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Subject: Mathematics
Semester: 1
Period: 2
Week: 10
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 4
Date: Week 10
Lesson Duration: 45 minutes
Week & Period: Week 10, Period 2
Topic: Division
Sub-topic: Division of Multiples of 10 by 1-digit Numbers
Learning Objectives
By the end of the lesson, students should be able to:
Divide multiples of 10, 100, and 1000 by 1-digit numbers
Explain division as repeated subtraction or grouping
Solve real-life problems involving such divisions
Previous Knowledge
Students already know multiplication and simple division facts
Instructional Materials
Mathematics textbook, counters, base-ten blocks, number line
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Quick division facts drill: 20 ÷ 2, 30 ÷ 5, 40 ÷ 4
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Definition and Explanation (Expanded & Detailed)
Division is the process of splitting a number into equal parts or groups. When dividing multiples of 10 (like 40, 600, 5,000) by a 1-digit number, it helps to understand that you are grouping or repeatedly subtracting equal amounts.
For example, dividing 40 by 4 means: “How many groups of 4 are in 40?” or “How many times can we subtract 4 from 40?”
Division is also the inverse (or opposite) of multiplication. If 4 × 10 = 40, then 40 ÷ 4 = 10.
Worked Examples (Expanded & Step-by-Step)
- 40 ÷ 4 = 10
Explanation: 4 × 10 = 40, so 40 divided into groups of 4 gives 10 groups. - 600 ÷ 3 = 200
Explanation: 3 × 200 = 600, so dividing 600 into 3 equal parts gives 200 in each part. - 5,000 ÷ 5 = 1,000
Explanation: 5 × 1,000 = 5,000, so there are 1,000 groups of 5 in 5,000.
Additional Examples:
- 90 ÷ 3 = 30
- 800 ÷ 4 = 200
- 2,400 ÷ 6 = 400
Explain each by relating back to multiplication or grouping.
Relate to Repeated Subtraction and Grouping
- Show that 40 ÷ 4 can be thought of as subtracting 4 repeatedly from 40 until nothing remains:
40 – 4 = 36 (1 group)
36 – 4 = 32 (2 groups)
...
... until 0 groups are subtracted 10 times.
- Using grouping, students can visualize dividing objects or numbers into equal piles.
Learners’ Activities (Expanded)
🔹 1. Using Base-Ten Blocks:
- Give learners base-ten rods and units.
- Model dividing 60 into 3 equal groups by physically grouping rods.
🔹 2. Number Lines and Skip Counting:
- Draw a number line from 0 to 100.
- Use skip counting (counting by 3s or 4s) to find how many times 3 goes into 90.
🔹 3. Group Races Game:
- Prepare cards with division problems and answers.
- Groups race to match problem cards to correct answer cards.
Example: Match "600 ÷ 3" with "200."
🔹 4. Real-Life Context Discussion:
- Discuss sharing: “If 600 candies are shared equally among 3 friends, how many candies does each get?”
Assessment Checks (Expanded)
- What is 300 ÷ 3?
Expected Answer: 100 - Solve: 2,000 ÷ 4
Expected Answer: 500 - Explain why 60 ÷ 2 = 30.
Guide answer: Because 2 groups of 30 make 60, or 2 × 30 = 60. - How many groups of 5 are in 1,000?
Expected Answer: 200 - If you subtract 10 repeatedly from 100, how many times will you subtract until reaching zero?
Expected Answer: 10 times (so 100 ÷ 10 = 10).
Notes (Expanded & Detailed)
- Division splits numbers into equal parts or groups, or finds how many times one number is contained in another.
- Dividing multiples of 10 by 1-digit numbers is easier because zeros help us simplify the calculation.
- For example, dividing 600 by 3 is like dividing 6 by 3 and then adding back the two zeros → 600 ÷ 3 = (6 ÷ 3) × 100 = 2 × 100 = 200.
- Division is the inverse operation of multiplication, so understanding multiplication facts helps in division.
- Using concrete tools like base-ten blocks and number lines strengthens understanding, especially for visual and kinesthetic learners.
- Encourage students to always check their answers by multiplying the quotient by the divisor.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Division of multiples of 10, 100, and 1000 simplifies to repeated subtraction/grouping
Evaluation Method (Expanded):
Exit slip/quiz: Divide 900 ÷ 3 and 1,200 ÷ 4
Teacher collects and provides oral feedback
Assignment (Expanded):
Complete textbook exercises on division of multiples of 10, 100, and 1000
Follow-up Activity:
Practice dividing money amounts equally among groups at home
Differentiation / Inclusive Strategies
Provide manipulatives for weaker learners
Give advanced learners larger numbers to divide
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low