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Mathematics
Quarter 2 – Module 9:
Visualizing Division of Whole Number
Mathematics – Grade 3
Alternative Delivery Mode
Quarter 2 – Module 9: Visualizing Division of Whole Number
First Edition, 2020

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Lowiella Umpad
Editors: Arnel S. Zaragosa, Jeremias C. Ceniza, Gina G. Silvestre, Ph.D.,
Elma C. Prudente, Annie Fel Lingatong, Edgardo Dondon S. Lorenzo,
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Mathematics
Quarter 2 – Module 9:
Visualizing Division of Whole Number
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared
for you.
Pre-tests are provided to measure your prior knowledge on lessons
in each SLM. This will tell you if you need to proceed on completing
this module or if you need to ask your facilitator or your teacher’s
assistance for better understanding of the lesson. At the end of
each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher
are also provided to our facilitators and parents for strategies and
reminders on how they can best help you on your home-based
learning.
Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. And read the instructions carefully before
performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult your
teacher or facilitator.
Thank you.

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 What I Know

Write the correct answer on the blank provided.

______1. The Grade 3 Quezon class plans to sell 24 oranges for the
school play. If they divide the class into 6 groups, how many
oranges will each member receive?

a. 4 b. 7 c. 8 d. 7

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2. Write the division sentence in the problem of item no. 1 and
then find the quotient: ______________________________

______ 3. Sharon had 18 lollipops. She put the same number of

lollipops on the 9 tables. How many lollipops did she put on each
table?

a. 4 b. 2 c. 7 d. 6

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______ 4. Sanghay Elementary School received 49 pair of slippers
from the LGU of Mati. The pair of slippers would be given to the 7
grade levels. How many pair of slippers will each level receive?

a. 9 b. 8 c. 7 d. 6

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 Use the given sets of objects to find the quotient.

5. 36 ÷ 9 =

6. 40 ÷ 5 =

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7. 35 ÷ 5 =

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 Visualizes Division of Numbers
Lesson
up to 100 by 6, 7, 8, and 9

Life is full of undertakings. We must be wise in handling our

resources. We have to manage and divide it properly to the
different needs in our lives. There are times that we need to solve
things involving division of whole numbers in playing, buying
anything or even paying our payments.
In this module, you will learn to visualize division of numbers up
to 100 by 6, 7, 8 and 9.

What’s In

Activity 1
To learn division, it is important that you mastered multiplication.
Let us take a brief review of your knowledge on multiplying
numbers 6, 7, 8 and 9.
Supply the missing number to complete each sentence.
1. _____ x 7= 42
2. 5 x _____ = 35
3. 6 x 7 = _____
4. _____ x 8 = 56
5. _____ x 9 = 81

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 What’s New

In this part, we will discuss about division, the inverse

operation of multiplication. Division is easier to understand if we do
its operation by visualization.
Visualization is to form a mental picture of someone or
something.
Example:
Mother bought 24 toy cars from the ER Super Mall. She
divided the toy cars to her four children Jazztin, Jayvie, Gerald
and Jerald Pol. How many toy cars did each of them receive?

Jazztin Jayvie Gerald Jerald Pol

How many toy cars are there in total? 24

How many groups of toy cars are there? 4
How many toy cars are there in each group? 6
How many toy cars each child received? 6

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The problem can be solved through an operation called Division.
Division is splitting into equal parts or groups. It is the result of "fair
sharing". It is one of the four basic operations in Mathematics and
as mentioned, it is an inverse operation of multiplication.
The solution of the problem can be written in a number sentence:
24 ÷ 4 = 6 read as 24 divided by 4 equals 6
where 24 is the Dividend

÷ is the Division Sign

4 is the Divisor and
6 is the Quotient

Answer: There are 6 toy cars each child received.

Activity 2

Encircle the groupings as asked then answer the given question.

1. In how many times can we group 24 pens by 6? ______

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 2. How many times can we group the 28 balls by 4? _____

3. How many times can we group the 30 apples by 6? ______

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 What is It

To visualize division of whole numbers up to 100 by 6, 7, 8 and 9 just

follow these simple steps:
1. Draw the objects that will represent the dividend.
2. Group the objects equally according to the given divisor.
3. Count the number of objects in each group to get the
quotient.

Example:
If 28 books are divided by 7 sections, how many books will each
section has?
Solution:
Step 1. Picture out the dividend: 28 books

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Step 2. Use the divisor in the grouping of objects: 7 sections

Step 3. Count the objects in each set: 4

This can be written in a division sentence: 24 ÷ 4 = 6

Notice that when you multiply the quotient and the divisor, it will
give you the product equal to the value of the dividend. This
illustrates that the division is an inverse operation of multiplication
where,

24 ÷ 4 = 6 is the inverse of 6 x 4 = 24.

