Didactic Sequence:

Division
2020
Mathematics - Second Cycle
Teaching sequence: Operations with natural numbers. Division

Purposes
Students are expected to:
Link division with multiplication.
Analyze and understand different division algorithms, progressively using them in the
problem solving.
Explore problems with various data, interpreting the information provided by the problem.
Use proportional series and rectangular organizations to solve situations of
division.
Logren analyze the rest in division problems that refer to distribution and partitioning evaluating the
reasonableness of the result.
Explore different procedures of successive approximations for written calculation of the
division, until achieving approximations to the dividend in fewer steps.
Acknowledge the support of the calculator for solving or verifying calculations and problems.

Contents:
Distribution and partition situations.
Multiplicative repertoire of calculation based on relationships between products and divisions of the table
Pythagorean.
Mental calculations of divisions.
• Iteration situations and analysis of the remainder.
Problems that involve the four operations.
Estimated division calculation.
Algorithmic calculations of division by one and two digits.
Use of the calculator.

Ways of knowing
• Solve proportional series and rectangular organizations, using multiplication and the
division.
Use division for sharing and partitioning situations.
Solve problems that involve distribution and partition situations, appealing to additions and subtractions.
successive and multiplications to relate them to division.
• Discuss collectively comparing different resolution strategies in distribution situations and
partition.
Use the calculator to verify and control the calculations made by other procedures.

Resources
Numerical tables, dice, board games, Spanish-style card decks, banknotes, coins,
calculator.

Timing
Month of June.
Organization of classes
Awakening children's curiosity is a good strategy to achieve motivation. Some
activities will be distributed among different groups and others individually, to carry out a
final presentation in which the conclusions are articulated, in any case.

Evaluation
Through personal activities and group activities, participation and the consideration will be taken into account.
commitment made in the proposed activities.
Activity 1: Division and multiplication are related

As the first activity of the division, it is important to explore the prior knowledge of the students to
determine what they know and what they don't know regarding this operation.

The idea of this group activity is for the students to recognize that it is easy to think of it as
the opposite of multiplication, since if one factor of the multiplication is known then it can be
find a factor of the division.

He will write the following calculations on the board:

7 × 4 = 28 7 x 8= 56
4 x 7 = 28 8 x 7 = 56

4 × 6 = 24 8 x 4 = 32
6 x 4 = 24 4 x 8 = 32

And each group will be given the following sheets:

Group 1:

Therefore 28: ……… = 7

And also ……… : 7 = 4

Group 2:

So ……… : 6 = 4

And also 24 : ………= 6

Group 3:

Therefore...: 8 = 4

And also 32 : …… = 8

Group 4:

So ……… : 8= 7.

And also .......... : 7= 8

The students must look for the calculations on the board that help them complete the calculations of
the sheet that they had to resolve.

For the sharing session, after finding the corresponding calculations, a space is opened for
exchange of conclusions that guides the establishment of comparisons and positions regarding what
it is intended to analyze.
Each child receives the following photocopiable material to complete and paste in their
notebook

Solve it mentally and write down the multiplication you can relate to:

a) 25 : 5= …… d) 84 : 2= …. g 20 : 4 = …

b) 48 : 8 =…… e) 49 : 7= …… h) 81 : 9 =…..

c) 63 : 9= …….. f) 54 : 6 = ….. i) 21: 3 = ...

Activity 2: Use of division

The idea of this activity is that

the children analyze and understand 1. Cut out the squares and paint each one the color indicated, they will serve you as
to know how many times it enters game cards.
a number in another can be used the
division.
For example, the teacher will explain
that if we want to know how many red blue green
eight times fits into twenty-four, we can
2. Use the grid and then answer the questions.
to think that 24 is 3 times 8, already
1 2 3 4 5 6 7 8 9 10
that 3 x 8 = 24.
11 12 13 14 15 16 17 18 19 20

