simplifying the problem Manipulative (Bodilykinesthetic)

1.2 Divide 2 to 3 digit numbers by multiplesof 10 up to 90

Physical fitness Modeling Simplifying theproblem

Diagram (Spatial) Maze(Logical math)

1.3 Divide 2 to 3 digit numbers by 1 to 2digit numbers with zero difficulty

Eating the right kind offood

ModelingDrawing pictures


1.4 Divide 3 to 4 digit numbers by 1 to 2digit numbers without or with remainderand with zero difficulty

1.4.1 Divide 3 to 4 digit numbers by 1digit number without remainder

Eating the right kind offood

Drawing pictures Makinga table


1.4.2 Divide 3 to 4 digit numbers by 1 to2 digit numbers with remainder

Kindness/Friendliness Acting out the problemPolya's steps in problemsolving

Chart (Spatial) Manipulative(Bodily kinesthetic)

1.4.3 Divide 3 to 4 digit numbers by 1 to2 digit numbers with zero difficulty

Politeness Polya's steps in problemsolving

Ladders (Spatial)

1.4.4 Divide whole numbers by 5 Cooperation Acting out the problem Puzzle (Logical mathematics)

1.4.5 Divide whole numbers by 10 and100

Helpfulness Simplifying the problem Maze (Logical math) Numberchart (Spatial)


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1.5 Divide mentally 2 digit numbers through99 by 1 digit numbers without remainder

Accuracy Simplifying the problem Number wheels (Logical Math)Manipulative (Bodilykinesthetic)

2. Application of Division

2.1 Solve 1 step word problem involving

division of 2 to 4 digit numbers by 1 to 2digit numbers including money

Industry/Love of work Acting out the problem

Polya's steps in problemsolving

Maze (Logical math Song

(Musical))

3. Application of the Four FundamentalOperations

3.1 Solve 2 step word problems involvingdivision and any one of the fundamentaloperations including money

Helpfulness/ Industry Polya's steps in problemsolving Acting out theproblem

Movements (Bodily KinestheticCooperativegroups(Interpersonal)

3.2 Solve 3 step word problems involvingdivision and any two of the otherfundamental operations includingmoney

Wise use of time Polya's steps in problemsolving Making a table

Illustrations (Spatial)Cooperativegroups(Interpersonal)


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Dividing 2- to 3-Digit Numbers by Renaming

I. Learning Objectives

Cognitive: Show that renaming 2- to 3-digit numbers help make computation easy indivision

Psychomotor: Write the expanded form of numbersAffective: Be industrious

II. Learning Content

Skill: Renaming 2- to 3-digit numbers make computation easy in divisionReference: BEC PELC I.E.1.1Materials: cut-outs, flash cards, number cards, show me cardsValue: Industry

III. Learning Experiences

A. Preparatory Activities

1. Drill: Division Basic Facts

ContestGiant Stepsa. The teacher calls on 4 pupils at a time.b. She flashes the number cards and the pupils outdo each other by giving the correct

answers.c. The first pupil to give the correct answer will take one step forward.d. The first pupil to reach the finish line wins the game.

64 8 = __ 72 9 = __ 25 __ = 5 32 4 = __ 48 __ = 6 30 6 = __

2. ReviewRenaming Numbers

a. The teacher flashes the number cards.b. The pupils write the expanded form of the number in their show me cards.

126 100 + 20 + 6 935 900 + 30 + 5

473 400 + 70 + 3 228 200 + 20 + 8

564 500 + 60 + 4

3. Motivation

Introduce the song Im Mathematics to the tune of Skip to my Loo

(Im mathematics, how do you do?) 2x Who are you, tell me trueIm just a child, but I know you.

You know addition, yes I doMultiplication, yes I doEven division, yes I doLets get together, I like you


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What are the operation mentioned in the song?Addition, Multiplication and Division

Lets see if you can tell the operation that we shall use in solving the problem on the chart.

B. Developmental Activities

1. Presentation

a. Present problem 1 (2 digits dividend)

Tony and Peter wanted to help their family in earning a living. They planted mustardseedlings in their garden plots. There are 36 seedlings. They planted 6 seedlings in eachrow, how many rows of mustard seedlings did they have?

b. Analysis

Who wanted to help their family in earning a living? What did they do to increase the family income? Do you also help your family in earning a living? What kind of children are Tony and Peter?

Are they industrious? How many seedlings do they have? How many seedlings did they plant in each row? What shall we do to answer the problem?

c. Solve the problem through illustration. Let us look at the seedlings on the chart.

How many seedlings are there in all?How many rows are there?How many seedlings are there in each row?Write the division sentence.

36 6 = 6

6

6

36

36

0

d. Solve the problem by renaming the dividend (use of expanded form). Lets solve theproblem with the use of the expanded form. Write the number sentence.

36 6 = N


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Rename 36 using the expanded form of the number

30 + 6 = 36 6 36

30 6 = 56 6 = 15 + 1 = 6

e. Solve the problem using the short form.

6 36

Step 16 is not contained in 3.so, take 3636 6 = 6

Step 2Multiply 6 by 6.6 x 6 = 36subtract 3636 = 0

f. Present problem 2 (3 digits dividend)There are 248 pupils in grade 3. They are distributed equally among 4 classes. How

many pupils are there in each class?

How many pupils are there?

Into how many classes are they distributed equally?Write the number sentence. 248 4 = NRename the dividend and solve.

4 248 200 + 40 + 8

200 4 = 5040 4 = 108 4 = 250 + 10 + 2 = 62

Lets show it in another way.

4

21050

200

840200

0 4040

0 880

Who can compute the answer using the short form?

4

62

24 8

= 62

Step 1Divide the hundreds.4 is not contained in 2so take 24, 24 4 = 6

Step 2Multiply 4 by 6.4 x 6 = 24subtract 24 from 242424 = 0

46

24

24 8

0


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Did we get the same answer when we divide 248 by 4 using the expanded notationand the short form?

Which method is easy to use?Why?

2. Guided Practice

a. Work in pairs

Game Compute Me

Distribute number cards with division problem written on them. The pupils answer theproblem by renaming the dividend as a sum of hundreds, tens and ones. (expandedform)

Instruct them to write their answer at the back of the number card.The first pair to give the correct answer wins the game.

b. Group the pupils into Learning Barkadas. (LBs)

GameCome and Get Me

The teacher arranges number cards on the chalkboard.Then she distributes activity cards to the LBs.The pupils will answer the problem in the activity card by renaming the dividend usingthe expanded form.After answering the problem, they will look for the answer on the chalkboard.The first LB to get the correct answer from the chalkboard wins.

Step 3Bring down 8.8 4 = 2Multiply 4 by 2.2 x 4 = 8Subtract 88 = 0

4

62

24

24 8

088

0

5 155

3 633 5 525 6 336

2 42

4 84 3 93 3 366


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3. Generalization

How do we make our computation in division easy?

We can make computation in division easy by renaming the dividend with the use of theexpanded form.

What are the steps in division of numbers using the expanded form?

1. Rename the dividend using the expanded form.2. Divide each number by the divisor.3. Add the partial quotients.

C. Application

A. Write the missing numbers.

1) 2 84 4 800 + ____ + 4

800 ____ = ____40 2 = _____________ 2 = _____

2) 2 25 2 200 + 50 + 2 =252

200 2 = _______50 2 = _______2 2 = __________ + _____ + _____ = _____

3) 5 25 5 5

550200

0 50

__

0 5

_

0

B. Read, Analyze and Solve

Show your solution by renaming the dividend.

There are 648 cans of sardines that is to be distributed in 2 evacuation centers of floodvictims. How many sardines were given equally among the evacuation center?

= ___


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IV. Evaluation

Rename the dividend, then divide. The first one is done for you.

2 48 8 2

440200

400

880400

0 8080

0 880

1) 3 633 2) 5 525 3) 3 963

4) 5 245 5) 3 393

V. Assignment

A. Fill the blank with the correct answer.

1) 5 285 285 = ______ + ______ + ______

______ 5 = ____________ 5 = ____________ 5 = ____________ + ______ + ______ = ______

2) 2 542 542 = ______ + ______

______ 2 = ____________ 2 = ____________ 2 = ____________ + ______ + ______ = ______

B. Rename, then find the quotient.

1) 5 655 2) 4 88 3) 2 46

Dividing 2- to 3-Digit Numbers by 1-Digit Number without Remainder


Cognitive: Divide 2- to 3-digit numbers by 1-digit numbers without remainderPsychomotor: Write the expanded form of given numbersAffective: Share ones blessings to others


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Skill: Dividing 2- to 3-digit numbers by 1- to 2-digit numbers without remainderReference: BEC PELC IE 1.2Materials: flash cards, number cards, show me boardsValue: Sharing




The teacher writes the following division sentence on the board.15 3 = 5

Ask volunteers to identify the dividend, divisor and quotient.The teacher calls on 5 players.She flashes the cards with division sentence on them. One of the numbers in the sentence isunderlined.Ask the pupils to identify the underlined numbers.

