DETAILED LESSON PLAN

School Don Bosco Technical Institute - Tarlac

Grade Level Grade 2
Time Allotment 50 minutes
Teacher Gragasin, Ma. Kristine Joyce S.
I. Objectives
A. Content Standards
Demonstrates understanding of division of whole numbers up to 1000 including money.
B. Performance Standards
Is able to apply division of whole numbers up to 1000 including money in mathematical problems
and real-life situations.
C. Learning Competencies/ Code
Divides mentally numbers by 2,3,4,5, and 10 (multiplication table of 2,3,4,5 and 10). M2NS-IIIb-52.1

D. Learning Objectives
At the end of the lesson, the pupils will be able to:

a. Mentally divide numbers up to 100 by 5 and 10;

b. practice sportsmanship in group activity; and
c. proficiently execute mental division of numbers up to 100 by 5 and 10 by scoring at least 12 points
in a 20-item window card within 3 minutes.

a. Topic: Mental Division by 5 and 10

b. References: Math for Life (Villamayor & Celeridad – Wright)
Resources/Learning Materials:
PPT, laptop, white board, flaglets, window cards, and activity sheets.
III. Learning Teacher’s Activity Students’ Activity
Procedures
A. Preparatory Activities
 Prayer
 Greetings
 Checking of Attendance

B. Purpose of the Have you seen some kids who

Lesson just stares at the problem then
they already know the answer?
Yes, teacher.
Are you curious about how they
do that? Yes, teacher.

Very well. The purpose of our

today’s lesson is for you to learn
and practice how to do that. Are
you ready?
Ready.
C. Review (The teacher prepared 5 division
 sentences. The students have to
identify whether the division
sentence is correct or wrong.
They have to raise their green
flags if the sentence is correct
while red flag if it is incorrect.)

80 ÷ 4 = 20 Green flag
30 ÷ 3 = 10 Green flag
44 ÷ 3 = 11 Red flag
39 ÷ 3 = 13 Green flag
8÷2=5 Red flag

D. Motivation (The teacher will facilitate a group

yourselves game)

As we play this game, teacher

would like to emphasize one rule
that everyone must follow. That
is, “No fighting and pushing
each other”. Do you
understand? Yes, teacher.

What is teacher’s rule again? “No fighting and pushing each

other”

Are you going to fight or push

your classmates while we’re No, teacher.
playing?
Yes, teacher.
Do you promise?

Teacher is firm about this rule,

class. No exemptions. I want
each one of you to take this rule Teacher, because fighting and
seriously. Do you know why? pushing each other out is bad.
Clear.

Correct. And we don’t tolerate

bad behavior inside or outside
this classroom.
Yes, teacher.
Do you know what sportsmanship
is?
Accepting win or defeat.
 What is it? Playing fair.

Very good, class. Now, teacher

wants you to practice Yes, teacher.
sportsmanship in this game,
okay?
Yes, teacher.
Win or lose, you are still very
good as long as you don’t fight
and push your classmates. Is that
right?
Clear.
If I see you fight or push any of
your classmates, we will
immediately stop the game.
Clear?

Now, prepare yourselves with our

group yourselves game.

E. Presenting In our previous game, when

examples/instances of teacher told you to group
the new lesson. yourselves into 12-3-3, did you
use your pen and paper to solve
for it? No, teacher.

I see. You mentally solved for the

problem. Today class, we are
going to talk about how to do that
in dividing numbers up to 100 by
2,3, and 4.

But before that, what is the

relationship between division and
subtraction again? Why did
teacher use subtraction in the Teacher, division is a repeated
activity? subtraction.

Very good. You still remember

our previous lesson.

F. Discussing new If teacher Tine have 20 stick-O’s,

concepts and practicing and she wanted to give it to 10
new skill behaved students, how many
stick-O’s will each student gets?
 2.
Very good. What method did you
use to get 2? Skip counting.

That’s correct. Everybody, let’s

skip count by 10 until we reach
20. 2,10

How many times did we skip

count? 2.

Which means, for the 20 stick-O’s

I have, the 10 behaved students
will have 2 Stick-O’s each.

How does it work, teacher?

Yesterday, we talked about

dividing numbers by 2, 3, and 4.
Today, we are going to talk about
dividing numbers by 5 and 10.

So, what’s going to be our 5 and 10.

divisors for today?

Good job.

What was the first method we had

yesterday to solve mentally?
Through what? Skip counting.

Very good. (The teacher writes on

the board)
If we have 40 ÷ 10, what is our 40
dividend?

Our divisor? 10

What number are we going to use

in skip counting? 10

Where do we stop skip counting? 40

Very good. How do we get the

answer then? Teacher, we count the number of
times we skipped count by 10 in
 our fingers.

Good job. Now, let’s do it.

10, 20, 30, 40
10, 20, 30, 40

How many times did we skipped

count by 10? 4

Can you complete our division

sentence now? It is? 40 ÷ 10 = 4

Good job. Now, let’s have another

example.

What is 80 ÷ 10? 8

What number did you use in skip

counting? 10

Where did you stopped skip

counting by 10? At 80.

How many times did you skipped

count? 8.

Very good. Therefore, 80 ÷ 10 =

8.
5
How about 25 ÷ 5?
5, 10, 15, 20, 25
Do the skip counting, altogether.
5
How many skip counts?

Very good.
7
What is 35 ÷ 5?

Good work, class.

G. Developing Mastery Let’s try 90 ÷ 10.
9
Skip count.
10, 20, 30, 40, 50, 60, 70, 80, 90
How many times did we skip count?
 9
Very good.

50 ÷ 5 = ?
10
What number did you use in skip
counting?
5
To which number did you stop skip
counting?
50
How many times did you skip count?
10
Very good. What is 50 ÷ 5?
10
What is 35 ÷ 5?
7
Which number did you use to skip
count?

Where did you stop skip counting?

5

How many skip counts did you At 35

count?
7

What is our division sentence then? 35 ÷ 5 = 7

H. Finding Practical (The teacher prepared a 20-item
Application of Concepts window card. The pupils have to
and Skills answer this within 3 minutes and
score at least 12 points.)

I. Making generalization Is dividing by 5 and 10 hard?

Yes, teacher.
No.
Too easy.
Too hard.
For those who said that it was too
easy, why is it easy for you?
Because skip counting by 5 and 10
is easy.
Good job. How about for those
who find it hard. Why is it hard for
you?

Because of big numbers. It’s hard

to count them by hand when skip
Okay. Class, do you know the counting.
multiplication table?

Do you memorize it? Yes, teacher.

Not yet.
If you memorize the multiplication Yes.
table, it will be easy for you to
divide. But we’re going to talk
about that some other time.

For now, did you enjoy our

lesson?
Yes.
In solving division using skip
counting, what do we do with our
divisor? What does it tells us? Is it
the number we use for skip
counting? Or the number where
we stop counting?

The number we use in skip

How about the dividend? What do counting.
dividends tell us?

The number where we stop skip

How do we know then how many counting.
groups were formed?

By counting the number of times

Good work, class. we skipped count.
IV. EVALUATION
V. ADDITIONAL ACTIVITIES FOR APPLICATION AND REMEDIATION
Instruction: Give 5 division sentences using 5 and 10 as divisors, and numbers from 1 to 100 as
dividends.