Then it can be expressed: 21 22 23 24 25 26 27 28 29 30

24 : 8 = 3. 31 32 33 34 35 36 37 38 39 40
Then he will propose to the group in 41 42 43 44 45 46 47 48 49 50
think about these 51 52 53 54 55 56 57 58 59 60
situations: There are many ways to solve these questions: you can use tally marks and count,
If 81 is 9 times 9, how many you can start trying with additions or subtractions or think about multiplications that you
How many times does 9 go into 81? help. If you have a calculator, you can also use it to find out the
results.
b) If 5 x 10 = 50, how many times
Does 5 go into 50? With each token, you can make the following moves.
c) How many times does 2 go into 14?Red card: jump 4 squares at a time.
Blue card: jump 5 squares at a time.
Green card: jump every 6 squares.
Common gathering: for this If you use the blue card and reach number 30, how many jumps do you make?
How many jumps will you need to make with the red piece to get from the start to the
moment of the activity the teacher number 28?
you can intervene with the aim of: •If with the green card from the start you reach 60, how many jumps do you take?
If you use the blue chip and reach number 20, how many jumps do you make?
Organize the conclusions
And if you use the red card, can you also reach number 20? If you answer 'YES',
exposing at the beginning the How many jumps do you have to make?
less advanced solutions. Can you reach exactly number 51 with the green chip? If you answer 'YES', how many
How many jumps do you have to make?
Recover a procedure If with the blue token you reach 45 from the start, how many jumps do you make?
addressing incorrect answers. How many jumps do you need to make with the red token to get from the start to the
Make a mistake public, appealing number 60?

to discuss about the mistake. Now just think about the jumps you would take to calculate if you had a grid.
Questioning what is correct, up to 120.
a) How many jumps of 6 do you need to make to reach 60?
calling for them to justify. b) And to reach 66?
c) How many jumps of 5 are needed to reach 75?
Individual material for the d) How many jumps of 10 are needed to reach 110?
e) And to the 120?
students
Activity 3: Exact Division

With this activity, the teacher will work with the group on the algorithm of a division and it
It's important to know what each number indicates in a division, highlighting that the division is exact.
when it has a remainder of 0.

He/She will write the following situation on the board:

In a library, there are 125 books in total placed on 5 shelves. Knowing that each shelf
it has the same number of books, to calculate how many books there are on each shelf we do
the division (the idea is that they all do the division together as the teacher goes
remembering some steps in case the students cannot do it):

125 5
_
10 25
_ 25
25
0
The steps that will be mentioned, if necessary, may be:

1) Take the first digit of the dividend, which is 1. Since 1 is smaller than the divisor 5, it does not
It can be divided, so the next figure of the dividend, which is 2, must be taken.

2nd) A number is sought that, when multiplied by 5, gives 12. With 2, it does not reach, because it gives 10. But
with the 3 it passes, because it gives 15. As there is no number that multiplied by 5 equals 12, the one is taken
number that is closest without going over. That's why 2 is taken.

3.) The result of 2 x 5 is placed below the dividend and subtracted from its first two digits.
remaining 2.

4th) The next step is to bring down the next digit of the dividend, which is 5. Thus, the number that remains
formed is 25. A number is sought that when multiplied by 5 gives 25. It is 5; then 25 - 25 = 0. As
There are no figures left for the dividend to drop, the division has ended.

He will distribute the following definitions to the groups:

Grupo 1:DIVIDENDO:es la cantidad que se reparte.

Grupo 2:DIVISOR:señala el número de partes que se hacen.

Group 3: QUOTIENT: it is the amount that corresponds to each part.

Group 4: REMAINDER: is the amount that remains undistributed.

Each group must place each definition in the appropriate section of the blackboard.
Photocopiable:
Each child receives the following photocopiable material to complete and paste in their notebook.

a) Solve the following situation, write down the calculation you need to do and
place the names of each number that make up the account.

Ana works in a diaper store.

I received 9
identical bags.

162 packages
How many packages does each bag contain?

b) Write the multiplication with which you can relate this division and
prove that the result you obtained from the division is correct.

Activity 4: Another way to divide

The teacher will show the group in general a different way to solve a division.
She will develop it on the board as she places the calculations she is making at each step.
84 6
_
60 10 10 x 6
_ 24
24 + 4 4x6
0 14
You can also add that this division can be related to the multiplication of 14 x 6 = 84.
which proves that it is well made.
Then, as a group, you must solve the following divisions verifying the result with the
multiplication that relates to it.
Group 1: 126 divided by 7.
Group 2:112 divided by 7.
Group 3:133 divided by 7.
Group 4:119 divided by 7.
In the group discussion, one member from each group will write on the board how they solved their
division, while another from the same group will explain the calculations used.

Photocopiable:
Each child receives the following photocopiable material to complete and paste in their notebook.

1) Solve the divisions in two different ways and check their

results are equal:

a)108 : 9= c)175 : 7= e)315 : 5=

b)132 : 6= d)172 : 4= f)208 : 8=

2) Verify the results of each of the divisions you made, by making

the corresponding multiplication.
Activity 5: Division with remainder

The idea of this activity is for students to analyze that there are distribution situations that are not
exact, when the remainder of the division is not 0.
The teacher will propose the following:
How many pages are needed if 82 stickers are to be distributed by sticking 6 on each one?

