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Session 12: Division 1 & 2 digit


Session Title

Division 1 & 2 digit

Objective

By the end of the class, students will be able to:


  1. Divide 1-digit and 2-digit numbers accurately 
  2. Frame and solve real-life problems using division.
  3. Apply the six-step method to find solutions.

Topics
  1. Understanding division as sharing equally
  2. To build a strong foundation in division, moving from basic to intermediate levels
  3. Apply the six-step method to find solutions

Materials required 
  1. Flashcards
  2. Bingo cards

Methodology 

Hands-on activities and visual demonstrations


Step-by-step progression from simple to complex division problems.

Session Duration

 90 minutes

Introduction Activity (30 minutes):

Division Bingo (30 minutes)

How to Play: 

Create bingo cards with division problems written in the squares and their answers as the numbers. Call out division questions (like 12 ÷ 4), and the children will mark the answer if it appears on their card. The first one to get a full row or column wins.

Benefit: Reinforces division facts while making the learning process fun. 

6 2 3
6 2 3
2 1 3
2 8 7
5 8 6
8 9 6


Questions :

  1. 18 ÷ 3 = 6
  2. 8 ÷ 4 = 2      
  3. 9 ÷ 3 = 3
  4.  4 ÷ 2 = 2 
  5. 7 ÷ 7 = 1
  6. 9 ÷ 3 = 3
  7. 4 ÷ 2 = 2
  8. 32 ÷ 4 =8
  9. 56 ÷ 8 = 7
  10. 25÷ 5 = 5
  11. 72 ÷ 9 = 8
  12.  36 ÷ 6 = 6
  13. 63 ÷ 7 = 9
  14. 24 ÷ 4 = 6
  15.  42 ÷ 6 = 7

Main Activity (40 minutes):

Six step method (25 minutes)

Situation: A teacher has 24 chocolates and wants to give them equally to 6 students. How many will each get?

Step 1: Comprehension

Teachers activity: "What is happening in the question? What do we have?” Teacher reads out the problem clearly.

Pupil's activity: “we have 24 chocolates and 6 students”

Blackboard work: Comprehension: 24 chocolates, 6 students

Step 2: Find the Problem

Teacher activity: What do we need to find out

Pupils activity: How many chocolates will each student get?

Blackboard work: Chocolates per student?

Step 3: Data collection 

Teachers activity: Teacher writes the given data:

Total= 24, students =6

Pupils activity: Students copy or read along

Blackboard work: Data: total= 24, students =6

 Step 4: Equation 

Teachers activity: What math sentence or equation can we write?

Pupils activity: -24÷6=?

Blackboard activity -Equation : 24÷6=?

Step 5: Operations 

Teachers activity: now we divide. Teacher shows on the board and with a counter if needed.

Pupils activity: -24+6=4

Blackboard activity operations: 24÷6=4

Step 6: solution

Teachers activity: so each student gets 4 chocolates. Teacher concludes with the real answer.

Pupils activity: answer is 4

Blackboard activity solution: Each student gets 4

Practice activity (15 minutes) 

  1. You have 16 apples. Put them into baskets with two apples each. How many baskets do you need?
  2. A box has 42 pencils. If 6 students share them equally, how many will each get?

Use same 6 steps for these examples in class

Review Assessment (5 minutes):

  1. Randomly ask students to explain their steps for one of the problems
  2. Provide a few division problems as homework to reinforce concepts learned during the session

Follow up Tasks (15 minutes):

Short exercise  

  1. 28÷7=?

  2. 35÷5=?

  3. If 18 books are divided among 3 students, how many books per student?

Expected learning outcome: 

Knowledge Building:

  • Understanding the Relationship Between Division and Multiplication: Applying division as the reverse of multiplication to check the results of division problems.

Skill building:

  • Develop speed and accuracy in division.
  • Enhance confidence in tackling division problems of varying complexity.
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