Consider subtracting 5 7/11 – 6 1/2 (five and 7/11 minus 6 and 1/2). Try working through the situation with paper and pencil and then think about how you might represent this problem conceptually.

In a recent exchange with some middle school teachers, this issue arose. How do you represent this situation conceptually? If students understand the meaning of subtraction and the meaning of fraction (mixed number), could they work to develop an algorithmic strategy to subtract mixed numbers? I think so! This video might show how…

Scott