Using this way of dividing:

82 6
_
60 10 10 x 6
_ 22
18 + 3 3x6
4 13

Rest
The teacher will ask the group what they think it means that there is a remainder that is not 0.
guiding them to recognize that if 82 does not enter a whole number of times, there is a remainder. It is
to say that 82 is 13 times 6 with a remainder of 4.
You can also ask how they think it could be verified if the division is done correctly in
this case.
In this regard, it will try to guide them to consider that to verify if the division is
Well done, you can perform the division test, where you multiply the quotient by the divisor.
adding to it, in this case, the sum of the remainder and it has to result in the dividend.
And he will write on the blackboard:
Quotient x Divisor + Remainder = Dividend

13 x 6 + 4 = 82
Copyable:
Cada niño recibe el siguiente material fotocopiable para completar y pegar en su cuaderno.

1) Complete the test of each division:

23 divided by 3 equals 7 with a remainder of 2

……x…..+….= ……

b) 142 : 9 = 15 with a remainder of 7

……x…..+….= ……

c) 176 : 5 = 35 with a remainder of 1

……x…..+….= ……

2) He makes the calculations of each calculation and checks that your results are correct:

156 : 9 = b)178 : 6= c)237 : 2=

Activity 6: Different meanings of division

The teacher will propose this activity in groups with the aim of working with the children on the
different meanings of division, whether it is of sharing or distribution.
They will hand each group a card with a situation in which they must mark what they need to have.
take into account to solve, perform the calculation you deem necessary and write the answer in the form of
sentence.

Group 1
The greengrocer in the neighborhood buys kiwis and packages them in trays to sell. If he buys per day.
90 kiwis and packages 15 trays putting the same amount in all, how many kiwis fit in each?
tray?
The number of parts is known, and it is necessary to find out the value of each part.
The value of each part is known, and the number of parts needs to be determined.

Group 2:
Juana, the baker, filled 90 churros with dulce de leche.
To sell them, he will place 15 in each tray.
How many trays will Juana need to place all those churros?
The number of parts is known and the value of each part needs to be determined.
The value of each part is known and the number of parts must be determined.

Group 3:
A truck carries 2,160 sodas in boxes of 8 sodas each.
How many boxes does the truck carry?
The number of parts is known, and it is necessary to find out the value of each part.
The value of each part is known and the number of parts must be determined.

Group 4:
To celebrate Friendship Day at her house, Belén prepared 340 alfajor caps in 4 days. If each
On each day, he prepared the same number of alfajores, how many did he make each day?
The number of parts is known, and it is necessary to determine the value of each part.
The value of each part is known and the number of parts must be determined.

Each child receives the following photocopiable material to complete and paste in their notebook.

Read each situation carefully.

Mark what you should take into account to solve.
Make the calculation you think is necessary.
Write the answer in the form of a sentence.

For the school party, the 4th grade kids arranged 225 chairs.
arranged in 9 rows with the same number of chairs. How many chairs were placed per row?
The number of parts is known and the value of each part needs to be determined.
The value of each part is known and the number of parts needs to be determined.

A bus carrying high school students on a field trip will tour

780 km in 3 equal stages. How many kilometers will it cover in each stage?
The number of shares is known, and it is necessary to determine the value of each share.
The value of each part is known and the number of parts needs to be determined.

3)
I received an order of 324
canned goods.

How many boxes of 9 cans each will Darío be able to assemble with what he received?
The number of parts is known and the value of each part needs to be determined.
The value of each part is known and the number of parts needs to be determined.
Activity 7: Division by the unit followed by zeros

The idea of this group activity is for the students to discover the rule of dividing by the unit.
followed by zeros.
The teacher will distribute sheets with different divisions for each group, which they will have to solve.
choosing their strategies.

Group 1:
40 : 10= 200 : 100 = 9.000 : 1.000=

Group 2:
80 : 10= 500 : 100= 7.000 : 1.000=

Group 3:
20 : 10 = 700 : 100 = 4.000 : 1.000=

Group 4:
90 : 10= 600 : 100 = 7.000 : 1.000=

Once resolved, they will be copied onto the blackboard, and at this point, the teacher will ask:
How could they do these calculations mentally?

Sharing session:
After finding all the most suitable procedures, a space for exchange is opened.
conclusions that guide to establish that to divide a natural number ending in zeros
by 10, 100, 1,000, etc., that is, the unit followed by zeros, just place the number and extract.
as many zeros as the divisor has as long as possible.

Photocopiable:
Each child receives the following photocopiable material to complete and paste in their notebook.

1) a) 360 : 10 = ... d) 4.250 : 10=......... g) 900 : 100 = ...

b) 1.200 : 10 = .......... e) 7,000 : 1,000 = ......... h) 640 : 10=.........

c) 8.300 : 100=......... f) 5.200 : 100=......... I) 8.700 : 10 = .........

