# Subtracting Mixed Numbers

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1 Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Find equivalent names for mixed numbers. [Number and Numeration Goal ] Convert between fractions and mixed numbers. [Number and Numeration Goal ] Subtract mixed numbers. [Operations and Computation Goal ] Use benchmarks to estimate differences. [Operations and Computation Goal ] Key Activities Students subtract mixed numbers with like denominators by renaming the minuend. Students use benchmarks to estimate differences. Informing Instruction See page. Materials Math Journal, p. Math Masters, p. 1 Study Link slate 1 Playing Mixed-Number Spin Math Journal, p. Math Masters, pp. and 9 per partnership: large paper clip Students practice adding and subtracting fractions and mixed numbers with like and unlike denominators. Recognizing Student Achievement Use journal page. [Operations and Computation Goals and ] Math Boxes Math Journal, p. Geometry Template Students practice and maintain skills through Math Box problems. Study Link Math Masters, p. Students practice and maintain skills through Study Link activities. READINESS Subtracting Mixed Numbers Students use a counting-up algorithm to explore mixed-number subtraction. ENRICHMENT Exploring a Pattern for Fraction Addition and Subtraction Math Masters, p. Students explore patterns that result from adding and subtracting unit fractions. EXTRA PRACTICE -Minute Math -Minute Math, pp. 1 and 1 Students add mixed numbers. Advance Preparation Teacher s Reference Manual, Grades pp. 1, 1 0 Unit Fractions and Ratios

3 Have students rename to an equivalent mixed number with a larger fraction part. 1 7_, or _ Write their responses on the board or a transparency, and illustrate the mixed numbers with pictures. = 1 7_ = _ Informing Instruction Watch for students who have difficulty renaming mixed numbers for subtraction. Have students practice the following steps: 1. Write the whole-number part of the mixed number as an equivalent addition expression that adds 1. _ = _. Use the denominator to rename the 1 as a fraction. _ = + _ + _. Combine the fraction parts. _ = + 7_ Ask students to use each of the responses to solve the problem. Circulate and assist. When most students have finished, have volunteers explain which mixed-number name was more efficient for solving the subtraction problem. _, because with 17_ you need to rename the fraction again in order to express the difference as a mixed number. Explain that deciding how to rename a fraction depends on the problem. Sometimes it might be more efficient to work with mixed numbers, other times it might be more efficient to work with improper fractions. In this case, the more efficient mixed-number name is a matter of personal preference. Pose several problems. Encourage students to estimate each difference using what they know about benchmarks with fractions. They should use their estimates to check the reasonableness of their solutions. In each case, ask students first how they would rename the minuend and then how they would solve the problem. Suggestions: - _ = 7_ ; solution: - = _ ; solution: _ _ - 1 = _ ; solution: _ - _ = 7_ ; solution: _ _ 1 = 17_ ; solution: 1 Carlie purchased 10 feet of ribbon to make bows. She used 7_ feet to make one bow. How much ribbon remains to make additional bows? 7 feet Sammy needs cups of sugar to make sugar cookies. He only has 1 _ cups of sugar. How much more sugar does he need for the recipe? 1 cups Unit Fractions and Ratios

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