18 6 = 3

DividendThe first player to get the most number of correct answers wins the game.

2. ReviewRename Me

Rename the following numbers:35 = 30 + 5

186 = 100 + 80 + 647 = 40 + 796 = 90 + 6

458 = 400 + 50 + 8293 = 200 + 90 + 3

The teacher groups the pupil into LBs.Then she gives a number.The pupils write the expanded form of the number on the board.The LB with the most number of correct answer wins the game.

3. Motivation

Noli has some bananas. He wants to share 10 bananas equally to his 5 friends. Howmany bananas will he give to each of them?

How many bananas does Noli want to share with his 5 friends?Do you also share your blessings to your friends?


1. Presentation

a. Acting out the problem.

Call on 6 pupils. Ask one pupil to act as Noli, and the rest, his 5 friends. Let Nolidistribute the 10 bananas equally to his friends.


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How many bananas are there in all? 10How many friends will these be distributed? 5Write 10 5 = 2.How many will each friend get?

b. Division as repeated subtraction

10 5 means how many 5s are there in 10? Let us subtract 5 from 10 until we get 0.10 How many times did we subtract- 5 - 1 five from ten? 2

5- 5 - 1

0

Division is repeated subtraction.

c. Present another problem.

A department store had 336 pairs of socks. The socks were sold in packages of3 pairs. How many packages were there?

How many pairs of socks has the department store?How were the socks sold?What operation shall we use to solve the problem?

3 336 Which is the dividend?

Which is the divisor?

1) Group the pupils into 2. Let them solve the problem in 2 ways.

Group 1

3

210100

300

630300

0 30- 30

0 6- 6

0

= 112 Steps1. Divide the hundreds.2. Divide the tens.3. Divide the ones.


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Group 2

3

11 2

3

33 6

3

- 30 6- 6

0

Did we get the same answer even if we used 2 ways of solving the problem?

Lets check if the quotient is correct.How do we check if our answer is correct?

112 - quotientx 3 - divisor

336 - dividend

2) Solve the problem below using the short method.

6

14

6

876

27- 24

36- 36

0

2. Guided Practice/Fixing Skill

A. Work in triads

Supply the missing numbers in the box.

1. 4

4

48 2. 8

8

96

8 16- 8 - 16

0 0

Steps

1. Divide 3 by 3.

3 3 = 1

Write 1 in the hundreds place.

2. Multiply 1 by 3.

1 x 3 = 3

3. Subtract 3 from 3.

33 = 0

4. Bring down 3.

3 3 = 1

Write 1 in the tens place.

5. Multi l 1 b 3.

Multiply the quotient by thedivisor.If the answer is exactly the sameas the dividend, the answer iscorrect.

8 6 = 1

1 x 6 = 686 = 22 < 6Bring down 7

27 6 = 4

4 x 6 = 242724 = 33 < 6Bring down 6

36 6 = 66 x 6 = 363636 = 0

(__ x 4)

(__ x 4) (__ x 8)

(__ x 8)


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3. 6

30

31 8 4. 9

27

28 8

_ _ 18

- 18 - 18

0 0

A. Read, Analyze and Solve

1. If you divide my number by 4, you get a quotient of 37. What is my number?2. A scoutmaster has 75-metre piece of rope. How many pieces- each of which is 6

m long- can be cut from it?3. What number am I? If you divide me by 5 then add 3, you get 25.

3. Generalization

How do we divide 2- to 3-digit numbers by 1 digit number?

To divide 2- to 3-digit numbers by 1 digit number, follow these steps: Divide,multiply, subtract, compare and bring down, until all the digits in the dividend are divided.

C. Application

1. Work in group of four

Divide. Fill in the _ with the correct number. Do this on your drill board.

a. 4

4

68 b. 5

5

75

_ _ 25

- _ _ - _ _

_ _

c. 4

28

31 2 d. 3

21

23 4

_ _ 24

- _ _ - 24

_ 0

e. 4

20

21 2

12- 12

0

(__ x 6)

(__ x 6)

(__ x 9)

(__ x 9)

(4 x 1)

(4 x 7)

(5 x 1)

(5 x 5)

(4 x 7)

(4 x 8)

(3 x __)

(3 x __)

(4 x __)

(4 x __)


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IV. Evaluation

1. Divide pupils into LBs.2. Distribute activity cards to the LBs.3. Let them solve the division exercises.4. Ask them to supply the missing numbers in the table. (Dividend, Divisor, Quotient)

5. The first LB to present the table with the correct answer wins the contest.

LB1 LB2

Dividend Divisor Quotient Dividend Divisor Quotient

126 2 62

365 5 43

V. Assignment

Divide. Then check if the answer is correct.

1) 2 126 2) 3 291 3) 5 365

4) 4432

5) 6294

Divide 2- to- 3 Digit Number by 1- Digit Number with Remainder


Cognitive: Divide 2- to 3-digit numbers by 1-digit number with remainderPsychomotor: Tell the meaning of remainderAffective: Practice the habit of being honest


Skills: Meaning of RemainderDivision of 2- to 3-digit numbers with remainder

Reference: BEC PELC I.E.1.1.1.3Materials: textbook, Math kit, 1 bottle can, popsicle stickValue: Honesty

2 126 3 231 6 294 5 365 5 480

6 66 5 75 4 212 6 198 7 147


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1. Drill: Basic division facts

2. Review

2 24 4 96 7 64

8 64 9 63 4 36


1. Presentation

a. Present the story problem

Mr. Golez packed 54 tomatoes into small boxes. If 4 tomatoes can be placed in eachbox, how many boxes did he fill? How many tomatoes were left out?

1) Ask the children to bring out their counters (stones, popsicle sticks, etc)Lets show this problem using our counters.- How many tomatoes are there? 54- How many tomatoes can be placed in a small box? 4- How many boxes will be filled?

2) Have the children illustrate the problem using their counters.

13 boxes were filled2 tomatoes were not put in the boxWe call 2 as the remainder.

3) Lets solve the problem using the steps in problem solving.

UnderstandWhat are given? 54 tomatoes in small boxes

4 tomatoes in each boxWhat is being asked? How many boxes did he fill?

How many were left out?What operation will solve the problem? Division

PlanWhat equation will represent the problem? 54 4 = N

SolveGuide the children in solving the problem following the steps:


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4

13

4

54

14- 12

2

Ask: How many boxes were filled?

Look BackHow many tomatoes were not included?Does your answer make sense?

b. Present another problem. This time with 3-digit by 1-digit using Polyas method.

Mang Tasyo divided 848 mangoes equally into 6 big baskets. How many mangoes werethere in each basket?

Divide to find the answer. 6 84 8

What are given?What is being asked?What operation will solve the problem?What equation will solve the problem?

Show how this is done.

1. Divide hundreds 8 6Multiply, subtract andcompare.

6

__1

84 8

- 62

2. Bring down thetens. Divide tens (24 6 =4) Multiply (4 x 6 = 24)

Subtract and compare.

6

14

84 8

- 6 .24

- 248

3. Bring down the ones.Divide ones 6 8 = 1Multiply, subtract/compare.

6

14 1

84 8

- 6 .24

- 248

- 62

2. Guided Practice

A. Solve the following number sentences.

1) 2 345 2) 4 87 3) 3 67

4) 4 745 5) 5 394

Divide: How many 4s are in 5?

Multiply: 1 x 4 = 3

Subtract: 54 = 1

Bring down 4 beside 1

How many 4s are in 14?

Multiply 3 x 4 = 12

Subtract 1412 = 2

remainder


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B. Read, analyze and solve

1. If you divide my number by 6, you get a quotient of 25 and remainder of 3. What ismy number?

2. How many fours are there in 130?

3. What will be the remainder if 261 is divided by 5?

3. Generalization

How do we divide 3-digit by 1-digit number?What is the meaning of remainder?

We divide the hundreds, then the tens and the ones. Then we multiply andsubtract. Remainderis the left-over.

C. Application

Solve the following:

1) 3 619 2) 9 813 3) 7 432

4) 5 617 5) 4 914

IV. Evaluation

Divide and write the letters above the given quotients to answer these questions. What is anotherword for left over?

