MATHEMATICS/QUARTER 2/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners should have knowledge and understanding of…
A. Content
• Multiplication of whole numbers with products up to 1 000 000, division of up to 4-digit numbers by up to 2-digit
Standards
numbers, and the MDAS rules.
By the end of the quarter, the learners are able to…
B. Performance
• perform multiplication of whole numbers with products up to 1 000 000.
Standards
• perform division of up to 4-digit numbers by up to 2-digit numbers.
• perform different operations by applying the MDAS rules.
1. Divide 3- to 4-digit numbers by 2-digit numbers with and without regrouping
C. Learning
2. Estimate the quotient when dividing 3- to 4-digit dividends by 1- to 2-digit divisors, by first estimating the
Competencies
dividends and divisors using multiples of 10.
and Objectives
3. Solve multi-step problems involving one or more of the four operations with results of calculations up to 1 000
000, including problems involving money.

Learning objectives:
1. Divide 3- to 4-digit numbers by 2-digit with regrouping without remainder using long division
2. Find the quotient of 3- to 4-digit numbers by 2-digit with regrouping without remainder using long division
3. Practice accuracy in dividing numbers
D. Content
Dividing Whole Numbers (Dividing 3- to 4-digit numbers by 2-digit with regrouping without remainder)
Araling Panlipunan, GMRC
E. Integration

II. LEARNING RESOURCES

MATATAG CURRICULUM GUIDE, page 26

Mathematics – Grade 4 Alternative Delivery Mode Quarter 1 – Module 10: Dividing 3- to 4-digit Numbers by 1- to 2-digit Numbers First
Edition, 2020
Human Culture – Camalig Website
Rubric for group activity (1) | PPT

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

Preliminary Activities
1. Prayer
2. Checking of Attendance
3. House rules (Setting of Class Standards)
Drill: Find the product of the following:
1. 8 x 6=
2. 9 x 7=
3. 7 x 8=
4. 7 x 6=
5. 8 x 9=

A. Activating Prior 1. Short Review

Knowledge Divide the following numbers. Use “Show-Me-Board”

Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose Bicolanos are known for their special liking for chilis. In fact, according to an article in
philstar.com and also listed in Guinness, the world record holder for the most chilis eaten is a
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Bicolano named Eriberto N. Gonzales Jr. Lolo Felix and his 11 friends were just like Eriberto who
love to eat chilis. In Lolo Felix’ farm, he and his friends were trying to divide all the 912 chilis evenly
among themselves. How many chilis does each of them get?
A. Who are known for their special liking for chilis?
B. Who loves to eat chilis?
C. How many chilis are there in all?
D. How many persons will share?
E. How will you solve the problem?

2. Unlocking Content Vocabulary

Division is the process of finding out how many times one number is contained
in another. The symbols for division are:

In the division sentence above, 6 is the dividend, it is the number that is being divided, 3 is
the divisor, it is the number that divides the dividend and 2 is the quotient, it is the answer in the
division.

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C. Developing and 1. Explicitation
Deepening Dividing 3- to 4-digit numbers by 2-digit with regrouping without remainder
Understanding
To solve the problem, divide 912 by 12. You may follow the steps in dividing whole numbers to find
the answer to the problem.
Step 1 • Divide the first partial dividend (91) by the divisor. (91÷12 there are 7 groups of 12 in 91)
• Write 7 above the tens place. Multiply 7 by the divisor. (7x12=84)
• Subtract 84 from 91. (91–84=7)
Step 2 • Bring down the ones digit (2).
• Divide 72 by the divisor. (72÷12 there are 6 groups of 12 in 72)
• Write 6 above the ones place. Multiply 6 by the divisor. (6x12=72)
• Subtract 72 from 72. (72–72=0)

76
12 912
84
72
72
0
1. 2. Worked Example
2. Now look at another example below.

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3. Lesson Activity
GROUP 1: Write TRUE if the division sentence is correct, FALSE if otherwise. Show your
solutions below.
1. 8528 ÷ 26 = 330
2. 966 ÷ 46 = 22
GROUP 2: The long division exercise below shows different types of errors. Find the errors
and explain each type of errors.
1. 6 740 ÷ 20

20 6, 740

0
2. 768 ÷ 16
48
16 768

GROUP 3: Complete the statement. Show your solution.

1. _______ ÷ 12 = 724
2. _______ ÷ 12 = 314

GROUP 4: Find the quotient of the following. Show your solution.

1. 5 590 ÷ 13
2. 7 650 ÷ 75

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 Rubrics on Assessing the Performance of Group Activity
CRITERIA BEGINNER (1) ACCEPTABLE (2) PROFECIENT (3)
Process Skills Members do not Members Members always
demonstrate targeted occasionally demonstrate targeted
skills. demonstrate skills.
targeted skills.
Time Members do not finish Member finish on Members finish ahead of
Management on time with incomplete time with time with incomplete data.
data. incomplete data.
Cooperation Members do not know Members have Members are on tasks and
and their tasks and have no defined have defined
teamwork defined responsibilities. responsibilities responsibilities at all times.
Group conflicts have to most of the time. Group conflicts are
be settled by their Group conflicts are cooperatively managed at
teacher. cooperatively all times.
managed most of
the time.
Neatness and Messy workplace during Clean and orderly Clean and orderly
orderliness and after activity. workplace with workplace at all times
occasional mess during and after activity.
during and after the
activity.
Reference: Rubric for group activity (1) | PPT
 In what situations can you use division?
D. Making
 What values did you learn from the lesson?
Generalizations
 What are the steps that we need to remember in dividing a 3- to 4-digit number by a 2-digit
number without remainder using long division? Arrange the steps accordingly.
 Bring down the next digit in the dividend.
 Decide how many digits in the dividend a divisor can divide.
 Write the remainder, if there is any, at the side of the quotient.
 Multiply the quotient by the divisor.
 Continue the process until the last digit with the lowest place value.
 Divide the new formed dividend by the divisor.
 Write the product under the digit being divided, then subtract.
 Write the quotient above the digit being divided.
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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
1. Formative Assessment
A. Evaluating
Decoding: Solve the problem and then use the letters to solve the riddle. Write the letter in
Learning
the box with the corresponding quotient.
What is the first name of Mr. Del Rosario, the Filipino Inventor, who invented the
Karaoke Sing Along System in 1975?

B 22 968 R 16 5, T 26 5,
968 590

O 13 E 16 688
5,200

373 400 44 43 373 215 400

2. Homework (Optional)
Find the quotient.
1. 598 ÷ 26
2. 725 ÷ 25

B. Teacher’s Note observations on The teacher may take note

Effective Practices Problems Encountered
Remarks any of the following of some observations
This lesson design areas: related to the effective
component practices and problems
prompts the strategies explored encountered after
teacher to record materials used utilizing the different
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 relevant strategies, materials used,
observations learner
engagement/ learner engagement and
and/or critical other related stuff.
teaching events interaction
that he/she can Others Teachers may also
reflect on to suggest ways to improve
assess the the different activities
achievement of explored/lesson
objectives. The exemplar.
documenting of
experiences is
guided by
possible areas for
observation

Prepared by: Reviewed by: Approved by:

HARYETH JOY T. RAGRAG MARY ANN E. RAMOS JOCELYN A. LIMOSINERO

TEACHER I MASTER TEACHER II PRINCIPAL IV

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