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What Do I Do
Mr. Moreno asked his class to solve this problem: 2 − 1.
Elizabeth looked at her fraction circle pieces and said, “I can take 1 away from 2, but I cannot take away from .”
Richard suggested, “10 is the common denominator, so what if we make them all tenths? 2 is equivalent to 2 , and each whole number is the same as .”
2 = 2 =
“ + + is . minus leaves ,” Elizabeth reasoned.
Tanya listened to their solution strategy and then suggested her own. “What if you make both mixed numbers improper fractions?”
2 − 1 = −
mixed numbers improper fractions
“The common denominator is 10, so I need to rename .”
“Now I can subtract tenths from tenths: − = .”