R 5 23 N 9 613 S 2 313

A 4 217 M 6 39 B 7 236

E 5 62 D 3 214 I 8 821

____ ____ ____ ____ ____ ____ ____ ____ ____4r3 12r2 6r3 54r1 102r5 68r1 71r1 12r2 4r3

V. Assignment

Divide

1) 2 126 2) 3 231

3) 4 232 4) 5 365

5) 6 253


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Dividing 2- to 3-Digit Numbers by Multiples of 10 up to 90


Cognitive: Divide 2-to 3-digit numbers by multiples of 10 up to 90Psychomotor: Write the quotient accuratelyAffective: Practice the habit of keeping healthy


Skill: Dividing 2-to 3-digit numbers by multiples of 10 up to 90Reference: BEC PELC I E 1.4Materials: activity cards, flash cards, show me boardsValue: Keeping physically fit




a. Distribute flashcards with division number sentences to the pupils.b. The teacher shows a number card one by one. (The number in the card is a quotient

which is an answer to the division exercises of the pupils.)c. The pupil who has the division sentence will raise the card.

2 6 12 3 = N

3 7 30 5 = N

4 8 63 9 = N

5 9 81 9 = N

25 5 = N48 6 = N

18 3 = N

2. ReviewDividing 2- to 3-digit numbers by 1-digit divisor.

Form 2 groups.

Group 1Divide 355 by 5 using the expanded form.

5

11060

300

550300

0 50

500 550

Group 2Divide 355 by 5 using the short form.

Note: The quotient/answer may have 1 or more

division sentence.

= 71


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5

71

35

35 5

0 550

What are the steps in dividing whole numbers using the short form?

1. Divide2. Multiply3. Subtract4. Compare and bring down5. Repeat the procedure until all the digits in the dividend are divided.

3. Motivation

Present the story problem.Mr. Flores did some brisk walking. In 10 minutes he was able to walk a distance of 50

metres. How far did he walk in one minute?

What did Mr. Flores do?Who can demonstrate how to walk briskly?Do you know that brisk walking is good for the heart?If done regularly, it keeps a person physically fit.Do you exercise to make yourself healthy?


1. Presentation

a. Use of number line.

10 20 30 40 50 60 700 How many metres did Mr. Flores walk in 10 minutes? 50 mHow far did he walk in one minute?Write the number sentence: 50 10 = NLets show with the use of number line that division is a repeated subtraction.

5010 = 404010 = 303010 = 202010 = 101010 = 0

How many times did we subtract 10 from 50?50 10 = 5

How far did Mr. Flores walk in 1 minute?Lets see if the answer is correct?

5 x 10 = 50 Quotient x divisor = dividend

quotient divisor dividend

5 4 3 2 1


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b. Use of the short method

Step 1Divide

Step 2Multiply

Step 3Subtract

Check: 5 x 10 = 50

Quotient Divisor Dividend

c. Present another problem.

Masantol Elementary School has 20 booths for the School Foundation Day. Theschool buys 346 prizes. Each booth will share the prizes equally. How many prizesshould each booth get? Are there any left over prizes?

How many booths does Masantol Elementary School have for the School FoundationDay?

How many prizes did the school buy?What shall we do to solve the problem?

Write the number sentence.346 20 = N 20 346

Call on 8 pupils. Tell them to fall in line, in single file. The pupils will take turns insolving the problem following the steps in dividing whole numbers.

Pupil 1Step 1 Divide the hundreds by 20. 20

1

34 6

3 cannot be divided by 20.Divide 34 by 20.34 can be divided by 20.34 20 = 1Write 1 in the tens place.

Pupil 2Step 2 Multiply 1 x 20 = 20. 20

1

20

34 6

10

5

50

105

50

50

5 cannot be divided by1050 can be divided by 10

5 x 10 = 50

10

5

50

50

0

5050 = 0


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Pupil 3Step 3 Subtract 3420 = 14. 20

1

20

34 6

14

Pupil 4Step 4 Bring down 6. 201

20

34 6

146

Pupil 5Step 5 Divide 146 by 20. 20

17

20

34 6

146- 140

Pupil 6Step 6 Multiply 7 x 20.

Pupil 7Step 7 Subtract 146140. 20

17

20

34 6

146- 140

6

Pupil 8Step 8 Write the remainder.

What shall we do to check if the answer is correct?17

x 20340

+ 6346

2. Guided Practice

a. Work in PairsContent

Group pupils by 2. Each pair will be given a card with number equation. The firstpair to solve the equation wins.

b. Work in groups of 5.

1) Each group will be given a copy of the mailbox trails.

2) Trace the path on the trail and look for the message at the end of the trail.

3) Look for a card in the box and drop the answer in the correct mailbox from START.

4) Follow the arrow until you reach the FINISH LINE.

Multiply the quotient and the divisor.

Then add the remainder.If the answer is the same as the dividend, then theanswer is correct.

80 40 = N 63 30 = N 990 30 = N 680 60 = N 500 20 = N 623 20 = N


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5) The first group to come up with the most number of correct answers will get the

message from the teacher and wins the contest. The message is HAPPY

MATHEMATICKING.

6) The teacher calls the attention of the pupils with divisors and dividends having

terminal zeros.

7) Make them realize that computation will be easy if the terminal zeros in the divisorand dividend are cancelled first before dividing the numbers.

The Mailbox Trail

3. Generalization

What are the steps in dividing 2- to 3-digit numbers by multiples of 10?

Step 1Divide.Step 2Multiply.Step 3Subtract.Step 4Compare and bring down.Step 5Repeat the procedure until all the digits in the dividend are divided.Step 6Check the answer by multiplying the quotient with the divisor.

If there are terminal zeros in the divisor and dividend, what shall we do with them beforedividing the numbers?

Cancel the terminal zeros in the divisor and dividend.The number of zeros to be cancelled in the divisor and dividend must be equal.


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C. Application

A. Write the answers on the blanks.

1. The divisor is 50. The dividend is 300. What is the quotient? ______2. In 625 10, the quotient is ______.3. The remainder in 865 20 is ______.4. The quotient is 30, the dividend is 900, what is the divisor? ______5. 800 80 is ______.


1. In a camp, a scoutmaster had 140 canned goods. He distributed the canned goodsequally to 20 patrols. How many did each patrol have?

2. There are 240 boxes of chalk to be shared equally among 30 teachers. How many boxeswill each teacher get?

IV. Evaluation

A. Solve the problem below.

1. If Ricky walked 240 metres in 20 minutes, how many metres did he walk in 1 minute?________

2. Rosa gathered 400 popsicle sticks to make flower vases. She used 40 popsicle sticks foreach flower vase. How many flower vases did she make? ________

3. Mr. Santos bought 60 pads of paper to be given to 30 poor children. If they will be givenequal share, how many pads will each child get?

4. Mr. dela Cruz bought 500 mahogany seedlings. If the seedlings will be planted equally in tenrows, how many seedlings will each row have?

5. One hundred twenty Grade VI pupils will have a field trip. If there are 10 adults, how manypupils will each adult take care of?

B. Find the quotients.

1) 20 40 2) 30 60 3) 10 50

4) 40 938 5) 50 750 6) 60 863

7) 30 586 8) 20 380 9) 10 89

10) 70 788

V. Assignment

Divide.

1) 50 500 2) 30 630 3) 20 780

4) 20 690 5) 40 560


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Dividing 2- to 3-Digit Numbers by 1 to 2-Digit Numbers with Zero Difficulty


Cognitive: Divide 2- to 3-digit numbers by 1- to 2-digit numbers with zero difficultyPsychomotor: Write the division sentence in vertical column

Affective: Eating the right kinds of food regularly


Skills: 1. Dividing 2- to 3-digit numbers by 1- to 2-digit numbers with zero difficulty2. Writing the division sentence in vertical column

Reference: BEC PELC I E 1.5Materials: cut outs of stars, diagramsValue: Eating the right kind of foods



1. Drill

Light up each bulb mentally every time you get an exact quotient by dividing the middlenumber by the other number.

2. Review:

Find the quotient and remainder if any.

1) 5 694

3) 6 917

5) 7 2561

2) 12 5871

4) 35 9645

3. Motivation

Do you eat vegetables?What kind of vegetables do you like to eat most?Do you eat carrots? Why should you eat carrots?Dont you know that carrots are good for our eyes?

12

8

4

24

3

25

9

6

40

10

5 3

2

8

72

8

4 3

96


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1. Presentation

a. Present this problem.A farmer puts 30 carrots in 2 bags equally. How many carrots are in each bag?

To solve the problem, follow these steps:

UnderstandKnow what is asked. Number of carrots in each bag.Know the given facts. 30 carrots, 2 bagsKnow the word clue. each bag

PlanDecide what process to use. DivisionDraw a picture for the problem.

Write the mathematical sentence. 30 2 = N

SolveSolve the equation 30 2 = 15Write the complete answer 15 carrots

Answer: There are 15 carrots in each bag.