A publisher dispatched several of these on Saturday morning.

packages:

10 magazines

How many of these packages are needed to complete a shipment?

of 400 magazines in total?
Activity 8: Divide without calculations

With this activity, the teacher will remind the students that it is necessary to take into account how
mentally divide by the unit followed by zeros and complete the calculations without doing the calculation.

He will propose the following situation to the group in general:

There is a deck of 54 cards to be dealt among the players.
Everyone should receive the same amount and the maximum possible number of letters should be delivered.
If there are 5 players...
Is it enough to give 10 to each one?
The idea is for them to come to think that:
If the cards were 50; 50 : 5 = 10 because 5 goes into 50 ten times or also because 5 x 10 = 50.
Since the cards are 54, 5 does not fit a whole number of times, there may be a remainder.
That is to say, 54 is 5 times 10 and there are 4 left over.

Photocopiable:
Each child receives the following photocopiable material to complete and paste in their notebook.

How many times does 10 appear in the numbers of the list?

Complete it like in the examples:

Number Number of times the 10 comes in

80 8 just
27 2 and 7 remain
50
160
103
290
651

Activity 9: Division by two digits

The objective of this activity is for students to learn several ways to solve a division.
for two digits.
To do this, he will present the following situation on the board to the group in general, resolving it.
division in different ways:

768 g of strawberry candy were made to distribute among 24 jars.

1st)
768 24
_
240 10 10 x 24
528 You can ask the group what
_
240 10 10 x 24 they interpret from that division,
guiding them to conclude that with
288 + this division is investigated that in each
one of the 24 jars will hold 32 g
_
240 10 10 x 24 of sweet without excess sweetness.

48
48 2 2 x 24
0 32
2nd) It will demonstrate another way to solve the same situation:

As 24 = 6 x 4

You can also divide first by 6 and then by 4:

768 : 6 = 128 and then 128 : 4 = 32
It is also obtained that each jar will contain 32 g of candy.

3. You can also shorten the division to resolve the same situation:

768 24
_
72 32 The idea is that the teacher goes
explaining and asking what it does
48 3 x 24 = 72 as you solve and note down
auxiliary calculations if necessary,
_
48 2 x 24 = 48 concluding that it is also obtained
that each jar will contain 32 g of
0 sweet without excess sweet.

Photocopiable:
Each child receives the following photocopiable material to complete and paste in their notebook.

1) To divide 483 by 23, this calculation was done:

483 23 Shorten the bill:

_
230 10
253
_ + 10
230
23
_
23 1
0 21

2) Solve it in the way that is easiest for you.

a)
60 15 312 26 195 13 352 11

b) I have an order of 2,400

gel alcohol bottles.

How many boxes of 100 bottles each can the pharmacist assemble with
What did you receive?

c) Pedro traveled 380 km with his truck making stops every 95 km.
to rest a bit. How many stops did he/she make?

3) Complete the table knowing that each row corresponds to a

division account. Take into account the division test.

Dividend Divisor Quotient Rest

104 8
7 21 3
32 12 1
637 42
Activity 10: What is left over

With this activity, the teacher will work in groups on the importance of the rest of the divisions in
some situations.
All groups will receive the same photocopiable material with three problem situations.
But each group will receive a special task that they must solve regarding those three.
situations, and he should only solve the problem that has answered his question.

Material for all groups:

Read the following situations.

Lara makes artisanal chocolates to sell on weekends at the park fair.

On Sunday, he made 250 chocolates and packaged them in boxes of 12. How many boxes did he assemble?
Do you have any chocolates left to sort?
How many?

Sergio has a stall selling eggs at the market. He receives 370 eggs daily and the
pack in boxes of 30.
How many cartons can you fill?
How many eggs does he need to complete another carton?

A library decided to donate 135 books to 6 schools. The donation is in equal parts.
How many books does he/she deliver to each school?

There are 156 people who want to cross a river and there is a boat that can only carry 10 people.
each trip.
How many times must the boat cross to transport all the people?

Material for each group:

Group 1: In which of the problems the remainder cannot be redistributed?
Group 2: In which of the problems what
Is it too much the answer? Relate the question to the corresponding situation and then
solve by doing the calculations you find easiest.
Group 3: In which of the problems what
Situations:
It greatly changes the response, because of the result. The 4th grade A and B boys will go on a trip to the park museum.
They hired vans for transportation in which 12 people fit.
Did they have to add one to the bill? How many vans are needed if there are 62 students?

