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Subject: Mathematics
Semester: 1
Period: 2
Week: 11
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 4
Date: Week 11
Lesson Duration: 45 minutes
Week & Period: Week 11, Period 2
Topic: Division
Sub-topic: Divide Whole Numbers (2–4 Digits) with Zeros in the Quotient
Learning Objectives
By the end of the lesson, students should be able to:
Perform long division with 2–4 digit numbers where zeros appear in the quotient
Use placeholders correctly in quotient
Solve real-life word problems involving such division
Previous Knowledge
Students already know basic long division without zeros in quotient
Instructional Materials
Mathematics textbook, chalkboard, graph paper
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher gives: 84 ÷ 4, 96 ÷ 6 for quick recall
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Explanation & Definition (Expanded & Detailed)
Long division is a method used to divide larger numbers step-by-step. When dividing, sometimes the divisor does not go into a digit or group of digits in the dividend, so we place a zero in the quotient (the answer) to show that the division for that place value is zero.
Zeros in the quotient help keep the place values correctly aligned.
Step-by-Step Examples
Example 1: 2,048 ÷ 4
- 4 goes into 20 → 5 times (4 × 5 = 20)
- Subtract 20 from 20 → 0
- Bring down 4 → now divide 4 by 4 → 1
- Bring down 8 → divide 8 by 4 → 2
- Quotient is 512
Detailed steps:
- Divide the first two digits (20) by 4 → 5
- Write 5 above the 0 in the dividend
- Multiply 5 × 4 = 20, subtract 20 from 20 → 0
- Bring down next digit (4)
- 4 ÷ 4 = 1, write 1 in quotient
- Bring down last digit (8)
- 8 ÷ 4 = 2, write 2 in quotient
- Final answer: 512
Example 2: 3,060 ÷ 3
- 3 goes into 3 → 1 time
- Bring down 0 → 0 divided by 3 is 0 → write 0 in quotient
- Bring down 6 → 6 ÷ 3 = 2
- Bring down last 0 → 0 ÷ 3 = 0
- Quotient = 1,020
Detailed steps:
- Divide 3 by 3 → 1, write 1
- Bring down next digit (0), 0 ÷ 3 = 0, write 0 in quotient
- Bring down 6, 6 ÷ 3 = 2, write 2
- Bring down last 0, 0 ÷ 3 = 0, write 0
- Final quotient: 1,020
Additional Examples:
- 4,080 ÷ 4
- 2,500 ÷ 5
- 5,070 ÷ 7
- 7,006 ÷ 2
For each, identify when zeros appear in the quotient and why.
Learners’ Activities (Expanded)
🔹 1. Scaffolded Problems:
- Start with simpler division problems with no zeros in the quotient.
- Gradually increase complexity by introducing dividends requiring zeros in the quotient.
- Examples:
- 1,204 ÷ 4
- 5,030 ÷ 5
- 6,007 ÷ 7
🔹 2. Peer Correction:
- Students work in pairs to solve long division problems.
- Partners check each other’s work and explain where zeros in the quotient appear.
🔹 3. Create Division Stories:
- Ask learners to write real-life word problems that require long division with zeros in the quotient.
- Example: “A farmer has 2,040 mangoes to share equally among 4 shops. How many mangoes will each shop get?”
🔹 4. Visual Modeling:
- Use graph paper to align digits and the quotient properly.
- Show zeros in the quotient clearly.
Assessment Checks (Expanded)
- Solve: 4,080 ÷ 4
- What is 2,500 ÷ 5?
- Why do we sometimes place zero in the quotient?
- Divide 5,070 ÷ 7 and identify where zeros appear in the quotient.
- Explain each step when dividing 7,006 ÷ 2.
Notes (Expanded & Detailed)
- Zeros in the quotient indicate that the divisor does not divide into a certain digit or group of digits in the dividend.
- When the divisor does not go into the current digit(s), place a zero in the quotient and bring down the next digit to continue dividing.
- This ensures the place values are maintained, and the quotient reflects the correct number of groups for each place value.
- It is important to always bring down the next digit until the divisor can divide the number formed.
- Practice aligning digits carefully to avoid mistakes in placement of zeros and digits in the quotient.
- Reinforce that zeros in the quotient do not mean the answer is zero; rather, they are placeholders indicating no groups at that place value.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Zeros in quotient are placeholders in division results
Evaluation Method (Expanded):
Exit slip/quiz: Divide 2,400 ÷ 6 and 4,050 ÷ 5
Teacher collects and provides oral feedback
Assignment (Expanded):
Complete textbook exercises on division with zeros in quotient
Follow-up Activity:
At home, write 2 division word problems with zeros in quotient
Differentiation / Inclusive Strategies
Use step-by-step scaffolding for weaker learners
Challenge strong learners with 4-digit division problems
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low