Visualizing and

Representing Division and

Writing Related Equation
Module in Mathematics 2
Third Quarter/Week 1

0 1 2 3 4 5 6

6-2= 4
4-2= 2
2-2= 0

CARLYN M. BACASEN
Developer

Department of Education. Schools Division of Benguet

 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Schools Division of Benguet

Published by:
Curriculum Implementation Division
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Republic Act 8293, section 176 states that:

“No copyright shall subsist in any work of the Government of the

Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties. Borrowed materials (i.e., songs, stories,
poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor
claim ownership over them.”
 
This material has been developed for the implementation of K to 12
Curriculum through the Curriculum Implementation Division (CID)—Learning
Resource Management and Development System (LRMDS). It can be reproduced
for educational purposes and the source must be acknowledged. Derivatives of the
work including creating an edited version, an enhancement or a supplementary work
are permitted provided all original work is acknowledged and the copyright is
attributed. No work may be derived from this material for commercial purposes and
profit.
 
 

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 PREFACE

This module is a project of the Curriculum Implementation Division particularly

the Learning Resource Management and Development Unit, Department of
Education, Schools Division of Benguet which is in response to the implementation
of the K to 12 Curriculum.

The Learning Material is a property of the Department of Education-CID,

Schools Division of Benguet. It aims to improve students’ performance specifically in
Mathematics.

Date of Development : November 2020

Resource Location : SDO Benguet
Sablan District
Learning Area : Mathematics
Grade Level :2
Learning Resource Type : Module
Language : English
Quarter/Week : Q3/W1
Learning Competency/Code : Visualizes and represents division
and writes a related equation for
each type of equation: equal sharing,
repeated subtraction, equal jumps on
the number line and formation of
equal groups of objects.

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 ACKNOWLEDGEMENT
The developer wishes to express her profound gratitude to those who
in one way helped in the development of this learning material. The fulfilment of this
learning material would not be possible without these people who gave their extra
ordinary support, assistance and encouragement.
Dr. Sonia D. Dupagan, the Division Education Program Supervisor- LRMDS
for sharing her expertise in developing learning materials,
Dr. Wilfred C. Bagsao, the Division Program Supervisor in Mathematics for his
guidance, supervision, acceptance and trust,
School and District Evaluating Team Members for their valuable suggestions
and useful comments,
Dr. Luz M. Merino, the District Mathematics Coordinator and School Principal
for her full support and encouragement,
To her family members, for their constant moral support and inspired the
developer in many ways,
And above all, our Almighty God who provided everything and gave strength
while writing the module.
DIVISION LRMDS STAFF:
MELVIN L. ALFREDO ANTIONETTE D. SACYANG
Librarian II Project Development Officer II
SONIA D. DUPAGAN, EdD
EPS-LRMDS

CONSULTANTS:
WILFRED C. BAGSAO, PhD
EPS-Mathematics
RIZALYN A. GUZNIAN, EdD.
Chief, Curriculum Implementation Division
SAMUEL T. EGSAEN JR., EdD.
Office of the Assistant Schools Division Superintendent
BENILDA M. DAYTACA, EdD, CESO VI
OIC- Schools Division Superintendent

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 TABLE OF CONTENTS

Page
Copyright Notice………………………………………………………….. ii
Preface…………………………………………………………………….. iii
Acknowledgement………………………………………………………... iv
Table of Contents………………………………………………………… v

What I Need to Know ……………………………………………………. 1

Learning Objectives
What I Know……………………………………………………………….. 2
What’s In…………………………………………………………………… 4
What’s New………………………………………………………………... 5
What is It…………………………………………………………………… 6
What’s More……………………………………………………………….. 9
Activity 1…………………………………………………………… 9
Activity 2……………………………………………………………….. 12
Assessment …………………………………………………………… 14
What I Have Learned…………………………………………………….. 15
What I Can Do …………………………………………………………… 15
Post Assessment ………………………………………………………... 16
Additional Activities……………………………………………………… 17
Answer Key………………………………………………………………. 18
References………………………………………………………………. 19

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 What I Need to Know
Hello dear Math Learner, this self-learning module was
written to help you develop your skill in visualizing, representing
division and writing related equation. Your mastery in division
will be developed. Discussions and steps were included. In
addition, activities were designed to help you master the
competency in this module. Enjoy learning Math through this
module. Have fun!
Learning Objective:
Visualizes and represents division, and writes a related
equation for each type of equation: equal sharing, repeated
subtraction, equal jumps on the number line and formation of
equal groups of objects.
Here are some reminders in answering the module:
For the learner:
1. Take your time in reading and answering the activities.
2. Follow instructions and/or directions correctly.
3. Answer the activities and test honestly.
4. Check your answers based on the answer key found on
the last page.
5. Ask the assistance of your parent or guardian if you
cannot follow the activities and exercises given.
For the facilitator: You have a big role in reiterating honesty in
answering the modules.
1. Remind and check the learner if he/she is following the
directions written in the module.
2. Be patient in assisting the learner but it should not come
to a point where you do the answering.
3. Ask assistance from the teacher if you cannot understand
the lesson and instruction.
 What I Know

The Pre-assessment will tell how much you know about the
lesson. Read carefully each question then write the letter of the
correct answer in your notebook.
1. Which is the correct illustration of 12 ÷ 6= 2
A. C.

