LESSON PLAN: Division with a remainder
Subject
Content Area
Topic
Concept
Educator
School
Mathematics
Numbers, operations and relationships
Grouping and Sharing leading to division
Solves and explain solutions to practical problems that
involve equal sharing and grouping up to 99 with answers
that can include remainders.
Michelle Clarke
Irene Primary School
Grade
2
Dear Teacher
I hope that the following lesson description will help to improve your teaching strategy in your
classroom. It was particularly deigned with you the teacher in mind. The methods used are fun,
easy and cost effective. I trust that you will find it useful and apply the methodology with a positive
and enthusiastic approach.
Before we can begin any lesson we must understand the following:
What is Mathematics?
Mathematics is a language that makes use of symbols and notations for describing numerical,
geometric and graphical relationships. It is a human activity that involves observing, representing
and investigating patterns and qualitative relationships in physical and social phenomena and
between mathematical objects themselves. It helps to develop mental processes that enhance logical
and critical thinking, accuracy and problem-solving that will contribute to decision-making.
(quoted from the CAPS document)
Every Mathematics lesson should be 1hour 24 minutes per day for Grades 1 to 3.
Specific Skills
To develop essential mathematical skills the learner should:
•
•
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develop the correct use of the language of Mathematics;
develop number vocabulary, number concept and calculation and application skills;
learn to listen, communicate, think, reason logically and apply the mathematical knowledge
learn to investigate, analyse, represent and interpret information (quoted from the CAPS document)
Weighting and Time allocation of Content Areas in
Foundation Phase
Weighting per Content Area
Grade 1
Numbers, Operations and 65%
Relationships
Patterns, Functions and
10%
Algebra
Space and Shape
11%
(Geometry)
Measurement
9%
Data Handling
5%
(Statistics)
Grade 2
60%
Grade 3
58%
Time
Time per week
120 minutes
10%
10%
80 minutes
13%
13%
80 minutes
12%
5%
14%
5%
80 minutes
60 minutes
Note: This lesson plan is only part of an entire daily Mathematics lesson.
You should include as part of this lesson plan:
Counting
Mental Mathematics
Consolidation of concepts
Problem Solving
Group work
Independent Activities.
Content Area
Topic
Concept and skills
for the year Grade 1
Concept and skills for
the year Grade 2
Concept and skills
for the year Grade 3
Numbers,
Operations
and
Relationships
Grouping and
sharing leading to
division
Solve and explain
solutions to
practical
problems
involving equal
sharing and
grouping with
whole numbers up
to 20 and with
answers that may
include
remainders.
Solves and explain
solutions to
practical problems
that involve equal
sharing and
grouping up to 99
with answers that
can include
remainders.
Solve and explain
solutions to
practical
problems that
involve equal
sharing and
grouping up to 100
with answers that
may include
remainders
Apparatus
1.
2.
3.
4.
5.
white board
beans
items to share ( books, pencils , sweets)
whistle
activity sheet
Definition
Teaching
methods
Division is splitting into equal parts or groups. It is the result of "fair sharing".
Sometimes when dividing, there is something left over. It is called the remainder
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Teaching
Methods
continued
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Discuss Sharing with the class. Ask a few questions:
What does it mean to share?
What happens when you share items?
Must it be fair.
Must everybody get the same amount?
How would you feel if one child got more than you?
What would you do if a child got more than you?
Practically share items in class. You may use pencil crayons, books, toys,
anything that is available in class.
Borrow items from the tuck-shop to make things more interesting.
With the help of a few learners demonstrate practically how to share items.
Do the "one for you and for you "sharing method. Let the learners see this in
class.
Have a whistle. If things are not shared equally allow a child blow a whistle
(remainder police) and say the words " hey that's not fair". Remove the extra
items and put them in the cupboard. Use the words "remain there" to teach
remainder. Remind children that there may not always be a remainder. Create
an example. 14 ÷ 4 = 3 remainder 2 but 12 ÷ 4 = 3
Ask the learners to give you a story: I have 14 sweets. I share them between
4 children. How many sweets will each child get?
Once you have shared items in front of the class. Create a group work
activity. Learners fetch beans and white boards. The teacher will explain to
the learners that one child shares the beans and another one counts and writes
the answer. The teachers will give each group a number on a card. The
learners have to count out the beans according to the number on the card and
share the beans on the white boards.
•
Show the learners how to use the area on the white board.
5 ÷ 2 = 2 remainder 1
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Walk around the classroom and assist some of the learners who are
struggling. Change the number on the card to a smaller amount if the learners
are experiencing problems. Some learners are more comfortable with smaller
numbers. The more advanced learners will ask for bigger numbers to share.
(differentiation)
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Once they understand the semi-concrete activity they will do a written
activity as application.
References:
www.mathsisfun.com
www.superteacherworksheets.com
www.primaryresources.co.uk
www.sparklebox.co.uk/sa
Name: ___________________________________________
Division sums
1. 16 ÷ 4 =
2. 12 ÷ 4 =
3. 17 ÷ 4 =
4. 26 ÷ 4 =
5. 22 ÷ 4 =
6. 27 ÷ 4 =
Remember not all sums have a remainder.