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This document provides examples and teaching notes for simplifying fractions, adding and subtracting fractions, and changing between improper fractions and mixed numbers. It includes 5 learning objectives, examples of identifying fraction parts, simplifying fractions, converting between improper and mixed forms, building equivalent fractions, finding common denominators, and adding or subtracting fractions. The teaching notes provide guidance on encouraging lowest term simplification, converting mixed numbers, and referring to charts in the textbook.

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Prince K. Tailey
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69 views2 pages

01-02 Review

This document provides examples and teaching notes for simplifying fractions, adding and subtracting fractions, and changing between improper fractions and mixed numbers. It includes 5 learning objectives, examples of identifying fraction parts, simplifying fractions, converting between improper and mixed forms, building equivalent fractions, finding common denominators, and adding or subtracting fractions. The teaching notes provide guidance on encouraging lowest term simplification, converting mixed numbers, and referring to charts in the textbook.

Uploaded by

Prince K. Tailey
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Simplifying Fractions

Learning Objectives:

1. Understand basic mathematical definitions.


2. Simplify fractions to lowest terms using prime numbers.
3. Convert between improper fractions and mixed numbers.
4. Change a fraction to an equivalent fraction with a given denominator.
5. Key vocabulary: whole numbers, fractions, numerator, denominator, numerals, simplest
(reduced) form, natural numbers, counting numbers, factors, prime numbers, lowest terms,
multiplicative identity, proper/improper fraction, mixed number

Examples:

1. Identify the numerator, denominator, and whole number part, if any.


1 d) 5�
a) !_ b) c) 4�
13 4 5 3

2. Simplify each fraction.


5 16 42 d) 88
a) b) c)
10 64 77 90

3. Change each improper fraction to a mixed number or a whole number.


81 3 d) 196
a) ! b) c) 4
5 9 4 9

4. Change each mixed number to an improper fraction.


3 2 � d) 103i
a) 2 b) 6 c) 1
4 9 58 5

5. Build each fraction to an equivalent fraction with the specified denominator.


1 ? 5 ? 3 ?
a) b) 7
4 = 12 = 49 C) 8 = 32

Teaching Notes:

• Most students prefer to simplify fractions by dividing the numerator and denominator by the same
number. Encourage them to also try factoring into prime numbers and canceling common factors
- it will be a useful skill later.
• Most students find it easy to convert between mixed numbers and improper fractions.
• Remind students that either improper fractions or mixed numbers are OK; but often one is
preferred, depending on how the result will be used.
• Refer students to the charts To Change an Improper Fraction to a Mixed Number and To
Change a Mixed Number to an Improper Fraction in the textbook.

I
Answers: la)num: 7; den: 13,b) num: I; den: 4,c)num: 2; den: 5; whole: 4,d) num: 2; den: 3; whole: 5; 2a) - ,
2
I 6 44 3 I 7 11 56 101 519
b)-,c)-,d)-; 3a) J-,b)9,c) 8-,d) 21-; 4a)-,b)-,c)-,d)-; 5a)3,b)35,c)12
4 11 45 5 2 9 4 9 58 5
Adding and Subtracting Fractions

Learning Objectives:

1. Add or subtract fractions with a common denominator.


2. Use prime factors to find the least common denominator of two or more fractions.
3. Add or subtract fractions with different denominators.
. Add or subtract mixed numbers.
4
5. Key vocabulary: least common denominator (LCD)

Examples:

1. Add or subtract. Simplify all answers.

3 2 5 3 2 1
a) -+- b) -+- c) d) _2___1_
8 8 14 14 3 3 15 15

2. Find the LCD for each group of fractions.

4 5 3 1 7 9 11
a) b) 7 c)
9' 6 15 ' 20 8' 14 ' 16

3. Add or subtract. Simplify all answers.

2 1 5 5 11 2 2 1
a) -+- b) -+-
7 c) -+- d) -+-+-
4 8 6 8 12 30 3 2 6
4
3 5 2 3 5 8 8
e) f) g) --- h) 4
4 8 3 16 6 12 5 10

. Add or subtract. Express the answer as a mixed or whole number. Simplify all answers.
4
3 1 3 1
a) 8-+1- b) 101+15.! c) 12--10- d) 161-10.!
10 10 7 2 8 8 2
4
Teaching Notes:

• Tell students that the LCD and LCM are the same.
• Some students try to "cross-cancel" instead of finding the LCD in example 3.
• Some students add (or subtract) the denominators instead of finding the LCD.
• Some students forget to multiply the numerator when building equivalent fractions.
• Encourage students to change mixed numbers to improper fractions so that they can avoid
borrowing for subtraction, and also because it leads more logically to adding rational expressions
in algebra.
• Refer the students to the charts Add/Subtract Two Fractions with Common/Uncommon
Denominators and Procedure to Find the LCD Using Prime Factors in the textbook.

5 4 1 2 5 41 17 47 11 1 23
Answers: la) -, b) -, c) -, d) - ; 2a) 18, b) 60, c) 112; 3a) -, b) - or 1-, c) -, d) -, e) - ,f) -,
8 7 3 5 8 24 24 60 12 8 48
1 2 3 1 7
g) - h) O· 4a) 9- b) 26- c) 2- d) 5-
6' ' 5' 14' 8' 8

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