DETAILED LESSON PLAN IN MATH 2

ESSENTIAL COMPETENCY

Visualizes and represents division, and writes a related equation for each type of
situation: equal sharing, repeated subtraction, equal jumps on the number line, and
formation of equal groups of objects.

I – OBJECTIVES

At the end of 50-minutes discussion, the grade 2 pupils will be able to do the
following with at least 85% level of accuracy:

a. Identify equations in the given situation in the number line;

b. Appreciate the importance of dividing numbers in everyday life;
c. Divide numbers using the number line.
II - SUBJECT MATTER

Topic: Representing Division as Equal Jumps on the Number Line

Reference: MELC (M2NSllb-51.1) MATHEMATICS LM p. 171

Materials: Visual aids, Slide decks, Flash cards, Marker, Pictures,

Worksheets

Subject Integration: Physical Education

III- PROCEDURE

Teacher’s Activity Students’ Activity

Preliminary Activities
a. Prayer
Requesting everyone to please stand and
bow down your head for our prayer. May I (Praying)
request _____ to please lead the prayer.
Good afternoon teacher
b. Greetings Good afternoon classmates
Good afternoon class! Good afternoon!

How are you today? We’re fine, thank you!

c. Energizer
Now class, we are going to sing. Are you
familiar with the song “I Love Math”? Yes, teacher!

Okay, let us sing it. (Singing)

Very good class.

d. Checking of Attendance
Okay class, let’s check your attendance.
Say present if your name is called.

e. Checking of Assignments
Class, do we have an assignment? None, teacher!

f. Setting of Standards
Before we will start our discussion for
today, let us first recall our classroom
rules. Class, what are you going to do
during our class discussion and group
activities? Avoid making noises, leaving our chairs,
disturb our classmates, disturb the
class, don’t answer in chorus and raise
our hands when we want to answer.
And what will happen if you won’t
obey our rules? Our points will be deducted.
Do you want your points to be deducted?
No, teacher!
Class, I have something here on the board
(INCENTIVE CHART) that I will use as a
guide to monitor and grade your
performance and behavior during our
class discussion and group activities. So
your gained points will be place here.
Understand?
Yes, teacher!
B. Developmental Activities
a. Drill
Class, I’ll be showing you some flashcards
with multiplication problem written on it
and what you are going to do is to answer
the equations given in the flashcard.
Understand class? Yes, teacher!
Okay, so here are the equations.

4 8 2 7 3
(Answering)
x 3 X 2 X 2 X3 X5

Good job class.

b. Review

Before we will start our lesson for today let

us first recall our lesson yesterday. What
was the topic that we have tackled The topic that we have discuss
yesterday? yesterday is all about Representing
Division as Repeated Subtraction.
Very good! So now who can solve this one
on the board using the repeated
subtraction?
8÷2=
8÷2=
8–2=4
4–2=2
2–2=0
Very good class!

C. Motivation

Now, we will be having an activity entitled

“Where I Belong”. In this activity, we are
going to form a Number Line by pasting
the numbers on the horizontal line here on
the board. So I will be calling names and
the name that will be called will get one
number and paste it to the lines where it
belongs. So this activity will test if you
really know how to count and arrange the
numbers chronologically. So are you
ready? Yes, teacher!

0 1 2 3 4 5 6 7 8

V1 2 3 4 5 6 7 8
0
Good job everyone!

D. Presentation

So, our topic for today is all about

’Representing Division as Equal Jumps on
the Number Line. Again, what is lesson for Our lesson for today is all about
today? Representing Division as Equal Jumps
on the Number Line

E. Discussion

Now class, what have you observe in your There’s a line with numbers teacher.
activity?

Right! And that line with numbers is what

we called “Number Line”. Which we can
use in improving your skills in solving
division problems.

But what does number line really mean?

A number line is a visual representation of

numbers in a horizontal line. The numbers
are arranged with equal distances on the
line.

0 1 2 3 4 5 6 7 8

Steps on how to divide division

sentence using a number line:

Example:

8 ÷ 4 = ______

1. Determine the parts of a division

sentence. Quotient

8÷4=
Dividend Divisor

2. Draw a number line that corresponds to

the number in the dividend.