Group 4: In which of the problems what For the fair on Saturday, the kids are going to help by making trays.
with chipá.
It helps you calculate how much is left for We bake In each
complete an amount? in total
150 chipás.
tray
12 enter, the
that are left over

we can
While all groups will read the same eat, Ana.
How many can they eat?
situations, each one in particular must
analyze and answer the question that you were assigned. The boys cut 130 cardstock petals to decorate the classroom.
acts in the school. If you want to make 16 identical flowers, how many petals
Opening the space for reflection and analysis in How many can they put at most in each flower?
4)
Returning to what has been done, each group will explain I am going to arrange 15
books in each box.
the different procedures used to a) How many boxes will he be able to complete if he has 372 books?

answering your question, at the same time as one

b) How many books does he need to complete another box?
he will copy on the board the
calculations made to resolve the situation. Questions:
a) In which of the problems can what is left not be redistributed?
Photocopiable b) In which of the problems what is left over is the answer?
c) In which of the problems does what is left change the answer, because when
Each child receives the following material Did you have to add one to the result of the account?
d) In which of the problems does what remains help you calculate how much
photocopiable to complete and stick in your Is there something missing to complete an amount?

notebook.
Activity 11: Division solved with subtractions

The idea of this group activity is for students to recognize that a division can be
solve with a successive subtraction of equal terms.

The teacher will develop these calculations:

115 26 115
_
_ 26 1 TIME
104 4 89
_
11 26 2 TIMES
63
_ 26 3 TIMES
37
_
26 4 TIMES
11

With this demonstration, the teacher 1) With these subtractions, divisions were resolved.
it facilitates the comparison of two Complete in each case:
resolutions that involve a)96 – 24= 72 – 24= 48 – 24= 24 – 24= 0
calculation strategies.
The division was made………..:………..

At the same time, it will ask: why in the obtaining that the………..enters………..times in 96.
In the second calculation, the 4 does not appear?
El resultado es……….., y el resto es………..

It will be interesting to analyze in the staging

b)63 – 12= 51 – 12= 39 – 12= 27 – 12= 15 -12= 3
in common that the 4 that does not appear.
The division was made...
explicitly in the second
procedure, appears however obtaining that the .......... enters .......... times into 63.

as the number of times that is subtracted The result is..........., and the rest is...........
the 26th.
Concluding that 26 goes in 4 times 2) How would you resolve these situations on the calculator if not
in 115. will the keys work: X :
The result is 4 and there are 11 left over.
Write down a possible calculation for each of them and write it.
response.
I could ask the students to do a) We pay in Each
total $135.
the proof of the division hoping that alfajor that
we bought
resolve what you have already learned: It costs $45.
26 x 4 + 11 = 115, verifying that it is
correct.

Photocopiable How many alfajores did the kids bring?

Each child receives the following material
For a trip, vans with 12 seats each are hired.
photocopiable to complete and paste a) How many vans are needed for 110 people?
in his notebook. b) Will they all be complete? If your answer is no, how many seats
Will they remain unoccupied?
Activity 12: Calculations that help

The objective of this activity is for students to learn to use calculations they already know to
resolve new related calculations. He will present the following situation on the board:
We have to distribute 300 sandwiches in trays of 6.

To know how many trays are needed, we must divide 300 by 6.

That means we need to calculate 300 : 6.
We could think of some simpler calculation that would help us.

The teacher can guide them by telling them, for example:

If there were 30 sandwiches, how many trays do you think would be needed?

Students are expected to respond quickly that...

5 trays, because 6 × 5 is 30.

To which the teacher could later add, if none of the students discover it:

Since they are 300, which has one more 0 than 30, there must be 50 trays.

Photocopiable
Each child receives the following photocopiable material to complete and paste in their notebook.

1) Complete these tables, then check the results with the calculator.

10 100 1.000
24,000

4 40 400 4,000
24.000

2 20 200 2.000
24,000

They want to place 350 candles in table decorations with 5 candles each.
How many ornaments can be assembled at most?

3) Solve the following calculations mentally:

a) 250 : 5 = d) 3.600 : 10= g) 140 : 7 =

b) 250 : 25= e) 360 : 36= h) 1.400 :70=
c) 250 : 10= f) 3.600: 12= i) 140 : 10 =
SOLUTIONS

Activity 1:

Group 1:
Therefore, 28 : 4 = 7.
And also 28 : 7 = 4.

Group 2:
So 24 : 6 = 4.
And also 24 : 4 = 6.

Group 3:
Therefore 32 : 8 = 4.
And also 32 : 4 = 8.

Group 4:
So 56 : 8 = 7.
And also 56: 7 = 8.

