LESSON GUIDE
MATHEMATICS 4
QUARTER II – WEEK 3
I. Attributes, Curriculum Content, Standards, and Lesson Competencies
A. Attributes Key Stage Critical Thinker and Articulate: Be able to
Outcome (Indicator) process information and express ideas clearly and
to develop their skills and abilities and recognize
their aspirations( Elaborate simple and complex
ideas)
Environmental Steward: Be able to value the
importance of environment to people ( Recognizes
the connection between the environment and
people as both God's creation)
Life-long Learner: Be able to develop their skills
and abilities and recognize their aspirations
(explores practical life skills (basic farming, fishing,
plumbing, carpentry, cooking, etc.)
B. Content Standard The learners should have knowledge and
understanding of the multiplication of whole
numbers with products-up to 1 000 000, division of
up to 4-digit numbers by up to 2-digit numbers,
and the MDAS rules.
C. Performance By the end of the quarter, the learners are able to
Standard perform division of up to 4-digit numbers by up to
2-digit numbers.
D. Learning Learning Competency
Competency and 1. Divide two numbers with and without
Objectives regrouping
a. 3- to 4-digit numbers by 1-digit numbers
b. 2- to 3-digit numbers by 2-digit numbers
(MT4Q2LC4-A5KS2I1)
(MT4Q2LC4-A6KS2I6)
2. Estimate the quotient when dividing 3- to 4-digit
dividends by 1- to 2-digit divisors, by first
estimating the dividends and divisors using
multiples of 10.
(MT4Q2LC5-A5KS2I1)
(MT4Q2LC5-A6KS2I6)
Objectives:
At the end of the lesson, the learners will be able
to:
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1. divide two numbers with and without regrouping
of 3- to 4- number by 1- digit numbers;
2. divide two numbers with and without regrouping
of 2- to 3- number by 2- digit numbers;
3. estimate the quotient of 3- to 4-digit dividends
by 1- to 2-digit divisors with reasonable results.
E. Content A. Dividing 3- to 4-Digit Numbers By 1-to 2-Digit
Numbers With and Without Regrouping
B. Estimating Quotient
F. Learning Flash cards,
Resources/Materials Rounding Rhyme
[Link]
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[Link]
G. References • MATATAG Curriculum Guide
• Bangsamoro Basic Education Curriculum
Framework
• MATATAG Lesson Exemplars
II. Teaching and Learning Procedures
Preliminaries
Prayer
Attendance
A. Review
For Division:
a. Use Division flash cards to review division facts. (2- digit by 1- to
2- digits)
b. Play the game. “The Boat is Sinking.”
c. Recall the Division Process
Mechanics for the game “The Boat is Sinking”:
• The teacher will say “The boat is sinking, group yourselves into.”
(The teacher will pick a number less than or equal to the total
number of pupils.)
• The class will count the number of groups formed and the pupils
who are not belong to any group are considered remainder.
• The class will write a division sentence based on the groupings.
• Example: 45 pupils grouped by 7s 6 groups 3 out (remainder)
45 ÷ 7 = 6 r.3
2
For Estimating Quotient: Recite the Rounding Rhyme.
B. Motivation
On Division – use division flash cards to review Division facts.
What do you call a natural calamity brought by strong winds with
heavy rains that may cause flood, landslide, and destruction of
structures? Write on the line the letter corresponding to the quotient
to decode the word.
1. 25 ÷ 5 = ____ N
2. 9 ÷ 3 = ____ T
3. 20 ÷ 2 = ____ O
4. 16 ÷ 4 = ____ H
5. 7 ÷ 1 = ____ Y
6. 18 ÷ 9 = ____ P
7. 4 ÷ 4 = ____ O
___ ___ ___ ___ ___ ___ ___
3 7 2 4 10 1 5
Have you ever experienced this kind of calamity?
C. Lesson Proper (4A’s Approach + E)
1. Activity
Activity 1
One day, Eric’s bakery produced 816 malunggay cookies. If the
bakers place the cookies equally in 6 boxes, how many cookies were
there in each box?
Instruction:
a. Read, and analyze the word problem carefully.
b. Find out what is asked.
c. Identify the given facts/information needed to solve the problem.
d. Determine the operation to be used.
e. Determine the number sentence.
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f. Use the steps to divide a 3- to 4- digit number by a 1- to 2- digit
number without regrouping:
1. Decide how many digits in the dividend that a divisor can
divide.
2. Write the quotient above the digit being divided.
3. Multiply the quotient by the divisor.
4. Write the product under the digit being divided, then subtract.
5. Bring down the next digit in the dividend.
6. Divide the new formed dividend by the divisor.
7. Continue the process until the last digit with the lowest place
value.
Activity 2
Read the word problem carefully and solve for the answer.
In five years, 2 246 hectares of denuded areas were reforested by 15
volunteer agencies. What was the average number of hectares
reforested by each volunteer agencies?
Instruction:
a. Find out what is asked.
b. Identify the given facts/information needed to solve the problem.
c. Determine the operation to be used.
d. Determine the number sentence.
e. Use the steps in finding the quotient of 3- to 4- digit number by a
1- to 2- digit number with regrouping:
1. Decide how many digits in the dividend a divisor can divide.
2. Write the quotient above the digit being divided.
3. Multiply the quotient by the divisor.
4. Write the product under the digit being divided, then subtract.
5. Bring down the next digit in the dividend.
6. Divide the new formed dividend by the divisor.
7. Continue the process until the last digit with the lowest place
value.
