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

2. Fluency Practice – Name the Fraction to Complete the Whole
1 2
____ = 1
____ = 1
____ = 1
____ = 1
____ = 1
____ = 1
____ = 1
1 5
6 7
5 9
2 20
3 150
6 135

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

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

5. 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.

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

7. Concept Development – Problem 2
– 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 =
or or or
1 3 or 5 15
– =

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

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

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

11. End of Lesson Activities
Student Debrief
Problem Set
Exit Ticket
Homework

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

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

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