LEARNERS ACTIVITY SHEET (LAS)

Part I
Name of Learner:__________________________________________Grade:___________
Section: _________________________________________________ Date:____________
School: LIDASAN ELEMENTARY SCHOOL Grade level: Four(4)
Teacher: RASHMIA D. LACSON Learning Area: Mathematics
Teaching Date: Quarter: 1st Qtr. Week 6-5 days
Competency/ies:
 Divides 3-to 4- digit numbers by 1- to 2- digit numbers without or with remainders. M4NS-If54.3
(Quarter 1, week 6-1)
 Divides mentally 2-to 4- digit numbers by tens or hundreds or by 1,000 without and with remainders.
M4NS-If54.3 (Quarter 1, week 6-2)
Objective/s:
 Dividing 3- to 4- digit numbers by 1-to 2-digit numbers with or without remainders
 Dividing mentally 2- to 4-digit numbers by tens or hundreds or 1,000 with or without remainders.
Topic/s:
 Dividing 3-to 4- digit numbers by 1- to 2- digit numbers without or with remainders
 Dividing mentally 2-to 4- digit numbers by tens or hundreds or by 1,000 without and with
remainders
Dear Learner,
Good Day. Below are your learning activities for the whole week. Please carefully understand and follow the
instructions provided. Don’t hesitate to ask for support from anyone whom you think can help you do the
activities. Most importantly, be free and creative in doing the activities BUT ensure safety at all times. Have
fun.
Sincerely,
Your Teacher
Part II

Dividing 3-to 4- digit numbers by 1- to 2- digit numbers without or with remainders

Background Information for Learners

Division is splitting into equal parts or groups. It is the result of “fair sharing”.

Example: There are 12 chocolates, and 3 children want to share them, how do they divide the chocolates?

12 chocolates 12 chocolates divided by 3

Answer: Based from the figure above, if we divide 12 by 3, we get 4.

Therefore, each child will receive 4 chocolates.

But sometimes it does not work perfectly!

 Sometimes we cannot divide things up exactly, there may be some left over.

Example: There are 7 bones to share with 2 pups.

From this example, we cannot divide 7 exactly into two groups, right? There will be 1 bone left over. In
division, we call that remainder.
 In this page, we will learn how to divide whole numbers using the process of Long Division without
Remainder Example: Divide 425 by 25.
Remember, the number to be divided into is called the dividend, while the number which divides the
other number is called the divisor.

Hence, in this example 425 is the dividend, and 25 is the divisor.

Here we go:

First step is to divide the first digit of the dividend (4) by the divisor
(25). But if we divide 4 by 25, we get 0 remainder 4. Hence, we will
just divide the first 2 digits of the dividend (42) by the divisor (25).

1 42 ÷ 25 = 1
remainder 17 The result is placed at the top. Any remainder is ignored at this point.

1
1 x 25 = 25 The answer from the first operation (1) is multiplied by the divisor (25).
25 The result is placed under the number divided into.

1
42 – 25 = 17 Now we subtract the bottom number (25) from the top number (42). The
25 result (17) is placed at the bottom.
17
1
Bring down the next digit of the dividend (5).
-25
175
17
175 ÷ 25 = 7 Now, we divide 175 by the divisor (25). The result is placed at the top.
-25
175
17
7 x 25 = 175 The answer from the last operation (7) is multiplied by the divisor (25).
-25 The result is placed at the under the number divided into.
175
175

17 175 – 175 = 0 Now we subtract the bottom number from the top number. If the result is
0, then it will be the end of the process. Therefore, the answer is 17.

425 ÷ 25 = 17
175
- 175
0

That is the process of Long Division without remainder. It is easy to follow right? But what if the numbers we
divide has left overs? Let us find out in the next page.
Now, let us learn the process of Long Division with remainders.
Example: Divide 435 by 25.

The table shows the process:

25√435 First step is to divide the first digit of the dividend (4) by the divisor (25).
But if we divide 4 by 25, we get 0 remainder 4. Hence, we will just divide
the first 2 digits of the dividend (43) by the divisor (25).