B. D.

2. What is the division equation of the illustration?

A. 14÷ 2=8 B. 14÷ 14= 1 C. 14÷7=2 D. 14÷7=3

3. What is the quotient of 50 divided by 10?

A. 5 B. 4 C. 10 D. 2

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4. Which of the following is the correct repeated subtraction
of 10÷2= 5?

A. 10 5 C. 10 8 6 4 2
-5 -5 -2 -2 -2 -2 -2
5 0 8 6 4 2 0

B. 10 10 D. 4 2
-4 -4 -2 -2
6 6 2 0

5. Which is the correct division equation of the illustration?

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
A. 16 ÷ 2 = 8 C. 16 ÷ 8 = 2
B. 16 ÷ 4= 4 D. 16 ÷ 4= 8

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 What’s In
When you were in Grade I, you have learned how to visualize,
represent and separate objects into groups of equal quantity.
Using the objects, group them according to equal quantity.
Example: 4 group by 2

1. 6 group by 2

2. 8 group by 4

3. 9 group by 3

4. 10 group by 2

5. 10 group by 5

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 What’s New

Let us read the problem.

Pina wants to share her 12 guavas among her

friends. If each one of them gets 4, how many of
them shared the 12 guavas?

1. Who wants to share guavas to her friends? Pina

2. How many guavas did she want to share? 12
3. How many of them shared the guavas? 3
4. What kind of girl is Pina? generous

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 What is It

Division situations can be presented using equal sharing,

repeated subtraction, using equal jumps of number line and
using formation of equal groups of objects.
Using the problem, we can present and solve it in different
ways:
Equal Sharing
In writing related equation using equal sharing:
 Count the total number of objects in the set then divide
it with the total number within the group. The answer
will be the total number within the group or the dividend
is the total of the objects in the set while the divisor is
the number of objects in each group.
12 ÷ 4 = 3 quotient
divisor
dividend

Share equally the 12 guavas to 3 friends. Each will

receive 4 guavas each.

Repeated Subtraction

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In writing equation using repeated subtraction:
 Use the dividend as the highest minuend while the divisor
will be use as the common subtrahend. Subtract
repeatedly until the difference will be zero.
12 ÷ 4 = 3
12 - 4 = 8
8- 4=4
4- 4=0
12 guavas equally divided to 3 friends

Equal Jumps on the Number Line

In writing equation using equal jumps on the number line:
 The last number where the arrow landed will serve as the
dividend.
 The distance between the jumps is the divisor.
 The number of jumps will be the quotient.
1 2 3

0 1 2 3 4 5 6 7 8 9 10 11 12
12 ÷ 4 = 3

Formation of Equal Objects

In writing equation for formation of equal objects:
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Follow the steps:
1. The members in all the groups serve as the dividend.
2. The number of members in each group is the divisor.
3. The total number of groups is the quotient.

12 ÷ 4 = 3

12 is the dividend
4 is the divisor
3 is the quotient

What’s More
Activity 1

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 A. Check Me
Look for the correct repeated subtraction of the following
division equation. Put a check on the correct answer.
Example: 8÷ 2= 4
8 - 2= 6 8 - 4= 4 8 - 1=7
6 - 2= 4 4 - 4=0 7 - 1=6
4 - 2= 2 6 - 1=5
2 - 2= 0 5 - 1=4
4 - 1=3
🗸 ______ 3 - 1=2
_______ 2 - 1=1 ______
1 - 1=0

1. 10 ÷ 2 = 5
10 - 5 = 5 10 - 2 = 8 10 - 3 = 7
5- 5=0 8-2 =6 7- 3=4
6- 2 =4 4- 3 = 1
_____ 4- 2 =2 1- 1=0
2 - 2 = 0 _____ _____

2. 24 ÷ 4 = 6
24 - 6 = 18 24 - 3 = 21 24 – 4 = 20
18 - 6 = 12 21 - 3 = 18 20 - 4 = 16
12 - 6 = 6 18 - 3 = 15 16 - 4 = 12
6- 6=0 15 - 3 = 12 12 - 4 = 8
12 - 3 = 9 8 -4=4
_____ 9- 3=6 4 -4=0
6 - 3 = 3 _____ _____
3 - 3=0

B. Identify Me

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 Give the correct division equation as shown by the equal
jumps on the number line. Write the letter of your correct
answer in your notebook:
Example:
1 2 3 4