30 carrots

15

15 carrots in each bag

Step 1

2

1

2

30

10

Step 2

2

15

2

30

10- 10

0

Divide3 2 = 1

Write 1 in thetens place

Multiply1 x 2 = 2

Subtract32 = 1

Bring down 0

Divide10 2 = 5

Write 5 in theones place

Multiply5 x 2 = 10

Subtract1010 = 0


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Look backSee if the answer makes sense. Check by multiplying. Multiplying 2 by 15 gives 30. There are 15 carrots in each bag.

b. Present another problem.An auditorium has 240 seats in all. If there were 12 rows of seats, how many

seats were there in each row?To solve the problem, follow these steps

UnderstandKnow what is asked. Number of seats in each rowKnow the given facts. 240 seats, 12 rowsKnow the word clue. each row

PlanDecide what process to use. DivisionWrite the mathematical sentence. 240 12 = N

SolveSolve the equation. 240 12 = 20

Step 1

12

2

24

24 0

0

Step 2

12

20

24

24 0

00

- 00

Write the complete answer: there are 20 seats in each row.Each time you bring down a digit, you must write a digit in the quotient.

Sometimes that digit is zero.

Check and Look backSee if the answer makes sense. Check by multiplying. Multiplying 12 by 20 gives 240. There are 20 seats in each row.

2. Guided Practice

a. Write the missing numeral in each step on your paper.

1. Step 1 Step 2

5

15

16 0 5

15

16 0

1 10

Divide 24 tens by 12 = 2 tens.

Write 2 in the tens place.

Multiply2 x 12 = 24

Subtract2424 = 0

Bring down 0.

Divide0 12 = 0

Write 0 in the ones place.

Multiply2 x 12 = 0

Subtract00 = 0

__ x 5

__ x 5


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- 100

2. Step 1 Step 2

7

7

10 5 7

7

10 5

3 35- 35

0

3. Step 1 Step 2 Step 3

3

3

30 6 3

3

30 6 3

3

30 6

0 0 0- 0 - 0

6 6- 6

4. Step 1

25

50

51

1

5. Step 1 Step 2

8

72

72 0 8

72

72 0

0 0- 0

__

b. Food Facts

These food facts may or may not be true! Divide and decide if the quotient is trueor false. If the quotient is true, then the fact is true!1. The shape of a pretzel was invented by a priest who gave pretzels to children when

they memorized prayers.90 3 = 30 True False

2. Cracker Jack was the brainchild of a man named Jack Cracker, who invented thesnack after some popcorn got stuck in his tooth.208 12 = 16 r.4 True False

3. Hot dogs can be traced back 3,500 years ago, when Babylonians stuffed animalintestines with spicy meat.

950 5 = 190 True False4. Pasta was first made in China from rice and bean flour.

700 15 = 46 r.10 True False5. Ketchup became popular when Alice White dropped a tomato and dipped some

French fries in the juice.560 3 = 186 r.1 True False

__ x 3

__ x 3

__ x 3

__ x 25

r. 1

__ x 8


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c. Discover the message. Use the letter code.

40 8 = a 120 12 = n

80 2 = f 830 12 = s

401 16 = h 607 11 = t

300 5 = i 302 3 = u

760 9 = m

M A T H I S F U N

84 R.4 5 55 R.2 25 R.1 60 69 R.2 40 100 R.2 10

3. Generalization:

How do we divide 2- to 3-digit numbers by 1- to 2-digit numbers with zero difficulty?

C. Application

A. Fill in the missing numerals.

1) 5

0

20

20 0 2) 4

4

50 3) 8

24

30 6

0 10 66- 0 - 8 - 64

0 __ __

4) 16

32

42 0 5) 23

46

50 8

100 48- 96 - 46

__ 2


1. If I divide 40 pupils in groups of 8, how many groups shall I form?2. If you separate 81 desks into rows with 27 desks each, how many rows will you have?3. Mico had 144 stamps. He pasted them on 12 pages of his album, how many stamps did he

place on each page?

r.__ r.__

r.__ r.__

In dividing whole numbers

divide

multiply subtract

bring down

if the dividend is less than the divisor put zero.


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IV. Evaluation

A. Find the quotient.

1) 3 60 2) 11 403 3) 4 500

4) 12 860 5) 21 701

B. Solve the following problems:

1. The 150 Grade Three pupils were divided into 6 equal groups to participate in a dancecontest. How many pupils were there in each group?

2. A class of 60 pupils was divided into 3 equal groups to participate in different activities for theClean and Green project of their barangay. How many pupils were in each group?

3. Imon and Bato harvested 109 pieces of camote. They placed them equally in 15 baskets.How many pieces of camote were in each basket?

4. There are 360 books to be given equally among 4 classes. How many books will be given toeach class?

5. Arnel place 70 books equally in 5 shelves. How many books were in each shelf?

V. Assignment

A. Divide.

1) 13 80 2) 5 600 3) 11 780

4) 22 220 5) 15 301

B. Solve.

1) (888) 4 2) (765 + 44) 323) (149 + 11) 8 4) (15 x 8) 45) (500 x 3) 13

C. Divide then check the answer.

1) 4 800 2) 8 90 3) 14 620

4) 11 403 5) 21 610

Dividing 3- to 4-Digit Numbers by 1- to 2-Digit Numbers without Remainder


Cognitive: Divide 3- to 4-digit numbers by 1- to 2-digit numbers without remainderPsychomotor: Write division equation correctly.Affective: Practice eating the right kind of foods.


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Skills: Dividing 3- to 4-digit numbers by 1- to 2-digit numbers without remainderWriting division equation correctly.

Reference: BEC PELC I E 1.4.1Materials: Show me board, wheel card, cut-outs of fruits/basketsValue: Being healthy



1. Drill: Basic Division Facts

Write the quotients in the outer circle.

2. ReviewDividing 2 to 3-digit numbers by 1-digit divisor

Divide the following numbers. Use Show-Me-Board.

1) 2) 3)

4) 5) 6)

3. Motivation

Present a problem opener.Anne bought 120 mangoes in the market. She placed the mangoes equally in 3 baskets.

How many mangoes were placed in each basket?


1. Presentation

a. Ask:Who bought mangoes?How many mangoes did she buy?Where did she place the mangoes?Why do you think Anne bought mangoes?Is it good to eat mangoes? Why?

36 2 = 39 3 = 51 3 =

44 4 = 86 2 = 64 2 =


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a. Solve the problem using the 4 steps in problem solving.

Understand the problemWhere did Anne buy mangoes?How many mangoes did she buy?How many baskets did she use?How many mangoes were placed in each basket?What process are we going to use?

Make a planWhat operation will solve the problem?

Carry out the planAsk a pupil to write the number sentence: 120 2 = N

Activity 11) Divide the class into 4 teams.2) Each team will show the solution by using paper cut outs of mangoes and

baskets.

Answer: Each basket will have 60 mangoes. Did each team get the correctanswer? Prove your answer.

Activity 2

Solve the problem in another way using expanded notation:How many hundreds are there in 120?How many tens are there?How many ones are there?

120 2 = 2

01050

020100

Look back:Is the answer correct?

What should be the correct label?

Let us try to solve the problem using another way.

Step 1

2

6

12

12 0

0

Step 2

2

60

12

12 0

000

Answer: 60 mangoes were placed in each basket.

= 60 mangoes

Divide the tens.12 tens 2 = 6 tensWrite 6 in the tens place

Multiply:6 x 2 = 12

Write 12 under 12.Subtract 1212.Bring down 0.

Divide the ones.0 ones 2 = 0 onesWrite 0 in the ones place.

Multiply:0 x 2 = 0

Write 0 under 0.Subtract 00 = 0.


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To check:

Multiply: 60 quotientx 2 divisor

120 dividend

b. Give more examples.

a) 2

17 1

2

34 2 b) 12

46

48

55 2 c) 6

1609

6

9654 d) 21

35 2

63

7392

14 72 36 10914 72 36 105

2 0 5 422 0 420 54 0

540

2. Guided Practice

a. Work in groups of four.

Divide: Fill in the blank with the correct number. Do this on your paper.

1) 4 66 4

- 4 (4 x 1)

- _ (4 x 6)

- _ (4 x 6)

2) 15 37 5

- 30 (15 x 2)

- _ (15 x 5)

3) 3 5868

- 3 (3 x 1)

- _ (3 x 9)

- _ (3 x 5)

- _ (3 x 6)

4) 32 9984

- 96 (32 x 3)

- _ (32 x 1)

- _ (32 x 2)


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Work in pairs: (Dyads)Solve the number problem in each box. Then find the answer written in the cut

outs of apples. Place the apples in their correct box.

1) a. 684

2) b. 15

3) c. 377

4) d. 193

5) e. 53

f. 25

3. Generalization

What should you remember in dividing 3- to 4-digit numbers by 1- to 2-digit divisor?

To divide 3- to 4-digit numbers by 1- to 2-digit divisor:

Step 1: Take the first number at the left of the dividend. If the first digit of the dividend

is less than the divisor, take the first two digits.Step 2:

Divide, multiply, subtract and bring down.

Repeat the same procedure up to the last digit in the dividend.To check the answer:

Multiply the quotient by the divisor

The answer is correct if the product is equal to the dividend.

