VLOG 3: Subtraction of Fraction (Flow)

Setting: at home (sari-sari store)

Prop/s: weighing scale, some kilos of rice
Character/s: same as in VLOG 1 (or can be changed)

A. Activity
Situation (possible scene): Person A is worried about the instruction given by her
mother who went to the market just minutes ago. The remaining sack of rice in their
sari-sari store is almost empty. His mother told him that are 5 kg of rice remaining, so

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he should keep aside first 1 kg of it, which they will cook for dinner (or lunch). But
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1
he forgot to do so, and someone already bought 3 kg of the rice. He asked the help
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of his brother to ease his fuss.

B. Analysis (possible convo)

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Person 1: I’m not sure if this remaining rice is exactly 1 kg
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Person 2: Why not just weigh it on the weighing scale?
Person 1: (tries) I don’t think it’s exact.
Person 2: Then, try solving it manually.
Person 1: I don’t know how, brother
Person 2: How many kilograms did our last customer buy?
1
Person 1: 3 kg, if I am not mistaken
2
1
Person 2: Okay, how many kilograms of rice was in the sack before you sold 3 kg?
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Person 1: Mother said there was 5 kg.
Person 2: What do I do next?
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Person 1: Seriously? For course you’re going to subtract 5 by 3 to see whether the
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remaining rice is exactly 1
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1
Person 2: You mean 5−3 ? I don’t know how. Can you teach me?
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Person 1: Well, first we need to write 3 as an improper fraction.
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1 7
3 →
2 2
7
Then, we have 5−
2
3 1
Subtracting this yields us or 1 .
2 2
1 3
Person 1: 1 ? ! You mean not 1 ?!
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Person 2: Start preparing your explanation to mother.
Person 1: I don’t want any of this to happen again.
Person 2: (can now start putting into abstract the concept in subtracting fractions)
C. Abstraction
[I suggest having same flow of discussion with the addition of fractions since it applies
the same rule, and are usually taught as a single topic]
 Tell the viewers that in there are 2 parts in the discussion: subtracting similar
fractions and subtracting dissimilar fractions
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 [How do we subtract similar fractions, like − ?]
10 10
 [To add similar fractions, we subtract only the numerators and we copy the
common denominator.
9 1
In our example, − , we subtract first the numerators, 9−1=8 and then
10 10

9 1 8
we copy the common denominator 10. So, we have − =
10 10 10
 Clarify that after subtracting similar fractions, the difference (answer) must still
be written in simplest form (or in lowest term)
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Since is not yet in lowest term, our final answer will be .
10 5
 Show 1 or 2 more examples
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 But how do we subtract dissimilar fractions, say − ?
9 3
8 1
 To subtract − we must first write these fractions as similar fractions.
9 3
 (Here we will assume that the viewers already learned from VLOG 1 how to
write dissimilar fractions as similar fractions)
 8 1
 Let us write and first as similar fractions
9 3
8 1
 The LCD of and is 9. Meaning,
9 3
8 8
→
9 9
1 3
=
3 9
8 1 8 3
 So, subtracting by means the same as −
9 3 9 9
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 Therefore, our answer is .
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 Provide other examples
 [generalize if necessary]

D. Application
 Tell the viewers that it’s their time to answer the problems regarding
subtraction of fractions
 Provide problems involving subtraction of fractions
 Checking is optional