## Reflection: Advanced Students Subtracting Mixed Numbers - Section 5: Work It Out

You may have noticed that a lot of the work that I give seems to be the 'easy side.' When I assign work I think of the outcome I need to see. When we are learning a new concept (such as adding Mixed Numbers) I am looking to see if they understand the concept.

If I use a tough problem, than I am assessing something beyond the concept. If you want to challenge different groups, differentiate with several different problems that can be handed out. I really thing students learn better when they learn a concept first and then add on the level of difficulty.

I suggest you consider why you might want to differentiate, because I think it is quite important that there are times that ALL students are working on the same problem, as this gives students a feeling of equity.

Great work comes from a solid understanding. Good work is being able to do the work, perhaps without deeper meaning.

Great Learning vs. Good Learning
Advanced Students: Great Learning vs. Good Learning

# Subtracting Mixed Numbers

Unit 2: Adding and Subtracting Fractions with Unlike Denominators
Lesson 7 of 7

## Big Idea: Changing Mixed Numbers into improper fractions makes it easy to add and subtract fractions.

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Standards:
Subject(s):
Math, Number Sense and Operations, Operations , equivalent, Fractions, mixed numbers, equivalent fractions, improper fractions, Fraction, Operations
85 minutes

### James Ewing

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