386 2

195 13

4788 7

9425 25

636 12


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C. Application

Analyze the table below. Divide the given numbers to find the number of trays to be used ifeach tray holds 12 eggs. Then complete the table with the correct answers.

360432

1 5241 0088 940

eggseggseggseggseggs

IV. Evaluation

A. Divide each number problem. Check if the quotient is correct. Write True if it is correct and Falseif it is not.

1) 596 4 = 149

2) 975 15 = 95

3) 1 234 2 = 617

4) 5 682 21 = 362

5) 4 806 54 = 89

B. Analyze and solve

1. 620 divided by 25. What is the result?2. What is the quotient of 896 divided by 16?3. How many 27 are there in 1245?

C. Solve each problem.

1. Alyssa has a vegetable garden in their farm. If she planted 819 okra seeds in 9 rows. How

many seeds were in each row?Answer: ___________

2. Father gathered 1 500 guavas. He placed them equally in 12 baskets. How many guavaswere there in each basket?

Answer: ___________

V. Assignment

A. Complete the division problem by putting the correct number in each circle.

1. 2 432 2. 27 1134 3. 4 6352

- _ - _ - _3 54 23

- _ - 54 - _12 0 35

- 12 - _0 32

- 320


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B. Divide and check:

1) 5 53 5 2) 21 63 0

3). 52 7904 4). 78 7644

Dividing 3- to 4-Digit Numbers by 1- to 2-Digit Numbers with Remainder


Cognitive: Divide 3- to 4-digit numbers by 1- to 2-digit numbers with remainderPsychomotor: Perform division of whole numbers with accuracyAffective: Practice the habit of sharing and being friendly


Skill: Dividing 3- to 4-digit numbers by 1- to 2-digit numbers with remainderReference: BEC PELC I E 1.4.2Materials: real objects (popsicle sticks), flash cards, chartValue: Friendliness/Kindness



1. DrillBasic Division Facts

The teacher will show a chart containing division number problems.

Message in the Boxes

56 8 40 8 50 5 54 6 32 8

A 7 E 5 H 10 O 9 R 4

48 6 15 5 6 6 18 9 36 6

S 8 T 3 U 1 W 2 Y 6

2 9 2 3 10 7 3 8 1 4 5 2 7 8

W O W T H A T S U R E W A S

5 7 8 6

E A S Y

For the teacher:

To decode the message in the boxes, let the children answer the division problems.Match the answer with the letters. Write the letters under the answers and form the message.


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2. Review:

Terms used in divisions of whole numbers.The teacher distributes strips of paper with questions. The pupils take turns in getting astrip of paper and answer the question.a. In 488 8 = 61 what do we call 488? 8? 61?

b. Which number should be greater, the divisor or the dividend?c. To check if our answer in division is correct, what shall we multiply?d. To find the divisor, what shall we do with the dividend and quotient?e. What do we call the left over number after all the digits in the dividend were divided?

3. Motivation

Present a word problem.

Henry collected 152 popsicle sticks. He distributed the sticks to his 9 friends equally.How many sticks did each of his friends get? How many were left?


1. Presentation

a. Comprehension check-up

Who picked popsicle sticks? What did he do with the sticks? What character traits did Henry show? Is it good to share what you have with your friends? Why?

Activity 1: Role Playing

Ask a pupil to get 152 sticks. Then tell him to call 9 of his friends. Ask him to

distribute the sticks to them.

How many sticks did each of his friends receive?Did each child get equal number of sticks?

Were there sticks left?How many sticks were left?

b. Let us solve the problem using Polyas 4 steps in problem solving.

Understand the problema. How many sticks did Henry collect?b. How many friends had he?c. What process are we going to use?


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PlanDecide what operation will be used to solve the problem.

Carry Out the PlanWrite the number sentence.152 9 = N

Activity 2: (Short Form Method)Lets solve the problem using another way: Step 1:

9

1

9

15 2

62

Step 2:

9

16

9

15 2

6254

8

Answer: 16 r. 8 popsicle sticks

Look backTo check: multiply

16 quotientx 9 divisor144

+ 8 remainder152 dividendc. Give more examples

1) 5

15 1

5

75 6 2) 12

54 0

60

6487 3) 7

1423

7

9962

25 48 2925 48 28

6 7 165 0 141 7 22

21

1Check: Check : Check:

151 540 1423x 5 x 12 x 7755 1080 9961

+ 1 540_ + 1

756 6480 9962

+ 7

6487

Divide: 15 9 = 1Write 1 in the tens place.

Multiply: 1 x 9 = 9Write 9 under 15.

Subtract: 159 = 6Bring down 2.

Divide: 62 9 = 6Write 6 in the ones place.

Multiply: 9 x 6 = 54Write 54 under 62.Subtract: 6254 = 8

Is there any remainder?What is the remainder?

r. 8

Is the answerreasonable?


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2. Guided Practice

a. Work by teams.1. Each team will be given an activity card to work on. The team who will get the most

number of correct answers wins.

Activity Card:Read and understand each question. Write your answers on a sheet of paper.

1. What is the remainder if we divide 956 by 8? ______2. Divide 543 by 42.

3. 21 278 4. 15 305 5. 12 604

B. Work in groups of four:(Chalkboard Challenge)1. Each would be given a challenge.2. Solve the challenge on the chalkboard.3. The first group to finish with the right answers wins.

1)

3)

2)

3. Generalization:

How do we divide 3 to 4-digit numbers by 1 to 2-digit divisors with remainder? What dowe do with the remainder? How do we check if the answer is correct?

Remember:To divide 3- to 4-digit numbers by 1- to 2-digit divisors with remainder:

Start dividing digit with the highest place value. If it is less than the divisortake the next digit.

Then multiply, subtract and bring down.

Repeat the same procedure up to the last digit of the dividend.

Indicate the remainder in the quotient.

To Check

Multiply the quotient by the divisor.

Add the remainder, to get the complete answer.

546

?

9

3453?

8

3942

?

32


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C. Application

A. Divide and check:

1) 8 642 2) 13 9678 3) 21 439

4) 5 7638 5) 36 4989


1) If we divide 565 by 15 what will be the remainder?2) What will be the remainder in 2079 11?3) 2436 divided by 48 will give you a remainder of ______.

IV. Evaluation

Find the quotient and the remainder. Then complete the table below.

Number Problem Quotient Remainder

1) 639 4 = _____________ ______________2) 948 25 = _____________ ______________

3) 7631 8 = _____________ ______________4) 6349 14 = _____________ ______________5) 7872 28 = _____________ ______________

V. Assignment

Read and analyze the problem. Answer the questions that follow:

There were 1479 pupils in Dinalupihan Elementary School. They were divided equally into 12groups for Share for a Cause school activity. How many pupils were there in each group?How many pupils were left to join any of the groups?

1. What process is involved in the problem?

_________________________

2. Write the number sentence._________________________

3. Solve the problem._________________________

4. Is there a remainder? What is the remainder?_________________________

Dividing 3- to 4- Digit Numbers by 2- to 3-Digit Numbers with Zero Difficulty


Cognitive: Divide 3- to 4-digit numbers by 2- to 3-digit numbers with zero difficultyPsychomotor: Write division sentences in different ways.Affective: Show politeness while answering.


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Skills: 1. Dividing 3- to 4-digit numbers by 2- to 3-digit numbers with zero difficulty2. Writing division sentences in different ways.

Reference: BEC PELC I E 1.6.3Materials: crayons, flash cards, show me card, diagrams, number cardsValue: Politeness



1. Drill

Direction: For the teachera. The teacher distributes number cards to the pupils cut from old calendars.b. She shows a number chart on the board. (See number chart below.)c. The pupils analyze the number chart.d. Those holding the correct number card for each of the number problems will place the

card under the appropriate numbers.

12 15 18 21 24 8 12 16 20 24 28 32 36

3 4 4

10 15 20 25 30 35 45

5

6 12 18 24 30 36 42

6

2. Review

a. Divide the following numbers.

b. Pupils will solve for the answer on the show me card.

1) 2 90 2) 13 405 3) 11 308

4) 6 203 5) 9 400

3. Motivation

Have you gone on a field trip?What did you take to reach the place?

(bus, jeeps)


1. Presentation

a. Present this problem.

A group of 2 860 pupils went on a field trip. Their teacher hired some buses to transportthem. Each bus can carry 55 pupils. How many buses were hired?


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To solve the problem, follow these steps: Understand

a. Know what is asked. number of hired buses.b. Know the given facts. 2 860 pupils, 55 pupilsc. Know the word clue. each bus

Plana. Decide what process to use. divisionb. Write the mathematical sentence. 2860 55 = N

SolveSolve the equation. 2860 55 = 52

Step 1

55

5

27 5

2860

11.

Step 2

55

52

27 5

2860

110- 110

0

Complete answer There are 52 buses hired.