Photocopiable:
d) 25 : 5 = 5 d) 84 : 2 = 42 g) 20 : 4 = 5

e) 48 : 8 = 6 49 : 7 = 7 h) 81 : 9 = 9

f) 63 : 9= 7 f) 54 : 6 = 9 21 : 3 = 7

Activity 2:
Photocopiable.

["6 jumps.","10 jumps.","4 jumps.","Yes, 5 jumps.","No.","9 jumps.","15 jumps."]

10 jumps. 11 jumps. c) 15 jumps. 11 jumps. 12 jumps.

Activity 3:
DIVISOR: indicates the
DIVIDEND: 125 5 number of parts that
It is the amount that they are made.
is distributed. 25
-10 Quotient:
it is the amount that you
25 touch each part.
-25
0
RESTAURANT:
it is the amount that
remains undistributed.

Photocopiable:
Each bag contains 18 packages. b) 18 x 9 = 162.
Activity 4
Photocopiable:
1) a) 108 : 9= 12. c) 175 : 7 = 25. e) 315 : 5 = 63.
b) 132 : 6 = 22. d) 172 : 4 = 43. f) 208 : 8 = 26.

12 x 9 = 108. c) 25 x 7 = 175. e) 63 x 5 = 315.

b) 22 x 6 = 132. d) 43 x 4 = 172. f) 26 x 8 = 208.

Activity 5
Photocopiable:

1) a) 23 : 3 = 7, with a remainder of 2.

3 x 7 + 2 = 23

b) 142 : 9 = 15, with a remainder of 7.

9 x 15 + 7 = 142

c) 176 : 5 = 35, with a remainder of 1.

5 x 35 + 1 = 176
2) Do the calculations for each computation and check if your results are correct.
a) 156 : 9 = 17 and remainder 3.
b) 178 : 6 = 29 and remainder 4.
c) 237 : 2 = 118 and remainder 1.

Activity 6
Photocopiable
They placed 25 chairs per row.
The number of parts is known, and the value of each part needs to be determined.
He/She will travel 260 km in each stage.
The number of parts is known and the value of each part needs to be determined.
They will be able to assemble 36 boxes.

The value of each part is known and the number of parts needs to be determined.

Activity 7
Photocopiable:

1) a) 360 : 10 = 36. d) 4.250 : 10 = 425. g) 900 : 100 = 9.

b) 1,200 : 10 = 120. e) 7.000 : 1.000 = 7. h) 640 : 10 = 64.
c) 8,300 : 100 = 83. f) 5.200 : 100 = 52. I) 8,700 : 10 = 870.

40 packages will be needed.

Activity 8
Photocopiable:

Number of times 10 enters

80 8 just
27 2 and 7 remain
50 5 just
160 16 right
103 10 and 3 left over
290 29 just
651 65 and over 1

Activity 9
Photocopiable:
1) 483 23
46 21
23
- 23
0

2) a) 4
12.
15.
32.

b) He/She will be able to assemble 24 boxes.

He made 4 stops.

3)
Dividend Divisor Quotient Restaurant
104 8 13 0
150 7 21 3
385 32 12 1
637 42 15 7

Activity 10
Group 1:3) A bookstore decided to donate 135 books to 6 schools. The donation is in equal parts.
How many books does he/she deliver to each school?
He/She delivers 22 books.

Group 2: 1) Lara makes artisanal chocolates to sell on weekends at the fair.

park. On Sunday he made 250 chocolates and packaged them in boxes of 12. How many boxes did he prepare?
Do you have any chocolates left to arrange?
How many?
They had 10 chocolates left.
Group 3:4) There are 156 people who want to cross a river and a boat that can carry only 10 people.
on each trip.
How many times does the boat need to cross to transport all the people?
You must cross 16 times.

Group 4:2) Sergio has a egg selling stand in the market. He is delivered 370 per day.
eggs and places them in cartons of 30.
How many cartons can it fill?
How many eggs does he need to complete another carton?
You can fill 12 cartons. With 20 more eggs, you would complete another carton.

Photocopiable
Situations:
The 4th grade A and B boys will go on a field trip to the museum in the park. For their transportation, they hired
Vans that can carry 12 people. How many vans are needed if there are 62 students?
Corresponds with c) In which of the problems does what is left change the answer, because of the result
Did you have to add one to the account?
They need 6 vans.

For the fair on Saturday, the boys are going to help by making trays with chipá.

We bake In each
in total tray
150 chipás. they enter 12, the
that are left over

we can
eat, Ana.

How many can be eaten?

Corresponds to b) In which of the problems what is left over is the answer?
You can eat 6 chipás.

The boys cut 130 cardboard petals to decorate the auditorium at school. If
They want to make 16 identical flowers, how many petals can they put at most in each flower?