8. Write the remainder, if there is any, beside of the quotient.
Activity 3
Read the word problem carefully and solve for the answer.
A fisherman harvested 675 kilograms of tilapia. About how many ice
boxes of tilapia can be made if each box must contain 7 kilograms?
Instruction:
a. Find out what is asked.
b. Identify the given facts/information needed to solve the problem.
c. Determine the operation to be used.
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d. Determine the number sentence.
e. Estimate the dividend.
f. Then, divide to get the estimated quotient.
2. Analysis
Analysis for Activity 1
a. What is asked in the problem?
b. What are the given facts in the problem?
c. What operation to be used?
d. How many cookies were there in each box?
e. What method did you use in finding the quotient?
Analysis for Activity 2
a. What is asked in the problem?
b. What are the given facts in the problem?
c. What operation to be use?
d. What was the average number of hectares reforested by each
volunteer agencies?
e. What method did you use in finding the quotient?
f. As a Grade 4 pupil, how could help the 15 agencies that reforested
the denuded forest?
Analysis for Activity 3
a. What is the highest place value in the dividend?
b. What is the highest place value in the divisor?
c. What is the estimated value of the divisor?
d. If you were one of the sons or daughters of a fisherman, how
would you help your parents to increase the harvest?
3. Abstraction
Abstraction for Activity 1a
a. What symbol of division did you use in finding the quotient?
b. What are the steps in finding the quotient in finding the quotient
of 3- digit dividend by 1- digit divisor?
c. What are the steps in dividing 3- to 4- digit dividend by 2- digit
divisor?
d. What is meant by estimation?
Points to remember:
➢ Division is the process of finding out how many times one number
is contained in another. The symbols for division are:
5
Division sign (÷) 816÷6 = 136
Slash or slanted line (/) 816/6 = 136
816
Overbar ( ─ ) 6
= 136
long division ( ) )
divisor
816 ÷ 6 = 136 quotient
dividend
➢ Steps in dividing of 3- to 4- digit dividend by 1- digit divisor
without regrouping:
Step 1
• Divide the first partial dividend (8) by the divisor.
(8÷6 there is 1 group of 6 in 8)
• Write 1 above the hundreds place. Multiply 1 by
the divisor. (1x6=6)
• Subtract 6 from 8. (8–6=2)
Step 2
• Bring down the tens digit (1).
• Divide 21 by the divisor 6. (21÷6) There are 3
groups of 6 in 21
• Write 3 above the tens place. Multiply 3 by the
divisor. (3x6=18)
• Subtract 18 from 21. (21–18=3)
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Step 3
• Bring down the ones digit (6).
• Divide 36 by the divisor. (36÷6=6)
• Write 6 above the ones place. Multiply 6 by the
divisor. (6x6=36)
• Subtract 36 from 36. (36–36=0)
➢ Steps in dividing of 3- to 4- digit dividend by 2- digit divisor with
regrouping:
Step 1
• Divide the first partial dividend (22) by the divisor.
(22÷15. There is 1 group of 15 in 22)
• Write 1 above the hundreds place. Multiply 1 by
the divisor. (1x15=15)
• Subtract 15 from 22. (22–15=7)
Step 2
• Bring down the tens digit (4).
• Divide 74 by the divisor. (74÷15. There are 4
groups of 15 in 74)
• Write 4 above the tens place. Multiply 15 by the
divisor. (4x15=60)
• Subtract 60 from 74. (74–60=14)
Step 3
• Bring down the ones digit (6).
• Divide 146 by the divisor. (146÷15=9)
• Write 9 above the ones place. Multiply 9 by the
divisor. (9x15=135)
• Subtract 135 from 146. (146–135=11)
• Write the remainder, if there is any, at the side
of the quotient. (r 11)
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Estimating the Quotient
➢ If the number has two or more digits, then round off the numbers
to the nearest 10 or 100 or 1000. Round the 2- digit divisor to the
nearest tens. Divide the rounded dividend by the divisor to get the
estimated quotient.
➢ Rounding Method: Rounding the dividend and divisor to the
highest or greatest place value.
➢ The use of estimating is to get close to real answers as quick as
possible. Rounding Method is used if the numbers rounded to its
highest place value are easy to divide.
4. Application
A. Write true if the division sentence is correct, false if otherwise.
Show your solutions below.
____________________1. 85 ÷ 17 = 5
____________________2. 88 ÷ 22 = 4
____________________3. 966 ÷ 46 = 22
____________________4. 992 ÷ 31 = 32
____________________5. 1 628 ÷ 13 = 125 r 3
B. Find the quotient of the following numbers using your method.
1. 78 ÷ 25=
2. 99 ÷ 14=
3. 914 ÷ 49=
4. 506 ÷ 35=
5. 711 ÷ 22=
C. Estimate the quotients.
1. 614 ÷ 65 =
2. 7 509 ÷ 8 =
3. 399 ÷ 4 =
4. 5 286 ÷ 19 =
5. 9 300 ÷ 34=
8
III. Evaluation
A. Find the quotient.
1. 62 ÷ 13 =
2. 409 ÷ 66 =
B. Estimate the quotient.
1. 6 421 ÷ 6=
2. 469 ÷ 18
C. Solve the following problem.
A school receives a check worth 1 500 pesos and a check worth 2 000
for scholarship. Can the total amount be divided equally among 18
scholars?