Check and Look Back Does your answer make sense? Check by multiplying

Multiplying 55 by 52 gives 2 860. There are 52 buses hired.

b. Present another problem.

Mrs. de Castro has 207 pencils to be given to her pupils. There are 29 pupils. Howmany pencils can she give to each pupil?

To solve the problem, follow these steps:

Understanda. Know what is asked. number of pencils to be given to each pupil.b. Know the given facts. 207 pencils, 29 pupilsc. Know the word clue. each pupil

Plana. Decide what process to use. divisionb. Write the mathematical sentence. 207 29 = N

Divide 286 55 = 5

Multiply 5 x 55 = 275

Subtract 286275 = 11

Bring down 0.

Divide 110 55 = 2

Multiply 2 x 55 = 110

Subtract 110110 = 0


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SolveSolve the equation

Step 1

29

7

20 320 7

4

Step 2

29

7

20 3

20 7

4

Answer: Each pupil was given 7 pencils and there were 4 pencils left.

Check and Look BackDoes you answer make sense? Check. Multiplying 7 by 29 gives 203. Adding 203 and 4 gives 207. Each pupil was given 7 pencils. There are still 4 pencils left to Mrs. de

Castro.

c. Give more examples

1) 3

25 3

6

76 0 2) 12

17 4

12

2090 3) 23

21 7

46

5000

16 . 89 40- 15 . - 84 - 23

10 50. 170- 9 - 48. - 161

1 2. 9

2. Guided Practice

(Dyads)

a. Write the missing numerals in the boxes.

1) 15

03

054 2) 12

61

102

- _ _ - _ _

0 _ 1

- 0 - _ _

0 _

Divide 207 29 = 7

Multiply 7 x 29 = 203 Subtract 207203 = 4

Write the remainder.r. 4

r. 1 r. 2 r. 9

Check:30

x 15

___

Check:

16x 12

___

+ ___

___

r. 9


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3) 25

221

7603

- _ _

_ 6

- _ _

_ _- _ _

_ _

4) 12

424

2905 5) 32

432

3057

- _ _ - _ _

2 9 1 1 0

- _ _ - _ _

_ _ _ _ 3 .

- _ _ - _ _ _ .

4 15

b. Work in group with 4 members.Divide. Use the code.

Match your answers with the letters. Write the answers on the lines. Read themessage.

1) 10 3005 2) 11 5011 3) 13 9046 4) 16 475

5) 35 7008 6) 21 2036 7) 20 750 8) 43 658

CODE

O O O G R W D K

96 r. 20 695 r. 11 455 r. 6 300 r. 5 37 r. 10 200 r. 8 29 r.11 15 r.13

____ ____ ____ ____ ____ ____ ____ ____

Answer: Good Work

c. TriadsDivision Patterns

Directions:1. Solve the division problems.2. Then color the squares.3. Look for the pattern created by the answers.

Check:122x 25

___

+ ___

___

r. 17

Check:424x 12

___

+ ___

___

Check:234x 32

___

+ ___

___

r. 15r. 4

402 24 3 060 21 300 12

7 302 35 280 14 6 001 31


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Color the squares below that answer the division problems.

38 r. 9 16 r. 18 208 r. 22 145 r. 15

140 r. 7 475 r. 3 75 r. 3 20

251 196 r. 28 280 25

365 r. 8 68 r. 5 901 193 r. 18

473 175 r. 21 32 r. 1 175 r. 5

What pattern do the colored squares make? _______(ans. Figure 9)

3. Generalization:

How do we divide whole numbers with zero difficulty?

Stress politeness while answering.

In dividing whole numbers with zero difficulty Follow the steps in dividing whole numbers.

a. Divide, multiply, subtract, bring down (Repeat the same procedure untilall digits in dividend are divided.)

Write 0 in the quotient if the trial dividend is less than the divisor.

Check you answer by multiplying the quotient by the divisor.- Add the remainder if needed.

C. Application

A. Find the missing digits.

4 030 23 6 300 32

4 200 15 7 603 16


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1) 42

25 2

26 0 2) 12

84

90 5

__ 65

- 60

__

3) 11

33

4003 4) 32

64

6502

70 10- 66 - 0

4_. 102.- 33. - 96.

10. 6.

5) 12

72

8061

86- 84

_1

- 129


A well-known cap company made 3 436 caps and put the same number of caps in 36 boxes.

a. How many caps are there in each box?b. If 20 more caps were added how many caps are there in each box?

IV. Evaluation

4 GroupsIts Trivia Time.

Directions

Divide the equations inside each box. Then use the code below to answer the question.CODE

P N M A T O U

48 r. 14 105 13 r. 5 168 r. 27 83 r. 35 352 r. 8 500.8

10 5008

15 200 21 7400 20 2100 36 3023

r. __ r. __

r. 10 r. __

r. 9

What is the tallest mountain in the Philippines?


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42 7083 17 830 21 7400

Answer: Mount Apo

Divide the following.

1) 14 906 2) 14 340

3) 21 1660 4) 20 8302

5) 15 2170

V. Assignment

A. Divide and check by multiplying

1) 14 603 2) 25 750 3) 19 1203

4) 24 6709 5) 11 3201

B. Solve the following problems.

1. Miss Caponpon distributed 302 squares of cloth equally among 16 girls to make a tablecover. How many squares of cloth did each girl get?

2. Each box contains 12 handkerchiefs. If 1260 handkerchiefs were placed in boxes, how manyboxes were used?

3. There are 4660 peanuts to be packed in 14 boxes. Each box will contain the same number ofpeanuts. How many peanuts will there be in each box?

Dividing Whole Numbers by 5

I. Learning ObjectivesCognitive: Divide whole numbers by 5Psychomotor: Write division facts with 5 as divisorAffective: Cooperate actively in the activities


Skills: 1. Dividing whole numbers by 52. Counting by 5s (forward andbackward)

Reference: BEC PELC I E 2Materials: cut outs of leaves, pocket charts, flash cardsValue: Cooperation


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1. Drill

Supply the missing number in series.a. 5 ___ 15 20 ___ 30 35 ___ 45 ___

55 ___ 65 ___ 75 80 ___ 90 ___ ___

b. Count backward. Start at 50.50 45 40 35 30 25 20 15 10 5

2. ReviewChecking of Assignment

3. Motivation

Divide the class into 4 groups. Give each group an envelope with the strips. The pupilswill be looking for the card that represents 5. Then they will put them in the pocket chart. The

first to complete the set will win the game. Give time limit.-Cards inside the envelope-


1. Presentation

At the summer camp, children share happy times singing their favorite songs.Sometimes they take turns singing in groups.

Around the campfire, 20 campers are singing in groups of 5. How many groups of5 are there?

Let us analyze and solve the problem.

Read

a. What is asked in the problem? How many groups of 5 are there?

b. What are the given facts? 20 campers, 5 groupsc. What is/are the word clue/s? groups of 5

Plan

a. What is the operation needed? Divisionb. What is the mathematical sentence? 20 5 = N

V

8 x 3

9 - 4

7 - 3

6 - 1

2 + 3

IIII

IV

4 + 1

5 ones

6 + 3

5 x 1

2 + 8


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Do

Activity 1: ACTING OUT

- Call out 20 pupils from the class.- Let them group themselves into 5.- How many pupils were there in each group? (4)

Activity 2: SHORT CUT METHOD

20 5 = 4 or 5

4

20

20

0

Check

1. Think: 20 campers, 5 in a group.There are 4 groups.

4 groups of 5 equals 20, or 4 x 5 = 20

so 20 5 = 4 5

4

20

There are 4 groups of campers.

2. Give another example.Write a division fact for each.

a. 25 campers5 in each groupHow many groups are there? (25 5 = 5)

b. 40 campers

5 in each groupHow many groups are there? (40 5 = 8)

c. 60 mangoes5 in each basketHow many are in each basket? (60 5 = 12)

d. 90 marbles5 in each boxHow many are in each box? (90 5 = 18)

2. Guided Practice

(Dyads)

Give cut outs of the leaves to each pair. Tell them to write the correct quotient for each ontheir show me board.

groups


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Play the game blockbuster using the game board below.

Direction1. Divide the class into two groups. Assign a colored marker to each group.

One group will use blue markers, the other group, red markers. Have a representativefrom each group toss a die. The group who gets the highest number play first.

2. The first team member chooses a slot on the game board and answers thedivision sentence. If his/her answer is correct, he/she places his/her groups marker onthe game board. The play continues with the next team member as long as the answer iscorrect. If a wrong answer is given the other team will have the chance to play.

3. The first team to make a chain of correct answers from end to end (whetherfrom top to bottom or side to side) wins the game.