Thus, finding the quotient under division operation is the same as

looking at the other factor under multiplication of the given value
of the dividend as the product. If you have mastered the
multiplication table then it would be easy to find the quotient
which is very useful in visualizing the groupings.

Example:
Visualize 81 ÷ 9 to find the quotient.

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Solution:

Let us use stick to visualize the given operation.

Step 1. Picture out the dividend

Step 2. Use multiplication to find a multiplier of 9 to get 81.

Consider this number in grouping the sticks.

Step 3. The objects in each set is 9.

Answer: 81 ÷ 9 = 9

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 What’s More

Activity 3

Fill in the blanks.

1. 6 x 3 = 18  18 ÷ 3 = ___

2. 7 x 5 = 35  35 ÷ 7 = ___

3. 56 ÷ 8 = ___  8 x ___ = 56

4. 27 ÷ 3 = ___  3 x ___ = 27

5. 42 ÷ 6 = ___  ___ x 6 = 42

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 What I Have Learned

To visualize division of whole numbers up to 100 by 6, 7, 8 and 9 just

follow these simple steps:

1. Draw the objects that will represent the dividend.

2.
3. Group the objects equally according to the given divisor.
Use multiplication to help you find the grouping easily.
4. Count the number of objects in each group to get the
quotient.

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 What I Can Do

Activity 4

Visualize the following division sentence in the problem by

encircling sets of objects to find the quotients. Write the answer on
the blank.

1. There are 63 pupils in Grade 3. They will be equally distributed

to the seven Mathematics and Science teachers as their class
advisers. How many pupils will be under the advisory of each
teacher? _____________

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2.Mrs. Umpad has 3 dozens of glasses to be distributed to 6 Girls
Scouts. How many glasses does each Girl Scout receive? _________

3. There were 81 eggplants to be distributed equally in 9 cartons.

How many eggplants will be in each carton? __________________

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4. Toyota sold 80 cars in 8 months. How many cars did it sell in a
month? ______________

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5. On her birthday, Ana distributed 72 candies among her 8
friends. How many candies did each of her friends receive?
_____________

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 Assessment

Use sticks to visualize the following division sentence and find the
quotient.

1. 36 ÷ 9 = ____

2. 30 ÷ 6 = ____

3. 72 ÷ 8 = ____

4. 42 ÷ 7 = ____

5. 90 ÷ 9 = ____

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 Additional Activities

Activity 5
Find the product and write a division sentence for each item.
1. 8 x 5 = ____

2. 6 x 9 = ____

3. 8 x 9 = ____

4. 7 x 9 = ____

5. 6 x 8 = ____

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What I Know What's In What’s More
1. a
Activity 1 Activity 3
2. 24 ÷ 6 = 4 1. 6
2. 7 1. 6
3. 42 2. 5
3. b
4. 7 3. 7, 7
5. 9 4. 9, 9
4. c 5. 7, 7
5. 4
What's New
6. 8
Activity 2
7. 7 1. 4, encircled by 4
2. 7, encircled by 7
3. 5, encircled by 5
Additional Activity
What I Can Do Assessment
1. 40 ÷ 8 = 5 or 40 ÷ 5 = 8
1. 4, 9 groups of 4 sticks
1. 9, encircled by 9 2. 6, 6 groups of 6 sticks 2. 54 ÷ 6 = 9 or 54 ÷ 9 = 6
3. 9, 8 groups of 9 sticks
2. 6, encircled by 6 4. 6, 6 groups of 7 sticks 3. 72 ÷ 8 = 9 or 72 ÷ 9 = 8
3. 9, encircled by 9 5. 10, 10 groups of 9 sticks 4. 63 ÷ 9 = 7 or 63 ÷ 7 = 9
4. 10, encircled by 10 5. 48 ÷ 8 = 6 or 48 ÷ 6 = 8
5. 9, encircled by 9
Answer Key
References
Dela Paz, Aurea V.(n.d.).Realistic Math 3: Scaling Greater
Heights.Quezon City: SIBS Publishing House, Inc.

Tiu, Aileen G. and Gureng, Paulino T.(n.d.).Realistic Math Grade

2: Scaling Greater Heights.202.Quezon City: SIBS
Publishing House, Inc.

Gonzaga, Laura N. and Interia, Eleanor P.(n.d.).Mathematics Skill

book 3.(s.l.).(s.n.).

Sibs Math Worktext Grade 3, 2nd ed.Quezon City: SIBS

Publishing House, Inc.

Department of Education.(2015).Mathematics Teacher’s Guide

Grade 3, 1st ed. Pasay City: Department od Education.

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Email Address: [email protected] * [email protected]