📊Math G4 L6.17 Outline-Minuends < or > One Whole-(For Teacher-Do Not Publish)
📊Math G4 L6.17 Outline-Minuends < or > One Whole
For full lesson outline, please see Advantage Math Lesson 6.17
Standards:
4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Objectives:
Math Objective: I can use models and equations to subtract fractions from other fractions with like denominators that are greater than or less than a whole.
Language Objective: I can describe how to subtract a fractional amount from another fraction that is greater than or less than one whole.
Vertical Alignment:
3rd Grade:
- Understand unit fractions (3.NF.1)
- Understand fractions as a number and represent fractions on a number line (3.NF.2)
4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
5th Grade:
- Add/subtract fractions with unlike denominators (5.NF.1)
Notes:
1. Differences that are greater than 1 should be written in fractional form rather than as mixed numbers. Mixed numbers will be introduced in Lesson 6.19.
2. Some students may utilize the “subtracting by counting up” strategy (see NBT 1.8)
Common Misconceptions:
Students may subtract both the numerators and the denominators instead of just the numerators.
Lesson Outline: Use fraction circles or you can use this virtual website: https://toytheater.com/fraction-circles/ (Links to an external site.)
🚀Launch A (in class or remote)
- Have students write a subtraction fraction equation for the story problem below:
🤔Explore A (in class or remote):
- Have students choose a model to represent their equation. Then have students share their work.
đź’¬Discuss A (in class or remote)
- Have students discuss why they chose the model that they did and whether or not it was efficient.
🚀Launch B (in class or remote)
- Have students create a subtraction fraction sentence for the problem below:
🤔Explore B (in class or remote):
- This problem is a comparison problem and there isn’t a quantity that is removed. Instead of removing a quantity, students will need to determine the difference between the two quantities. Have students try out their model idea, paying attention to whether or not it was efficient.
đź’¬Discuss B (in class or remote)
- Discuss whether students' models were efficient or not and what they would do differently on a comparison problem next time.
🚀Launch C (in class or remote)
- Have students examine the problem below and discuss how many area models they are going to need to draw in order to solve this problem.
🤔Explore C (in class or remote):
- Have students solve this problem using an area model and writing a subtraction fraction sentence.
đź’¬Discuss C (in class or remote)
- Discuss why students had to use two whole in order to solve the problem instead of the usual one.
Additional Resources:
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Differentiation (in class or remote)
- Challenging
- As a challenge, ask students to make up fraction subtraction scenarios, including comparison situations. Ask them to first determine a solution to the problem before exchanging problems with a friend to solve.
- Ways to make remote:
- Create an assignment or group discussion where students can insert a picture or video of their writing.
- Struggling:
- For students who are struggling with writing a subtraction equation and answer, ask them to check their equations by writing an addition equation.
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Ways to make remote:
- Have students join you in an online meeting format (Zoom or Teams) and do the exact same activity. If you don't have enough manipulatives to send home, do a demo for students.