0 1 2 3 4 5 6 7 8
Division equation: 8÷ 2 = 4

0 1 2 3 4 5 6 7 8 9
_____1. A. 9 ÷ 9 = 1 C. 9 ÷ 3 = 3
B. 9 ÷ 3 = 0 D. 9 ÷ 9 = 18

0 1 2 3 4 5 6 7 8 9 10 11 12

_____2. A. 12 ÷ 6 = 2 C. 12 ÷ 2 = 6
B. 12 ÷ 3 = 4 D. 12 ÷ 4 = 3

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0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

_____ 3. A. 15 ÷ 5 = 3 C. 15 ÷ 3 = 5
B. 15 ÷ 15 = 1 D. 15 ÷ 15 = 3

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

______4. A. 16 ÷ 4 = 4 C. 16 ÷ 2 = 8
B. 16 ÷ 8 = 2 D. 16 ÷ 16 = 1

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

______ 5. A. 18 ÷ 9 = 2 C. 18 ÷ 18 = 9
B. 18 ÷ 6 = 3 D. 18 ÷ 3 = 6

Activity 2: Group Me
Using the given set, copy and group the objects to find the
quotient.

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Example: 6 ÷ 2 = 3

1. 10 ÷ 5 = ______

2. 14÷ 2 = _______

3. 16 ÷ 4 = _______

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 4. 20 ÷ 5 = ________

5. 30 ÷ 10 = _______

Assessment: Complete Me
Write in your notebook the missing number to complete the
division equation.
1. 8 ÷ ____ = 2

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 2. ___ ÷ 4 = 5

18 -6 = 12
3. 18 ÷ 6 = ___ 12 – 6 = 6
6–6=0

4. 30 ÷ ____ = 6 30 – 5 = 25
25 – 5 = 20
20 – 5 = 15
15 - 5 = 10
10 – 5 = 5
5–5=0
5. ____ ÷ 3 = 3

0 1 2 3 4 5 6 7 8 9

What I Have Learned

Answer this orally. Complete the paragraph. Choose

your answer inside the box.

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 equal sharing, repeated subtraction, equal jumps on
the number line, formation of equal groups, division

What I Can Do

You are a fast learner. You can now apply what you have
learned.
1. Write a related equation using repeated subtraction.
Eighteen pencils were equally divided to six children
18-6= 12 12-6= 6 6-6= 0

2. Write a related equation using equal sharing.

A rice cake was cut into ten slices shared equally by five
children.
_____ ÷ ____ = ______

Post Assessment
Read carefully the question and write the letter of the correct
answer in your notebook.
1. Which is the correct illustration of 12 ÷ 2= 6

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A. C.

B. D.

2. What is the division equation of the illustration?

A. 16÷ 2= 8 C. 16÷ 4= 4
B. 16÷ 16= 1 D. 16 ÷8 =2

3. What is the quotient of 60 and 10 ?

A. 4 B. 5 C. 6 D. 7

4. Which of the following is the correct repeated subtraction

of 10÷5= 2?

A. 10 - 5 C. 10 8 6 4 2
-5 -5 -2 -2 -2 -2 -2
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 5 0 8 6 4 2 0

B. 10 10 D. 4 2
-4 -4 -2 -2
6 6 2 0

5. Which is the correct division equation of the illustration?

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
A. 18 ÷ 2 = 9 C. 18 ÷ 18 = 1
B. 18 ÷ 3 = 6 D. 18 ÷ 9= 2

Additional Activities
Write a division equation for each of the following situations.
1. Twelve ballpens were equally shared by six Math
Learners.
__________________________
2. Twenty bananas were grouped into five.
__________________________
3. A 36-meter ribbon was divided into 6 pieces.
__________________________

Answer Key

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Additional Activities

1. 12 ÷ 2 = 6
2. 20 ÷5=4
3. 36 ÷6=6
Post Assessment

1. D
2. A
3. C
4. A
5. A

References

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Buncad, Rosemarie C., Ruben,Rosebelinda, Dacanay, Lilibeth and Pagulayan,
Paula. 2013. Easy Mathematics for Children Kagamitan ng Mag-aaral Ilokano. Pasig
City:Viba Publishing House, Inc., 164-180
Calaste, Jeanette Ibe, Daquiz, Sharon Neri, Tabifranca, Francisco Jr, Hizon,
Rosemarie, Lucena, Grace Pascua.2009.Math World Grade 2.Quezon City:New
Horizon Publication, 277
Catud,Herminio Jose C., Ferera, Shierly F., Padilla , Danilo and Candido,
Rogelio.2013. Mathematics 2 Teacher’s Guide. Pasig City: Department of Education
IMCS,184-202
Tiu, Aileen G.2011.Realistic Math 2.3rd Edition.Quzon City:Sibs Publishing House,
Inc.,25

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 For inquiries or feedback, please write or call:

Department of Education – Schools Division Office of Benguet

Wangal, La Trinidad, Benguet
Telephone: 074 422 2001
Email Address: [email protected]

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