50 5 10 5 100 5 40 5 75 5 45 5 750 5

35 5 30 5 55 5 15 5 65 5 85 5

90 5 5 5 10 5 95 5 300 5 425 5 500 5

20 5 60 5 80 5 25 5 130 5 140 5

3. Generalization:

How do you divide whole numbers by 5?

Dividing whole numbers by 5 is like counting by 5.

C. Application

A. Divide

1) 30 5 = __ 2) 35 5 = __ 3) 5 5 = __

4) 15 5 = __ 5) 5 20 6) 5 40

7) 5 10 8) 5 45 9) 5 90

10) 5 120


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B. Find the missing input or output

DIVIDE BY 5

INPUT OUTPUT

25 5

___ 8

60 ___95 ___

___ 33

IV. Evaluation

A. Write a division fact for each1. 30 campers

5 in each groupHow many groups?

2. 45 campers5 in each group

How many groups?

3. 115 rubber bands5 in each boxHow many boxes of rubber bands?

4. 180 shells5 in each groupHow many groups?

5. 300 mangoes5 in each plastic bagHow many plastic bags of mango?

B. Write division facts for each.1) 4, 5, 20 2) 3, 5, 15 3) 5, 7, 35

4) 5, 16, 130 5) 245, 49, 5

V. Assignment

1. Write a division fact with 5 as the divisor and 8 as the quotient. What is the dividend? Explain howyou did it?

2. Draw a picture to solve this problem. There are 30 campers in 5 tents. Each tent has the samenumber of campers. How many campers are in each tent?

Dividing Whole Numbers by 10 and 100

I. Learning ObjectivesCognitive: Divide whole numbers by 10 and 100 Psychomotor: Cancel the same number of zeros from both the divisor and dividendAffective: Help each other in doing the group activities


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Skills: 1. Dividing whole numbers by 10 and 1002. Canceling the same number of zeros from both the divisor and the dividend

Reference: BEC PELC I E 3Materials: roulette, diagramsValue: Helpfulness



1. Drill

Spin a wheel then multiply.

2. Review

Divide the class into 2 groups. Let each group compete by spinning the roulette withmultiples of 10 and 100. The first group works on multiples of 10, the second group onmultiples of 100. The first group to finish wins the game.

Write these on the board. Ask the pupils to write the indicative multiples inside the box.

Multiples of 10

Multiples of 100

3. Motivation (Problem Opener)

The Tulungan Credit Union granted loans of 5 000 to its member-farmers. If the loanswere paid by the farmers in equal monthly payments, how much would each pay for:

a. 10 monthly payments?b. 100 monthly payments?


1. Presentation

What is the name of the union?In your place, do you also have a credit union?What help does credit union can give to its members?How much was the loan granted by Tulungan Credit Union to its members?


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Let us analyze and solve the problem.

Reada. What is asked in the problem? number of payments for

10 equal monthly payments100 equal monthly payments

b. What are the given facts? 5 000 loan granted 10 equal monthlypayments, 100 equal monthly paymentsc. What are the clue words? equal monthly payments

Pland. What operation is needed to solve the problem? divisione. What is the mathematical sentence?

5 000 10 = N

5 000 100 = N

Do 5 000 10 = N

Step 1

10

5

50

5000

0

Step 2

10

50

505000

0- 0

0

Step 3

10

50 0

50

5000

0

- 00

- 00

5000 100 = N

Long Method

Divide: 50 10 = 5

Multiply: 5 x 10 = 50

Subtract: 5050 = 0

Bring down zero in the tensplace.

Divide: 0 10 = 0


Subtract: 00 = 0

Bring down zero in the onesplace.

Divide: 0 10 = 0


Subtract: 00 = 0


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Step 1

100

5

50 0

5000

0

Step 2

100

50

50 0

5000

0- 0

0

Cancel 1 zero in the dividend and the divisor.5 000 10 500 1 = 500

5 000 100 = N Cancel 2 zeros

5 000 100 50 1 = 50

Remember: Cancel the same number of zeros from the dividend and the divisor.

Answer: Each monthly payment was a.) 500 b.) 50

Check:Did you copy the numbers from the problem correctly?Did you follow the correct steps?Is your answer reasonable?

Since 500 x 10 = 5 000 and 50 x 100 = 5 000, the answers are reasonable.

Other examples: Cancel zeros from both the dividend and the divisor.

4 200 100 = 42 390 10 = 397 800 10 = 780 8 000 100 = 80

2. Guided Practice

a. Follow the number paths. Work in pairs (Stress the value of helpfulness.)

1.

2.

Divide: 500 100 = 5

Multiply: 5 x 100 = 500

Subtract: 500500 = 0

Bring down zero.

Divide: 0 100 = 0


Subtract: 00 = 0

Short Cut Method

300

START 300 10

X 10 100

X 10

?

END

700

STARTX 10

100

10?

ENDx 100


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3.

4.

5.

b. Work in Group (4 groups)SPOT THE QUOTIENTSDirections: Solve then encircle the answer in the box.

The answers may go down, backward, across and diagonally.

2 4 0 0 9 1 6 6 2

9 5 4 3 3 5 7 7 8

6 8 6 7 4 3 9 3 4

6 4 7 8 8 5 2 6 0

0 7 5 0 1 1 4 8 5

2 5 8 1 2 0 4 0 0

0 1 4 7 4 1 5 9 3

6 1 7 1 5 1 9 9 1

5 4 0 6 6 8 6 0 1

?

STARTX 10

100 10

2000

ENDx 100

2500

START

X 10

100

10 ?

END

?

START

X 10 100

10

8000

END

100

10 360

100 8000

10 7500

1000 456000

100 73800

100 24000

100 48500 10 2800 10 4000 10 660

1.

2.

3.

4.

5. 6. 7.

8.

9.

10.


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c. Solve each problem. (Four in each group)

1. Four hundred ninety pupils are going on a field trip. They will be distributed into 10buses. How many pupils will be in each bus?

2. One thousand four hundred books are to be packed in 100 boxes. How many bookswill be packed in each box?

3. There are 730 mangoes to be placed equally in 10 baskets. How many mangoes willbe in each basket?

4. There are 3 000 kilos of rice to be distributed among 100 typhoon victims. How manykilos of rice will each victim receive?

5. There are 11 000 fingerlings (young fish) to be evenly placed in 10 fish ponds. Howmany fingerlings will be in each pond?

3. Generalization:

How do we divide whole numbers by 10 and 100?

To divide whole numbers by 10 and 100, cancel the same number of zeros in boththe dividend and the divisor.

Divide.

C. Application

A. Find the quotient. Cancel the correct number of zeros.

1) 400 100 4) 9 300 1002) 1 800 100 5) 620 103) 2 900 10


1) How many 100 are there in 600?2) Two thousand and five hundred has how many hundreds?3) 5 000 is how many hundreds?4) How many hundreds are there in 4 900?5) 400 is equal to how many tens?

IV. Evaluation

A. Give the missing number.

1) 650 10 = _______ 2) 3 900 ___ = 39

3) 7 800 ___ = 78 4) 2 000 ___ = 200

5) 180 ___ = 18

B. Divide and check by multiplication.

1) 100 5200 2) 100 8500

3) 100 9000 4) 10 6000

5) 10 3570


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V. Assignment

A. Divide mentally. Write the quotients1) 630 10 = _____ 2) 5400 100 = ____3) 480 10 = ____ 4) 63000 100 = ____5) 3600 10 = ____

B. Solve each problem

1) There were 3 400 sacks of sand donated to Barangay Matulungin for the repair of its footbridge. If there were 100 donors, how many sacks of sand did each one donate?

2) A sack of cement costs 100. How many sacks can one buy with 6 200?3) If the 3 400 sacks were used by 10 groups of workers, how many sacks did each group use?4) Operation Pagtatanim distributed 8 400 different kinds of seedlings equally among 10

elementary schools. How many seedlings did each school receive?

5) Edgar has 230 as school allowance for 10 days. How much is his daily allowance?

Dividing Mentally 2-Digit Numbers through 99 by 1-Digit Numberwithout Remainder


Cognitive: Divide mentally 2-digit numbers through 99 by 1-digit number without remainderPsychomotor: Solve word problems involving division mentallyAffective: Show accuracy in solving mentally


Skills: 1. Dividing mentally 2-digit numbers through 99 by 1-digit number withoutremainder

2. Solving word problems involving division mentallyReference: BEC PELC I E 1.5Materials: counters, roulette, flash cardsValue: Accuracy



1. Drill

Have a drill on basic division facts.1) 36 9 2) 42 6 3) 7 74) 49 7 5) 9 0 6) 5 1


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2. ReviewSpin any of the roulettes. Then multiply.

Give the factors.

36 = ___ x ___ 63 = ___ x ___72 = ___ x ___ 48 = ___ x ___

3. Motivation

(Use the counters-pebbles)How many ways can you group equally 24 pebbles.


1. Presentation

a. Miss Rosas distributed 48 Math books equally among the 4 rows in her class.How many books were given to each row?


