Addition and Subtraction of Fractions Worksheets

Finding the LEAST COMMON DENOMINATOR (LCD)

When adding and subtracting fractions, there must be a common denominator so
that the fractions can be added or subtracted. Common denominators are the
same number on the bottom of fractions.
There are several methods for finding the common denominator. The following is
one in which we will find the least common denominator or LCD. Each set of
fractions has many common denominators; we will find the smallest number that
one or both fractions will change to.

1 2
2 3
Step 1: Start with the largest of the denominators
Ex: 3 is the largest
Step 2: See if the other denominator can divide into the largest without getting a
remainder. If there is no remainder, then you have found the LCD!
Ex. 3 divided by 2 has a remainder of 1
Step 3: If there is a remainder, multiply the largest denominator by the number 2
and repeat step 2 above. If there is no remainder, then you have found the LCD!
If there is a remainder, keep multiplying the denominator by successive numbers
(3, 4, 5, etc.) until there is no remainder. This process may take several steps but
it will eventually get to the LCD.
Ex. 3 x 2 = 6; 2 divides evenly into 6; therefore, 6 is the LCD.
Ex. Suppose we are going to add these fractions:

11
2 4
Step 1: 4 is the largest denominator
Step 2: 4 divided by 2 has no remainder, therefore 4 is the LCD!
Ex. 1:

11
5 6
Step 1: 6 is the largest denominator
Step 2: 6 divided by 5 has a remainder.
Multiply 6 x 2 = 12.
Ex. 2:

12 divided by 5 has a remainder

6 x 3 = 18.
18 divided by 5 has a remainder
6 x 4 = 24
24 divided by 5 has a remainder
6 x 5 = 30
30 divided by 5 has NO remainder, therefore 30 is the LCD!
Note: You may have noticed that multiplying the denominators together also gets
the LCD. This method will always get a common denominator but it may not get a
lowest common denominator.
Exercise 1
Using the previously shown method, write just the LCD for the following sets of
fractions (Do Not Solve)
1)

1 1
,
2 3

2)

4)

1 1
,
4 3

5)

7)

3 1
,
4 2

10)
13)

2 2
,
5 3

3)

5 1
,
8 2

1 2
,
7 5

6)

4 1
,
9 3

8)

7 3
,
8 5

9)

3 2
,
10 3

13 4
,
15 5

11)

1 2 5
, ,
2 3 6

12)

3 5 7
, ,
4 8 16

3 1 1
, ,
8 6 3

14)

1 1 1
, ,
7 2 3

15)

3 1 1
, ,
8 5 3

Getting equivalent Fractions and Reducing Fractions

Once we have found the LCD for a set of fractions, the next step is to change
each fraction to one of its equivalents so that we may add or subtract it.
An equivalent fraction has the same value as the original fractionit looks a little
different!
Here are some examples of equivalent fractions:

1 2

2 4

1 3

2 6

1 4

2 8

1
5

2 10

etc.

2 4

3 6

2 6

3 9

2 8

3 12

2 10

3 15

etc.

An equivalent fraction is obtained by multiplying both the numerator and

denominator of the fraction by the same number. This is called BUILDING.
Here are some examples:
5x3 15

8x3 24

5 and 8 were both multiplied by 3

7x2 14

12x2 24

7 and 12 were both multiplied by 2

1x17 17

3x17 51

1 and 3 were both multiplied by 17

Note: the numbers used to multiply look like fraction versions of 1.

An equivalent fraction can also obtained by dividing both the numerator and
denominator of the fraction by the same number. This is called REDUCING.
Here are some more examples:
10 2 5

12 2 6

10 and 12 were both divided by 2

84 2

12 4 3

8 and 12 were both divided by 4

200 25 8

225 25 9

200 and 225 were both divided by 25

Exercise 2
Find the number that belongs in the space by building or reducing equivalent
fractions.
1)

2 10

2)

3 15

3)

6 12

4)

4 12

5)

5 20

6)

7 21

7)

6 2

8)

8 4

9)

10 5

10)

12

24 2

11)

30 6

12)

14 2

13)

7 35

14)

42 6

15)

10

15 3

16)

8 24

17)

3 24

18)

20

22 11

19)

21

42 2

20)

17

51 3

21)

10

30 3

Simplifying Improper Fractions

An improper fraction is one in which the numerator is larger than the
denominator. If the answer to an addition, subtraction, multiplication, or division
fraction is improper, simplify it and reduce if possible.
Ex. 1:

4
is an improper fraction. Divide the denominator into
3

numerator.
3

Ex. 2:

1
4
3
1

11
3

10
is an improper fraction. Divide to simplify. Reduce.
8

10 8
8

Ex. 3:

1
2
1
10 1
1
8
4
8
2

136
is an improper fraction. Divide to simplify. Reduce.
20
136 20
20

6
16
4
136 6
6
20
5
120
16

Exercise 3
Simplify the following fractions. Reduce if possible.
1)

6
=
5

2)