3. Show a jump process using an arrow to

group the dividend in the number line
using the number in the divisor.

4. Identify the quotient by counting if how

many jumps have done. Arrow represents
the quotient.

In the example, there are two arrows, so 2

is the quotient for the given number
sentence.

Other examples:

1. 18 ÷ 6 = 3

2.

F. Application

Now class, we will be having a group

activity. We will just utilize the group that
we have formed a while ago.

For the group 1 their activity is entitled

“Draw Me”. In your activity, the equation is
given already. So what you are going to
do is to draw a line number that
corresponds to the given equation.
Understand group 1. Group 1: Yes, teacher!

Great! For the group 2, their activity is

entitled “Complete Me”. What you are
going to do is to complete the given
equation by providing its answer using the
given line number. Understand Group 2? Group 2: Yes, teacher!

Great! While for the group 3, their activity

is entitled “Choose Me Please”. What you
are going to do is to find the correct
answer among the given choices that
matches to the situation in the given
number line. Just encircle the letter of your
answer. Am I understood group 3? Group 3: Yes, teacher.

Very good. And here’s the rubrics for this

activity.
RUBRIKS

3 2 1 Total
Points Points Point
Timeliness

Cooperation .
& Unity
Correct .
Answer
GROUP 1 ACTIVITY
“Draw Me”
Direction: Draw a line number that
corresponds to the given equation. Sagot:

8÷2=4

0 1 2 3 4 5 6 7 8
GROUP 2 ACTIVITY
Complete Me!
Direction: Complete the given equation by
providing its answer using the given line
 number.

9 ÷ 3 = ____

Sagot:
9÷3= 3

0 1 2 3 4 5 6 7 8 9

GROUP 3 ACTIVITY
Choose Me Please!
Direction: Encircle the letter of the answer
that matches to the situation in the
given number line.

Sagot:
0 1 2 3 4 5 6
a. 6 ÷ 2 = 3 b. 6 ÷ 3 = 2 c. 6 ÷ 6 = 1
a. 6 ÷ 2 = 3 b. 6 ÷ 3 = 2 c. 6 ÷ 6 = 1

G. Generalization
Let us see if you really understand the
lesson that we have discuss a while ago.
Again what was the topic that we have
discuss today? About Representing Division as Equal
Jumps on the Number Line.

And what is number line again? A number line is a visual representation

of numbers in a horizontal line. The
numbers are arranged with equal
distances on the line.

How to solve division using a number line? By following the steps.

Very Good! So now let’s read again the
steps. (Reading the steps)
Good job everyone. Give yourselves a
round of applause!
IV – EVALUATION

Direction: Choose among the given division sentence which corresponds to the
number line shown in each number. Encircle the letter of the correct answer.

0 1 2 3 4 5 6 7 8

a. 8 ÷ 4 = 2 b. 8 ÷ 2 = 4 c. 8 ÷ 8 = 1

2.

0 1 2 3 4 5 6 7 8 9
a. 9 ÷ 3 = 3 b. 9 ÷ 1 = 9 c. 9 ÷ 9 = 1

3.

0 1 2 3 4 5 6 7 8 9 10 11 12
Zx c

a. 12 ÷ 4 = 3 b. 12 ÷ 3 = 4 c. 12 ÷ 12 = 1

4.

0 1 2 3 4 5 6 7 8 9 10

a. 10 ÷ 5 = 2 b. 10 ÷ 2 = 5 c. 10 ÷ 10 = 1

5.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
 a. 16 ÷ 4 = 4 b. 16 ÷ 8 = 2 c. 16 ÷ 16 = 1

Answer:

1. A 2. A 3. B 4. B 5. A

V – ASSIGNMENT

Direction: Draw a number line for the following numbers and give the quotient of
each item.

1. 20 ÷ 5 = _______

2. 18 ÷ 6 = _______

3. 25 ÷ 5 = _______

Prepared by:

Jennie D. Anuddin