How to subtract fractions - SSAT Middle Level Quantitative
Card 1 of 452
A baker used 
of a package of sprinkles and 
of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
A baker used
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The phrase, "how much more" tells as that we want to find the difference, so we subtract.
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
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A baker used 
of a package of sprinkles and 
of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
A baker used
Tap to reveal answer
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
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A baker used 
of a package of sprinkles and 
of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
A baker used
Tap to reveal answer
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
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A baker used 
of a package of sprinkles and 
of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
A baker used
Tap to reveal answer
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
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A baker used 
of a package of sprinkles and 
of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
A baker used
Tap to reveal answer
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
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Tim mowed 
of the yard and Tom mowed 
. How much more of the yard did Tom mow?
Tim mowed
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In order to solve this problem, we first need to make common denominators.
Now that we have common denominators, we can subtract the fractions. Remember, when we subtract fractions, the denominator stays the same, we only subtract the numerator.
In order to solve this problem, we first need to make common denominators.
Now that we have common denominators, we can subtract the fractions. Remember, when we subtract fractions, the denominator stays the same, we only subtract the numerator.
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Select the fraction model that shows the difference of 
Select the fraction model that shows the difference of
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The fraction model is broken up into four pieces and three of the pieces are shaded in. The numerator of the fraction tells us how many pieces should be shaded in, and the denominator tells us how many pieces the whole should be split up into.
The fraction model is broken up into four pieces and three of the pieces are shaded in. The numerator of the fraction tells us how many pieces should be shaded in, and the denominator tells us how many pieces the whole should be split up into.
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Select the fraction model that shows the difference of 
Select the fraction model that shows the difference of
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The fraction model is broken up into six pieces and two of the pieces are shaded in. The numerator of the fraction tells us how many pieces should be shaded in, and the denominator tells us how many pieces the whole should be split up into.
The fraction model is broken up into six pieces and two of the pieces are shaded in. The numerator of the fraction tells us how many pieces should be shaded in, and the denominator tells us how many pieces the whole should be split up into.
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Select the fraction model that shows the difference of 
Select the fraction model that shows the difference of
Tap to reveal answer
The fraction model is broken up into six pieces and three of the pieces are shaded in. The numerator of the fraction tells us how many pieces should be shaded in, and the denominator tells us how many pieces the whole should be split up into.
The fraction model is broken up into six pieces and three of the pieces are shaded in. The numerator of the fraction tells us how many pieces should be shaded in, and the denominator tells us how many pieces the whole should be split up into.
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Select the fraction model that shows the difference of 
Select the fraction model that shows the difference of
Tap to reveal answer
The fraction model is broken up into six pieces and four of the pieces are shaded in. The numerator of the fraction tells us how many pieces should be shaded in, and the denominator tells us how many pieces the whole should be split up into.
The fraction model is broken up into six pieces and four of the pieces are shaded in. The numerator of the fraction tells us how many pieces should be shaded in, and the denominator tells us how many pieces the whole should be split up into.
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hours is how many more minutes than 
hours?
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This question requires you to subtract fractions as well as convert hours to minutes.
Subtracting 
hours 
from 
hours 
you get 
hours 
.
3 hours is 180 minutes 
and 
of an hour is 45 minutes 
.
Thus the answer is
This question requires you to subtract fractions as well as convert hours to minutes.
Subtracting
you get
3 hours is 180 minutes
and
Thus the answer is
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Evaluate:
Evaluate:
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"Borrow" 1 from the 9 to form 
. You can then subtract integers and fractions vertically:
"Borrow" 1 from the 9 to form
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Evaluate:
Evaluate:
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Rewrite as the difference of improper fractions:
Rewrite with a common denominator, then subtract numerators:
Rewrite as a mixed number:
Rewrite as the difference of improper fractions:
Rewrite with a common denominator, then subtract numerators:
Rewrite as a mixed number:
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Evaluate:
Evaluate:
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Rewrite as the difference of improper fractions:
Rewrite with a common denominator, then subtract numerators:
Rewrite as a mixed number:
so
Rewrite as the difference of improper fractions:
Rewrite with a common denominator, then subtract numerators:
Rewrite as a mixed number:
so
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Evaluate:
Evaluate:
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"Borrow" 1 from the 5 to form 
. You can then subtract integers and fractions vertically:
"Borrow" 1 from the 5 to form
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Give the result in simplest form:
Give the result in simplest form:
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Evaluate:
Evaluate:
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Subtract vertically by aligning the decimal points, making sure you append the 8 with a decimal point and two placeholder zeroes:
Subtract vertically by aligning the decimal points, making sure you append the 8 with a decimal point and two placeholder zeroes:
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Evaluate:
Evaluate:
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By order of operations, subtractions and additions are carried out in left-to-right order, so subtract 1.73 from 7.89 first. This is best done vertically, aligning decimal points:
Now add 2.50 to the difference (note that a zero has been added to the end), again aligning vertically by decimal point:
By order of operations, subtractions and additions are carried out in left-to-right order, so subtract 1.73 from 7.89 first. This is best done vertically, aligning decimal points:
Now add 2.50 to the difference (note that a zero has been added to the end), again aligning vertically by decimal point:
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Subtract:
Subtract:
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Rewrite vertically, lining up the decimal digits. Subtract as you would two integers. (Note that you are appending zeroes to the 19.)
Rewrite vertically, lining up the decimal digits. Subtract as you would two integers. (Note that you are appending zeroes to the 19.)
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Subtract
Subtract
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Rewrite the first fraction in eighths, as 
:
Write vertically:
Now "borrow" one from 7 and add it to the 
, then subtract integer and fractional parts separately:
Rewrite the first fraction in eighths, as
Write vertically:
Now "borrow" one from 7 and add it to the
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