# Lesson Plan of Subtraction of Fractions

## Students` Learning Outcomes

• Subtract fractions with same denominator.
• Represent subtraction of fractions through figures.

### Information for Teachers

• Fractions with same denominator are called like fractions.

• Subtraction of fractions is done differently than numbers.
• While subtraction of similar fractions only the numerators of the fractions are subtracted from numerator and the denominators remain same. img
• Symbolically we just need to subtract the top parts (numerator) from the top part of the fractions and leave the denominator as it is.

• A whole can be written as fraction etc.

• While teaching the lesson, also consult textbook where and when applicable.

### Material / Resources

Writing board, chalk/marker, duster, paper strips, playing dough/clay, fraction strips, mathematically textbook

### Introduction

• Write some fractions on the board and ask students to show the fractions with strips.
• Ask them if you want to take away some part from it. What will you do?
• Discuss with students that today we will take away fractions from fractions.

### Development

Activity 1

• Use playing dough or clay and make bread.
• Cut them into 4 equal parts write its fraction on the board.
• Tell them that every whole can be written as;

• Ask them how many pieces are there?
• We can write it after cutting as 4/4.
• Now take one piece from this bread and ask student how much is left. Write it on the board.

• Now take another part and ask how much is left? Write it on the board.

• Take another part and ask how much is left now. Write it on the board.

• Repeat this activity for 3/5, – 3/5, 5/5 – 1/5.

Activity 2

• Divide the class in groups of four.
• Give one pair of like fraction to each group e.g. 8/10, 2/10 etc.
• Ask them to show big/greater fraction on the paper strip by folding and coloring it.

• Tell them to take away the smaller and lesser part.
• Tell them to write what part of the fraction is left.
• Ask each group to present their work and explain the rule and procedure adopted for subtraction.

Activity 3

• Write some fractions e.g.

• Ask students to draw any two strips to get two fractions.
• Ask students to select bigger fraction.
• Show bigger fraction with diagram and takeaway smaller to find the difference.
• Write responses on the board (question and answer)
• Discuss subtraction of fractions with same denominator that numerator is subtracted from numerator and denominator remains same.

• Ask students to make the subtraction rule.
• To subtract fractions of same denominator we subtract smaller numerator from the larger numerator and the denominator remain the same.

### Sum up / Conclusion

• Discuss how to subtract fractions having same denominator? Repeat the rule (share with students that to subtract fractions with same denominator we remove some parts from the available parts (e.g. For 3/8 – 1/8) take away one eight from three eighth), and symbolically subtract numerator from numerator with denominator remains the same.

### Assessment

• Assign some fractions (e.g. 1/7, 2/7, 3/7, 4/7) to students and ask them to choose any two fractions and find the difference.