Corresponds to a) In which of the problems cannot what is left be redistributed?

They will be able to put 8 petals on each flower.
4)
I am going to arrange 15
books in each box.

a) How many boxes can he complete if he has 372 books?

b) How many books does he need to complete another box?

Corresponds to d) In which of the problems does what is left help you calculate how much is missing for?
complete an amount?
You will need 24 boxes. To complete another box, you are missing 3 books.
Activity 11
Photocopiable

1)96 – 24= 72 – 24= 48 – 24= 24 – 24= 0

The division 96 : 24 was made,
getting that 24 goes into 96 four times.

El resultado es 4, y el resto es 0.

b)63 – 12= 51 – 12= 39 – 12= 27 – 12= 15 - 12= 3

The division 63 : 12 was done,
obteniendo que el 12 entra 5 veces en 63.

The result is 5 and the remainder is 3.

They brought 3 alfajores.

135 – 45= 90 - 45= 45 – 45= 0

3)
110 - 12= 98 - 12= 86 – 12= 74 - 12=62 – 12= 50 - 12= 38 – 12= 26 – 12= 14 – 12= 2
10 vans will be needed.
No, there will be 10 seats left unoccupied.

Activity 12
Photocopiable

10 100 1.000
24,000 2.400 240 24

4 40 400 4.000
24,000 6,000 600 60 6

2 20 200 2.000
24,000 12,000 1,200 120 12

A maximum of 70 decorations can be assembled.

3)
a) 250 : 5 = 50. d) 3.600 : 10 = 360. g) 140 : 7 = 20.
b) 250 : 25 = 10. e) 360 : 36 = 10. h) 1,400 : 70 = 20.
c) 250 : 10 = 25. f) 3,600 : 12 = 300. 140 : 10 = 14.
Photocopiables
Activity 1: Division and multiplication are related
a) 25 : 5 = ... d) 84 : 2= …. g 20 : 4 = ...

b) 48 : 8 =…… e) 49 : 7 = ... h) 81 : 9 =…..

c) 63 : 9 = ......... f) 54 : 6= ….. i) 21: 3= ….

Activity 2: Use of division

Cut out the squares and paint each one the indicated color, they will serve as tokens for.
to play.

red blue green

2. Use the grid and then answer the questions.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60

There are many ways to solve these questions: you can use marks and count, you can go
trying with additions or subtractions or thinking about multiplications that help you. If you have a
calculator, you can also use it to find out the results.
With each token you can make the following moves.
Red card: jump 4 squares at a time.
Blue card: jump 5 squares at a time.
Green card: jump 6 squares at a time.
If you use the blue card and reach number 30, how many jumps do you make?
How many jumps do you need to make with the red chip to go from the start to the number 28?
If with the green card you reach 60 from the exit, how many jumps do you take?
If you use the blue chip and reach number 20, how many jumps do you make?
And if you use the red card, can you also reach number 20? If you answer 'YES', how many jumps?
What do you have to do?
Can you reach exactly number 51 with the green chip? If you answer 'YES', how many jumps do you have?
What to do?
If with the blue token you reach 45 from the start, how many jumps do you make?
How many jumps do you need to make with the red piece to get from the starting point to number 60?
Now think about the jumps you would make to calculate if you had a grid up to 120.
a) How many jumps of 6 are needed to reach 60?
b) And to reach 66?
c) How many jumps of 5 are needed to reach 75?
d) How many jumps of 10 in 10 to reach 110?
And to 120?
Activity 3: Exact division
a) Solve the following situation, write down the account you have to make and
place the names of each number that make up the account.

Ana works in a diaper store.

I received 9
identical bags.

162 packages
How many packages does each bag contain?

b) Write the multiplication with which you can relate this division and
prove that the result you obtained from the division is correct.

Activity 4: Another way to divide

1) Solve the divisions in two different ways and verify that their
results are equal:

a)108 : 9= c)175 : 7= e)315 : 5=

b)132 : 6= d)172 : 4= f)208 : 8=

Verify the results of each of the divisions you made, by doing

the corresponding multiplication.

Activity 5: Division with remainder

1) Complete the test for each division:

23 divided by 3 equals 7 with a remainder of 2

……x…..+….= ……

b) 142 : 9 = 15 with a remainder of 7

……x…..+….= ……

c)176 : 5 = 35 with a remainder of 1

……x…..+….= ……

2) Do the calculations for each account and check that your results are correct:

a)156 : 9= b)178 : 6= c)237 : 2=

Activity 6: Different meanings of division

Carefully read each situation.

