---

Overview

Grade: 5
Duration: 60 minutes per day
Class Size: 35 students
Standard: SC Math 5.PARF.2.1 (Aligned closely with CCSS.Math.Content.5.NF.B.7)
Topic: Subtracting fractions with unlike denominators (including denominators 2, 3, 4, 5, 6, 10, 12, 20, 25, 50, 100)
Vocabulary: numerator, denominator, common denominator, equivalent fractions, subtract, simplify, difference

---

Day 1: Introduction to Subtracting Fractions with Unlike Denominators

Learning Objective

• I can subtract fractions with unlike denominators by finding common denominators.
• I can identify and use vocabulary related to fractions correctly.

Success Criteria

• I can explain what a numerator and denominator are.
• I can find a common denominator for two fractions with different denominators.
• I can rewrite fractions as equivalent fractions with the same denominator.

Materials

• Fraction strips or visual fraction models
• Whiteboard and markers
• Student math journals
• Savvas Envision Math workbook pages on subtracting fractions

Vocabulary Focus

• Numerator
• Denominator
• Equivalent fractions
• Common denominator
• Subtract

Lesson Activities

1. I Do (15 minutes)

• Review fraction terms (numerator and denominator) with fraction strips demonstration.
• Model how to find common denominators between 2/3 and 1/4 by finding the Least Common Multiple (LCM) of 3 and 4 (12).
• Show how to convert fractions to equivalent fractions with denominator 12.
• Subtract converted fractions.
• Summarize process aloud emphasizing vocabulary.

2. We Do (20 minutes)

• Solve 3 subtraction problems as a class with differing denominators: 1/2 - 1/6, 5/10 - 2/5, 3/4 - 1/12.
• Use fraction strips and visual aids to reinforce.
• Encourage students to verbalize each step using vocabulary.

3. You Do (15 minutes)

• Students complete 5 subtraction problems independently from Savvas Envision Math workbook.
• Circulate and provide support as needed.

4. Small Group Intervention (10 minutes)

• Groups of students who need extra help will work with teacher or assistant using visual fraction models.
• Focus on identifying numerators, denominators, and finding common denominators.

Homework

• Savvas Envision Math workbook: Subtracting fractions exercises focusing on denominators 2, 3, 4, 6, and 12.

Differentiation

• Visual supports (fraction strips, color-coded denominators) for ELL and students with learning differences.
• Sentence frames for explaining their thinking during “We Do.”
• Extension: Challenge students to explain why finding the least common denominator is important, and practice finding common denominators for 25, 50, and 100.

---

Day 2: Subtracting with Larger Denominators

Learning Objective

• I can subtract fractions with unlike denominators including larger numbers like 20, 25, 50, and 100.

Success Criteria

• I can find equivalent fractions with denominators 20, 25, 50, and 100.
• I can correctly subtract and simplify answers when possible.

Vocabulary Focus

• Simplify/reduce
• Difference

Materials

• Whiteboard
• Visual aids (fraction strips adapted for larger denominators)
• Savvas Envision Math workbook

Lesson Activities

1. I Do (15 minutes)

• Model subtracting 7/20 - 3/50 using LCM. Step through finding common denominator (100), converting fractions, subtracting and simplifying.
• Emphasize vocabulary and checking for simplest form.

2. We Do (20 minutes)

• Complete 3 subtraction problems with denominators 10, 20, 25 as a class.
• Students use visual models and steps out loud.

3. You Do (15 minutes)

• Independent practice with problems including denominators 50 and 100 from workbook.
• Peer check using “I can...” checklist.

4. Small Group Intervention (10 minutes)

• Targeted help for students struggling with LCM concept for larger denominators.

Homework

• Workbook practice on subtracting fractions with denominators including 10, 12, 20, and 25.

Differentiation

• Step-by-step reference chart of denominators and their multiples for support.
• Sentence frames for peer explanations of solution method.
• Extension: Students create real-world word problems using these fractions for subtraction.

