In the previous lesson, students learned to subtract a fraction from a whole number numerically, by writing an equivalent fraction for the whole number or decomposing the whole number into a sum of fractions with the same denominator. This lesson extends that work to include mixed numbers. It also prompts students to look for structure in subtraction expressions, in which decomposing one or both numbers makes the expression easier to evaluate (MP7). The work here builds students’ ability to subtract fractions flexibly.

Reflect on evidence of student thinking that you observed today. Whose thinking was voiced and heard? Whose thinking was not but could have enriched the conversations? What prompts or structures might better enable the latter to share their voice and reasoning?