Mark what you should take into account to resolve.
Make the calculation you deem necessary.
Write the answer in the form of a sentence.

For the school party, the 4th grade kids arranged 225 chairs.
arranged in 9 rows with an equal number of chairs. How many chairs were placed per row?
The number of parts is known and the value of each part needs to be determined.
The value of each part is known and the number of parts needs to be determined.

A bus carrying high school students on a field trip will travel

780 km in 3 equal stages. How many kilometers will be covered in each stage?
The number of parts is known, and the value of each part needs to be determined.
The value of each part is known and the number of parts needs to be determined.

3)
I received an order of 324
canned food.

How many boxes of 9 cans each will Darío be able to assemble with what he received?
The number of parts is known, and the value of each part must be determined.
The value of each part is known and the number of parts needs to be determined.

Activity 7: Division by the unit followed by zeros

1) a) 360 : 10 = .......... d) 4.250 : 10=......... g) 900 : 100 =.........

b) 1.200 : 10=......... e) 7.000 : 1.000=......... h) 640 : 10=.........

c) 8.300 : 100=......... f) 5.200 : 100=......... I) 8.700 : 10=.........

A publisher dispatched several of these on Saturday morning.

packages:

10 magazines

How many of these packages are needed to complete a shipment?

of 400 magazines in total?
Activity 8: Divide without counting

How many times does 10 appear in the numbers on the list?

Complete as in the examples:
Number Number of times 10 enters
80 8 just
27 2 and 7 remain
50
160
103
290
651

Activity 9: Division by two digits

To divide 483 by 23, this calculation was made:
Shorten this account:
483 23
_
230 10
253
_
230 + 10
23
_
23 1
0 21

2) Solve it in the way that is easiest for you.

a) 60 15 312 26 195 13 352 11

b) I have an order of 2,400

bottles of hand sanitizer.

How many boxes of 100 vials each can the pharmacist assemble with
What did you receive?

c) Pedro traveled 380 km with his truck, making stops every 95 km

to rest a bit. How many stops did he make?

3) Complete the table knowing that each row corresponds to a

division account. Keep in mind the division test.

Dividend Divisor Quotient Rest

104 8
7 21 3
32 12 1
637 42
Activity 10: What is left

Relate the question to the corresponding situation and then

solve by doing the calculations you think are easier.

Situations:
The 4th grade A and B students will go on a field trip to the park museum.
They hired vans for their transportation, which can accommodate 12 people.
How many vans are needed if there are 62 students?

For Saturday's fair, the boys are going to help by making trays.
with chipá.

We bake in In each
total tray
150 cheese breads. 12 enter, the
that are left over

we can
eat, Ana.
How many can they eat?

The boys cut 130 paper petals to decorate the classroom.

Actions at the school. If they want to make 16 identical flowers, how many petals
how many can you put in each flower at most?

4) I am going to arrange 15
books in each box.

a) How many boxes can he complete if he has 372 books?

b) How many books does he need to complete another box?

Questions:
a) In which of the problems can the excess not be redistributed?
b) In which of the problems what remains is the answer?
c) In which of the problems does what remains change the answer, because when
Did you have to add one to the result of the calculation?
d) In which of the problems what is left helps you to calculate how much
Is there a balance to complete an amount?
Activity 11: Division solved with subtractions

1) With these subtractions, divisions were resolved.

Complete in each case:

a)96 – 24= 72 – 24= 48 – 24= 24 – 24= 0

The division was made………..:………..

obtaining that the………..enters………..times in 96.

The result is……….., and the rest is………..

b)63 – 12= 51 – 12= 39 – 12= 27 – 12= 15 -12= 3

The division was made........:........

getting that the.............enters.............times in 63.

The result is..., and the rest is...

2) How would you solve these situations on the calculator if not

will the keys work: X :

Write down a possible calculation for each of them and write it down.
answer.

a) We pay in Each
total $135. alfajor that
we bought
it costs $45.

How many alfajores did the kids take?

3) For an excursion, vans with 12 seats each are hired.

a) How many vans are needed for 110 people?
b) Will they all be complete? If your answer is no, how many seats?
Will they remain unoccupied?
Activity 12: Calculations that help

1) Complete these tables, then check the results with the calculator.

10 100 1.000
24,000

4 40 400 4.000
24,000

2 20 200 2,000
24,000

They want to place 350 candles in table decorations with 5 candles each.
How many ornaments can be assembled at most?

3) Solve the following calculations mentally:

a) 250 : 5 = d) 3.600 : 10= g) 140 : 7 =

b) 250 : 25 = e) 360 : 36= h) 1.400 :70=
c) 250 : 10 = f) 3.600: 12= i) 140 : 10 =