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- What did Miss Rosas do?- How many rows were there in her class?- How many Math books were distributed?- How will you solve this problem?

You can divide 48 by 4 mentally.

Rename 48 as 40 + 840 4 = 10 divide the tens8 4 = 2 divide the ones10 + 2 = 12 add the answer

Answer: Twelve (12) Math books were given to each row.

b. A farmer puts 36 carrots in 2 bags. He puts the same number in each bag. How manycarrots are in each bag?Divide 36 by 2. (36 2 = N)Rename 36 as 20 + 16

20 2 = 1016 2 = 810 + 8 = 18

Answer: Each bag has 18 carrots.

c. The teacher will give more examples.Divide mentally. (written on card)a. 24 8 = N f. 36 6 = Nb. 42 2 = N g. 26 2 = Nc. 48 4 = N h. 38 2 = Nd. 18 3 = N i. 16 4 = Ne. 24 6 = N j. 45 3 = N

2. Guided Practice

b. Divide each number by the center number.

Write the answer in the empty spaces.


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c. GameGiant Step1. The teacher calls on 4 pupils at a time.2. She flashes the number cards and the pupils outdo each other by giving the correct

answers.3. The first pupil to give the correct answer will take one step forward.4. The first pupil to reach the finish line wins the game.

d. Career Changes

- Many Filipinos change careers during their lives. Even our heroes have different jobs.- What jobs/career do you think these Filipinos had before they became heroes?- Your job is to find out.

Instruction for the activity

1. Divide mentally, then match the quotient.2. The quotient will tell you the job/career of the heroes.

Divide Mentally Quotient and Career1. Jose P.

Rizal99 3 = ___

9 Writer

2. AndresBonifacio72 2 = ___

15 Lawyer

3. Apolinario

Mabini81 9 = ___

33 DoctorOphthalmologist

4. Manuel L.Quezon90 6 = ___

8 Priest

5. Gomburza72 9 = ___

36 Fan Vendor

3. Generalization:

How do we divide mentally 2-digit numbers through 99 by 1-digit number withoutremainder?

1. Rename mentally.2. Then divide.

C. ApplicationGive the answers orally1) 24 6 2) 28 73) 49 7 4) 36 65) 48 8 6) 40 87) 56 8 8) 18 69) 14 2 10) 32 8

50 2 64 4 39 3 80 4 75 5

35 7 72 8 45 3 20 5 90 3


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IV. Evaluation

A. Solve mentally then compare using >, < or =. Put your answer inside the box.

1) 48 6 ___ 63 7 2) 42 7 ___ 48 8

3) 56 7 ___ 24 3 4) 28 7 ___ 36 6

5) 35 7 ___ 16 4

B. Solve the following problems mentally. Be accurate.1) Lina works in a slipper factory. Her work is to pair slippers. There are 86 slippers for her to

pair In the morning. How many pairs does she make in the morning?2) There are 80 pupils. They will be distributed equally in 4 classes. How many pupils will be in

each class?3) Mrs. Medina will teach a Muslim dance to 56 Grade III children for the schools Field Day.

She wants to make groups of 4 children. How many groups can she make?4) There are 24 chairs to be divided evenly into 2 rows. How many chairs will be in each row?5) A farmer picked 81 pineapples. He has 9 boxes. If he will put equal numbers in each box,

how many pineapples will each box have?

V. Assignment

A. Find the quotients of the following. Do it mentally.1) 36 9 2) 48 63) 63 7 4) 16 85) 63 9

B. Choose one divisor and one dividend to make a division sentence. You may use each numbermore than once.

Divisor Dividend

3 2 4 16 56 548 96 51

Construct a division sentence whose quotient is:1) 172) 123) 184) 85) 14

C. Solve each problem mentally.

1. Mother divided 20 oranges equally among her 4 children. How many oranges did each childreceive?

2. The grade three class has 2 booths for the school Foundation Day. The class buys 88 prizes.Each booth will share the prizes equally. How many prizes should each booth get?

3. Marsha has 48 shells for each of her three friends. How many shells does each of her friendsget?

4. There are 54 tomatoes. There are 9 tomatoes in each box. How many boxes are there?


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Solve 1-Step Word Problems involving Divisions of 2- to 4- Digit Numbers by 1- to2- Digit Numbers including Money


Cognitive: Solve 1- step word problems involving divisions of 2- to 4- digit numbers by 1- to2- digit numbers including money

Psychomotor: Tell the word clues/operations to be used. Use the correct operation in solvingword problems

Affective: Show love of work


Skill: Solve 1-step word problems involving divisions of 2- to 4- digits numbers by 1- to2- digits including money

Reference: BEC PELC I E 6.1Materials: chart, paper money, drawingValue: Love of work



1. Drill (mental division)

Flash card with division facts, let the pupil solve mentally.

2. Motivation

Present the song: Top of the World

Come and join our Mathematics class.You will surely enjoy being here with usMastering basic facts, multiply, add, subtract.Everything is being learned the easy way.

Solve a problem in many ways, we know Number sentence helpsAsk the questions howLearn with ease and successMake us do our very bestOur Math today is nice if it is like this.

Were on the top of the world solving Down in our land of numbers learning conceptsBy discovery. Its the love that we found Right from very start and come lets beHappy learning Math

Ask the following questions:1. What does the song tell us?2. What do we do in Mathematics class?3. What do you enjoy doing in your Math class?

32 4 48 6 25 5 21 7


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1. Presentation

a. Storytelling

Present the story with a hand puppet.

Nestor sells newspapers after class. He earns 36.00 a day. He divides hisearnings to his 3 brothers for their baon. How much does each of his brothers get?

Ask.Who earned money from selling newspaper?How much does he earn?Lets solve this problem using POLYAs 4-steps in problem solving.How does he earn money? Do you think he love his work? Why?

Understanda. What are given?b. What is asked?

c. What operation will solve the problem?

PlanWhat equation will solve the problem?

SolveSolve the equation.Strategy(acting out the problem)

The pupil will use play money to demonstrate the story problem.

1) How much money did each child get?

( 12.00)

Look backDoes the answer make sense? Yes.

b. Story 2Present another word problem:

Laura picked 124 guavas. She placed them equally in 2 plastic bags. Howmany guavas were placed in each bag?

Lets solve this problem using the expanded form.

2

21050

100

420100

20- 20

4- 40

= 62 guavas


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2. Guided Practice

a. Work in groups of 5.

Distribute index cards with problems to solve.

Let them answer the following questions:

Understand:

a. What are given?b. What is asked?c. What are the necessary information or facts needed to solve the problem?d. What words tell what operation to use?e. What operations will you use?

PlanWhat equation will solve the problem?

SolveSolve the equation.

Look back

a. Did you use the correct operation?b. Does the answer make sense?c. Did you label the answer correctly?

Problem 1

(written on Manila Paper)Michelle has 873 chicos. She puts the same number of chicos in 4

baskets. How many chicos are in each basket?

Problem 2

Raffy bought 132 pieces of comic magazines. If he puts them equally in12 envelopes, how many magazines will each envelope have?

Problem 3

A baker bakes 1 720 cookies. He placed 25 pieces in each plastic bag.How many plastic bags of cookies were there in all?

b. Secret Place

Rina and Apol are going to a Secret Place Let us join them in their fun.- The teacher will draw similar maze on 8 bond papers. Each group leader will be

given one, and the first to solve the problem in the maze wins.


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Problems

1. Vilma received 375.00 for 5 baskets of chicos. How much did each basket cost?2. Mr. Reyes store had 144 pairs of socks. The socks were sold in packages of 12

pairs. How many packages were there?

3. Mrs. Villamor has 945.00 to be divided equally among her 3 children for theirschool needs. How much did each child get?

4. Seven boys ate their lunch at a restaurant. The meal cost 238. They agreed toshare equally the expenses. What was the share of each boy?

3. Generalization:

What are the steps in analyzing and solving word problem?How do we solve word problems involving division of 2 to 4 digit number by 1 to 2 digitnumber including money?

Steps to be followed in solving one-step word problems are:1. Understand2. Plan3. Do4. Look Back

C. Application

Let us solve the problem.1. Miss Canilao has 135 pupils in her P.E. class. They form 5 groups. How many pupils are

in each group?

2. A small pack of biscuits costs 4.00. How many packs of biscuits could one buy with

120.00?


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IV. Evaluation

1. Harris is making plant hangers. She needs 7 beads for each hanger. She has 427 beads. Howmany hangers can she make?

Number sentence: ________________Complete Answer: ________________

2. Edgardo spent 326.00 for 2 chairs. How much did each chair cost?Number sentence: ________________Complete Answer: ________________

3. Mrs. Abo sells 3 orchid plants for 195.00. What is the price of 1 or

lesson guide - gr. 3 chapter i -division v1.0.pdf

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