1 43 ÷ 25 = 1
25√435 remainder 18 The result is placed at the top. Any remainder is ignored at this point.

1
25√435 1 x 25 = 25 The answer from the first operation (1) is multiplied by the divisor (25).
25 The result is placed under the number divided into.

1
43 – 25 = 18 Now we subtract the bottom number (25) from the top number (43). The
result (18) is placed at the bottom.
18
1
Bring down the next digit of the dividend (5).

185
17
185 ÷ 25 = 7 Now, we divide 185 by the divisor (25). The result (7) is placed at the
remainder 10 top. Any remainder is ignored at this point.
185
17
7 x 25 = 175 The answer from the last operation (7) is multiplied by the divisor (25).
The result is placed at the under the number divided into.
185
175

17 185 – 175 = 10 Now we subtract the bottom number from the top number. We notice that
there is a left over which is 10 and we have no digits to bring down.
Therefore, we can consider 10 as a remainder.
185
- 175
10
17 r. 10 435 ÷ 25 = 17 r. 10

185
- 175
10

We can write the result as 17 r. 10, where r stands for remainder.

Activity 1

Directions/instructions: Answer the following exercises below. Using the process of long division, divide
the following 3-digit numbers by 1-digit numbers with or without remainder. Show your solutions.

1.

4.

Activity 2
A. Using the process of long division, divide the following whole numbers with or without remainder. Show
your solutions.

1.
 4.

B. Solve the following problems. Show your solutions.

1. Mrs. Castro has ₱8,360.00. She has to distribute it to her 8 laborers. How much will each
laborers receive?

2. There are 25 households in purok 2 of barangay Sta. Catalina. The barangay captain
ordered 40 sacks of rice weighing 30 kg each. How many kilograms of rice will each
household receive?

3. 6,144 books are to be arranged equally in shelves. If 64 books are arranged in each shelf,
how many shelves will be needed?
 Dividing mentally 2-to 4- digit numbers by tens or hundreds or by 1,000 without and
with remainders
Background Information for Learners

You know that division is splitting into two equal parts or groups. You already know the process of long
division. Now, you are going to divide numbers mentally. Here are some strategies you can use to divide whole
numbers mentally:

1.

2.

3.
Activity 3

Directions/instructions: Answer the following exercises below. Divide the following numbers mentally.
Number 1 is done for you.

2
 ASSESSMENT CHECKLIST
Part I
School: LIDASAN ELEMENTARY SCHOOL Grade level: Four(4)
Teacher: RASHMIA D. LACSON Learning Area: Mathematics
Teaching Date: Quarter: 1st Qtr. Week 6-5 days
Competency/ies:
 Divides 3-to 4- digit numbers by 1- to 2- digit numbers without or with remainders. M4NS-If54.3
(Quarter 1, week 6-1)
 Divides mentally 2-to 4- digit numbers by tens or hundreds or by 1,000 without and with remainders.
M4NS-If54.3 (Quarter 1, week 6-2)
Objective/s:
 Dividing 3- to 4- digit numbers by 1-to 2-digit numbers with or without remainders
 Dividing mentally 2- to 4-digit numbers by tens or hundreds or 1,000 with or without remainders.
Topic/s:
 Dividing 3-to 4- digit numbers by 1- to 2- digit numbers without or with remainders
 Dividing mentally 2-to 4- digit numbers by tens or hundreds or by 1,000 without and with
remainders

Part II To be checked by parent/s

Statement YE NO REMARKS
S
Activity 1 1- Not accomplished
The learner is able to divide numbers. 2- Partially accomplished
3- Needs improvement
4- Satisfactory
5- Excellent
Activity 2 1- Not accomplished
The learner is able to divide numbers using long 2- Partially accomplished
division. 3- Needs improvement
4- Satisfactory
5- Excellent
Activity 3 1- Not accomplished
The learner is able to divide numbers mentally. 2- Partially accomplished
3- Needs improvement
4- Satisfactory
5- Excellent
Comments:

____________________________________
Name of Parents/Guardians/Parateacher

Submitted to: _________________________

(Name of Teacher)

Date: ________________________
(Date submitted)