Adding and Subtracting Fractions with Unlike Denominators

Subject: Math
Time: approximately 40 minutes
PA Standards: 2.1.8 A, 2.2.8 B

Objective: Students will be able to add and subtract fractions with

unlike denominators. Students will be able to add mixed numbers.
Materials: whiteboards and markers for student use, student copies
of exit slip and independent practice
Pre-Preparation: Write the objectives on the board: Add and subtract
fractions with unlike denominators. Add mixed numbers. Have white
boards ready at each student’s desk.
Procedure:
1) Motivational Technique/Opening: Ask students to draw
something about what they know about fractions on the white
boards. Observe drawings. Based on students’ responses,
have them do a few warm-up problems.
Examples:
Show 5/10 in a drawing.
Name three equivalent fractions for 5/10.
Show 5/10 and 2/10. How many tenths do you have in all?
Show 5/10. Take away 2/10. How many tenths do you have
left?
*Show ½ and ¼. What part do you have shaded in all?
*Show ¾. Take away ½. What part do you have shaded in
all?
*Introductory warm-up problems, students may have
trouble based on level.
2) Development of the Lesson:
1. Ask students what the goals of the lesson are by
referring to the objectives written on the board. Tell
them to “turn and talk” with the person beside them or
in their groups about what they know about the
objectives. Walk around to hear students’ ideas. Ask for
a few to share.
2. Write on the board ¾ + ½ = ? Show a drawing of ¾.
Show a drawing of ½. Ask students, “How will we find
what the total of ¾ and ½ is?” Have students share a
few thoughts.
3. “One way we can do this is by using fraction sticks.”
Draw a bar cut in fourths with one color, and cut the bar
in half with a different color on the board. Shade ¾. “If
we shade a half, how many fourths is that? What is the
equivalent fraction to ½ that has a denominator of 4?”
 (2/4) “Will we need to draw another bar? This will mean
our answer is greater than one.”
*Common misconception: Students don’t draw equal size
parts. Remind students that in their drawings sizes must be
equal.
4. Try another example with drawing bars and shading the
pieces. This will help students understand HOW we
arrive to the answer. Use the example 1/8 + ¼.
5. Ask students how we will solve this without drawing
each time. Students should come to the conclusion that
they will need to find a “common denominator.”
6. Review with students the two ways to find a common
denominator. They can find a “quick common
denominator” by multiplying the two denominators.
They can also find the “lowest common denominator”
by listing multiples of the two denominators and
choosing the lowest common multiple. Encourage
students to use the “lowest common denominator”
method for simpler calculations.
7. Solve a few problems with the students. Ask them to put
their answers in simplest form, which would be mixed
number form.
8. Write a few problems on the board for students to
practice.
1/5 + 1/25= 5/25 + 1/25= 6/25
6/7 + 2/14 = 12/14 + 2/14= 14/14= 1 whole
9. Ask students how we would add mixed numbers? Some
students may say to change them to improper fractions.
Show a drawing of 3 ¼ + 2 ½ = ? Draw the wholes, and
count the number of wholes shaded. Then, ask students
how we would find the fractions. Encourage them to add
the whole numbers of the mixed numbers, then add the
fractions separately. Let students know they need to put
their answers in simplest form, or mixed number form.
Do a few practice problems with the students. Then
have them demonstrate a few on the white boards.
10. Checkpoint of the lesson: Ask students what objectives
have been covered so far. Ask them to demonstrate
each objective by doing a problem of each type. Ask
what goal has not been reached.
11. Pose a few questions about the last objective: How
will we do this? Draw 5/6. How would we take away 1/3?
Encourage students to use the fraction stick method so
they can see HOW they arrive at the answer.
12. Students will then arrive to using the same method
as adding fractions, but subtracting instead. Do a few
 practice problems with the students. Then, have
students show a few on their boards.

3) Closure/Outside Work:
1. Ask for questions from the students.
2. Review what was learned by having the students
restate the objectives. Write each objective on the
board in columns. Ask students to talk about the steps
to solving these types of problems. Record the steps on
the board.
3. Hand out the exit slip. Explain the directions on the exit
slip. Allow students to take a few minutes to answer the
questions. Students will hand in the slip when finished.
-Outside work: For extended practice, have students
complete the independent practice sheet. Differentiate for
struggling or advanced students. Section 1 is for students who
still need assistance with the basic steps of the lesson.
Section 2 is for students who have mastered the basic steps,
but need extra practice. Section 3 is for students who
mastered the basic steps and need an extra challenge.
Evaluation: participation, whiteboard answers, exit slip, independent
practice
Name_________________________________

Objectives: Adding and subtracting fractions with unlike

denominators.
Adding mixed numbers.
Exit Slip
Did I meet today’s goal?

On a scale of 1-3, 3 being the highest, how confident do you feel with
the objectives discussed today? _________

Please explain _________________________________________________

Solve the following problems.

1. ¾ + 1/3= 2. 5 1/6 + 2 5/12 = 3. 6/9 – 1/18=

Name_________________________________

Objectives: Adding and subtracting fractions with unlike

denominators.
Adding mixed numbers.
Exit Slip
Did I meet today’s goal?

On a scale of 1-3, 3 being the highest, how confident do you feel with
the objectives discussed today? _________

Please explain _________________________________________________

Solve the following problems.

1. ¾ + 1/3= 2. 5 1/6 + 2 5/12 = 3. 6/9 – 1/18=

Name_____________________________
Objectives: Adding and subtracting fractions with unlike denominators.
Adding mixed numbers.

Independent Practice

Section 1
Directions: Solve the following problems using the steps above each
column to guide you.
Find a common Add the whole numbers. Find a common
denominator. Change the Find a common denominator. Change the
fractions, then find the denominator for the fractions, then find the
sum. Put your answer in fractions. Change the difference. Put your answer
simplest form. fractions, then find the in simplest form.
sum. Put your answer in
simplest form.
1. 1/6 + 7/12 = _____ 2. 1 4/7 + 2 3/14 3. 9/10 – 2/5 =_____
=____

Section 2
Directions: Solve the following problems. Remember to put your
answer in simplest form!
1. ¾ + 5/12 =_____ 2. 5/7 + 3/14 =_____ 3. 6 1/9 + 1 7/18
=_____

4. 7 5/18 + 9 1/3 5. 19/20 – 9/10 =_____ 4. 5/6- 3/12 =_____

=_____

Section 3
Solve the following word problems. Show your work.
1. Maggie baked some cookies. Jody took ¼ of the batch of cookies. Molly took 3/8 of the
batch of cookies. What fraction of the cookies did Jody and Molly take in all? _____
2. Billy ordered some pizzas for the sixth grade class party. Room A ate 5 1/6 pizzas. Room
B ate 7 2/3 pizzas. How many pizzas did Room A and Room B eat in all? _____

3. Tanya had many pieces of colored construction paper. 9/20 of the paper was blue. 3/10
of the paper was red. The rest was yellow. Find the fraction that shows how much more
blue paper she has than red paper. _____