Objective: Subtract fractions from numbers between 1 and 2. Module 3 – Lesson 6 Objective: Subtract fractions from numbers between 1 and 2.

Fluency Practice – Name the Fraction to Complete the Whole 1 2 1 2 + ____ = 1 4 5 + ____ = 1 1 7 + ____ = 1 4 9 + ____ = 1 18 20 + ____ = 1 147 150 + ____ = 1 129 135 + ____ = 1 1 5 6 7 5 9 2 20 3 150 6 135

Fluency Practice – Taking from the Whole 1 2 1 – 1 2 = ______ 1 – 1 3 = ______ 1 – 2 3 = ______ 1 – 1 4 = ______ 1 – 3 5 = ______ 1 – 4 5 = ______ 1 – 2 6 = ______ 1 – 7 9 = ______ 2 3 1 3 3 4 2 5 1 5 4 6 2 9

Fluency Practice – Fraction Units to Ones and Fractions 1 1 2 or one and one half 3 2 = _____________________ 5 2 = _____________________ 11 2 = ____________________ 4 3 = _____________________ 3 3 = _____________________ 9 7 = _________________________ 5 3 = _______________________ 8 5 = ________________________ 2 1 2 or two and one half 5 1 2 or five and one half 1 1 3 or one and one-third 1 or one 1 2 7 or one and two-sevenths 1 2 3 or one and two-thirds 1 3 5 or one and three-fifths

Application Problem The Napoli family combined two bags of dry cat food in a plastic container. One bag had 5/6 kg. The other bag had 3/4 kg. What was the total weight of the container after the bags were combined.

Concept Development – Problem 1 1 1 3 – 1 2 Show a pictorial (picture) of the problem. How many thirds is 1 1 3 ? What needs to happen before we can subtract? 1 1 3 1 2 = 1 1 3 or 1 2 6 or 8 6 1 2 = 3 6 = 5 6

Concept Development – Problem 2 1 1 5 – 1 3 Show a pictorial (picture) of the problem. How many fifths is 1 1/5? What needs to happen before we can subtract? 1 1 5 1 3 = 1 1 5 or 1 3 15 or 6 5 or 18 15 1 3 or 5 15 18 15 – 5 15 = 13 15

Concept Development – Problem 3 1 1 2 – 2 3 Show a pictorial (picture) of the problem. How many halves is 1 1 2 ? What needs to happen before we can subtract? 1 1 2 2 3 = 1 1 2 or 1 3 6 or 3 2 or 9 6 2 3 or 4 6 9 6 – 4 6 = 5 6

Concept Development – Problem 4 1 3 4 – 4 5 Show a pictorial (picture) of the problem. How many fourths is 1 3 4 ? What needs to happen before we can subtract? 1 3 4 4 5 = 1 3 4 or 1 15 20 or 7 4 or 35 20 4 5 or 16 20 35 20 – 16 20 = 19 20

Concept Development – Problem 5 1 4 9 – 1 2 Show a pictorial (picture) of the problem. How many ninths is 1 4 9 ? What needs to happen before we can subtract? 1 4 9 1 2 - - = 1 4 9 = 1 8 18 or 13 9 or 26 18 1 2 or 9 18 26 18 – 9 18 = 17 18

End of Lesson Activities Student Debrief Problem Set Exit Ticket Homework

Exit Ticket For the following problems, draw a picture using the rectangular fraction model and write the answer. Simplify your answer. 1.) 1 1 5 – 1 2 = ______ 2.) 1 1 3 – 5 6 = _______

Problem Set For the following problems, draw a picture using the rectangular fraction model and write the answer. 1 1 4 – 1 3 b) 1 1 5 – 1 3 c) 1 3 8 – 1 2 d) 1 2 5 – 1 2 e) 1 2 7 – 1 3 f) 1 2 3 – 3 5 Jean-Luc jogged around the lake in 1 1 4 hour. William jogged the same distance in 5 6 hour. How much longer did Jean-Luc take than William in hours? How many more in minutes? Is it true that 1 2 5 – 3 4 = 1 4 + 2 5 ? Prove your answer?

Homework Find the difference. Use a rectangular fraction model to show how to convert to fractions with common denominators. 1 – 5 6 b) 3 2 – 5 6 c) 4 3 – 5 7 d) 1 1 8 – 3 5 e) 1 2 5 – 3 4 f) 1 5 6 – 7 8 g) 1 2 7 – 3 4 h) 1 3 12 – 2 3 Sam had 1 1 2 m of rope. He cut off 5 8 m and used it for a project. How much rope does Sam have left? Jackson had 1 3 8 kg of fertilizer. He used some to fertilize a flower bed and he only had 2 3 kg left. How much fertilizer was used in the flower bed?