---

Day 3: Applying Subtraction of Fractions in Word Problems

Learning Objective

• I can solve word problems that require subtracting fractions with unlike denominators.

Success Criteria

• I can identify the fractions to subtract in a story problem.
• I can write a numerical equation and solve it.
• I can explain my reasoning using fraction vocabulary.

Vocabulary Focus

• Word problem
• Difference
• Equation

Materials

• Word problem cards
• Whiteboard
• Math journals

Lesson Activities

1. I Do (10 minutes)

• Read aloud a word problem: “Sarah ate 3/4 of a cake. John ate 1/6 of the same cake. How much more cake did Sarah eat than John?”
• Model setting up the subtraction equation and solving step-by-step.

2. We Do (20 minutes)

• In pairs, tackle 2 word problems from the cards using fraction subtraction.
• Share strategies aloud with class.

3. You Do (20 minutes)

• Independent word problems in workbook or math journals.
• Encourage students to write the equation, show work, and explain in words.

4. Small Group Intervention (10 minutes)

• Guided support with breaking down problem context and identifying key information for students needing help.

Homework

• Word problem worksheet focusing on subtracting fractions in real-life scenarios including previously learned denominators.

Differentiation

• Visual aids with pictures for word problems to support ELL and struggling learners.
• Sentence stems: “The fractions I am subtracting are ___ and ___ because…”
• Extension: Write your own subtraction word problem using denominators 50 or 100.

---

Day 4: Mastery and Extension

Learning Objective

• I can confidently subtract fractions with unlike denominators and simplify my answers accurately.
• I can explain steps and vocabulary used in subtracting fractions.

Success Criteria

• I can complete a variety of subtraction problems with denominators through 100.
• I can simplify my answers completely.
• I can explain the process to a peer.

Materials

• Whiteboard
• Science manipulatives (fraction tiles)
• Quiz/Assessment worksheet
• Reflection journals

Lesson Activities

1. I Do (5 minutes)

• Quick review of key concepts and vocabulary.

2. We Do (15 minutes)

• Complete a mixed set of subtraction problems as a class, including visual aids and simplification.

3. You Do (20 minutes)

• Assessment quiz covering subtraction of fractions with unlike denominators, including simplification.

4. Small Group Intervention (10 minutes)

• Immediate feedback and reteaching for students not meeting success criteria.

5. Closure (10 minutes)

• Reflection journal: Write about one thing you found easy and one thing you found challenging.
• Peer teach: Explain subtraction steps to a classmate.

Homework

• Complete any unfinished workbook problems and practice simplifying fractions from Savvas Envision Math.

Differentiation

• Scaffolded assessment with easier problems and support for struggling learners.
• Challenge: Create and solve a 3-step mixed operation (add, subtract) problem involving these fractions.

---

Vocabulary List (All Days)

Term	Definition
Numerator	The top number of a fraction, showing how many parts are taken
Denominator	The bottom number of a fraction, showing total equal parts
Equivalent fractions	Fractions that name the same amount
Common denominator	A shared multiple of the denominators of two or more fractions
Subtract	To take away one quantity from another
Simplify/Reduce	To write a fraction in its simplest form
Difference	The result of subtracting one number from another
Equation	A math statement that shows two things are equal
Word problem	A real-life math problem written in sentences

---

Teacher Notes

• Use fraction strips and manipulatives daily—they are critical for concrete understanding at this grade level.
• Check frequently for understanding with thumbs-up/thumbs-down or quick exit tickets.
• Encourage students to talk through their thought processes to deepen understanding.
• Use "I can" statements visibly on the board; have students refer to them during activities.
• The vocabulary should be introduced explicitly and referred to daily to solidify language in math context.

---

This 4-day plan follows South Carolina Math Standard 5.PARF.2.1 and is in full alignment with the Common Core expectations for Grade 5 fraction operations, scaffolding learning from conceptual understanding to application and mastery.