5
=
4

3)

7
=
3

4)

10
=
6

5)

4
=
2

6)

6
=
4

7)

15
=
3

8)

20
=
12

9)

19
=
4

10)

23
=
5

11)

18
=
3

12)

17
=
5

13)

37
=
9

14)

28
=
8

15)

47
=
9

16)

106
=
4

17)

17
=
2

18)

140
=
20

19)

162
=
10

20)

38
=
5

21)

52
=
3

Adding and Subtracting of Fractions

When adding or subtracting, there must be a common denominator. If the
denominators are different:
(a) Write the problem vertically (top to bottom)
(b) Find the LCD
(c) Change to equivalent fractions (by building)
(d) Add or subtract the numerators (leave the denominators the same)
(e) Simplify and reduce, if possible

Ex. 1:

4
5

The denominators are the same. Add the numerators, keep

the denominator. This fraction cannot be simplified or reduced.

1

Ex. 2:

1
2

1
4

2
1
4

4
1
4
3

Ex. 3:

5
8

1
3

8
1
3

The denominators are different

numbers. Therefore, change to

15

equivalent fractions.

24
8
24
7
24

See page 3

Ex. 4:

2
3

3
4

3
3
4

8
12
9
12
17

11

Ex. 5:

11
15

1
3

15
1
3

12
12
11

15
5

15
6
15

Simplifying and reducing

completes addition and
subtraction problems.
See page 5

2
5

Exercise 4
Add or subtract the following fractions. Simplify and reduce when possible.
1)

2 3

7 7

2)

9
1

14 14

3)

1 3

6 6

4)

3 1

5 4

5)

2 1

3 2

6)

4 1

5 2

7)

2 3

4 6

8)

5 3

6 8

9)

7 2

9 3

10)

3 1

4 2

11)

3 1

5 3

12)

7 2

8 3

13)

5
1

12 4

14)

9 1

11 2

15)

11 5

12 6

16)

1 1

2 3

17)

5 1

6 4

18)

9 1

10 3

19)

8 1

20 5

20)

14 1

15 6

21)

4 3

7 8

22)

6 1

12 2

23)

8 2

9 3

24)

12 5

16 8

25)

3 1

7 6

26)

4 6

5 10

27)

2 2

13 3

Adding and subtracting mixed numbers

A mixed number has a whole number followed by a fraction:
1
5
1
6
1 , 2 , 176 , and 8 are examples of mixed numbers
3
8
2
7

When adding or subtracting mixed numbers, use the procedure from page 7. Note:
Dont forget to add or subtract the whole numbers.
1
2

1
3

Ex. 1: 1 2 ?
1
3
1
2
6
1
2
2 2
3
6
5
3
6

1
8
1
6
8
5
1
11
8

Ex. 2: 6 5 ?

1
3

Ex. 3: 5
5

1
5
3
3

5
15
9
15
14
5
15

3
?
5

Ex. 4: 3

6
1
1 ?
9
2

6
12
3
9
18
1
9
1
1
2
18
3
1
2 2
18
6
3

The 2

cannot be

6
When mixed numbers cannot be subtracted because the bottom fraction
is larger
1 .
from the
than the top fraction, BORROW so that the fractions can besubtracted
subtracted
from
6
One was borrowed from the
each other.
3
3 The 4 cannot be subtracted
Ex. 5: 8 - 2 ?
4 from nothing. One was

borrowed from the 8 and

changed to 4 . 8 was
4
changed to a 7.Now the mixed
numbers can be subtracted
from each other.

Ex. 6: 5

1
1
2 ?
6
3

5, changed to 6
added to the 1

and then
to make

7 . The whole number 5

6
was changed to a 4. Now
the mixed numbers can be
subtracted.

4
4
3
3
2 2
4
4
1
5
4
8

1
1
7
5 4
6
6
6
1
2
2
2
2 2
3
6
6
5
2
6

Exercise 5
Add or subtract the following mixed numbers. Simplify and reduce when possible.
4
5

1
=
10

4
5

2
3

1) 8 8

4) 3 6 5

5
8

2 3
2) 1 =
3

11
=
15

5) 1

3) 16

11 2
=
12 3

1
2

1
8

6) 4

11
=
12

1
1 =
8

2
5

1
5

1
1
7) 5 2 =

8) 14 2 =

9) 7 1 =

2
3

1
2
11) 12 8 =

4
6
12) 4 3 =

5
1
13) 16 2 =

1
14) 14 2 =

15) 146 8 =

5 10
16) 5 =

17) 6 4

10) 2

1
=
4

12

7
=
8

1
5

3
5

18) 11 5 =

19)

2
7=
3

20) 2

4
2
1 =
8
3

3
8

21) 100 4 =

Fraction Word Problems (Addition/Subtraction)

When solving word problems, make sure to UNDERSTAND THE QUESTION. Look
for bits of information that will help get to the answer. Keep in mind that some
sentences may not have key words or key words might even be misleading. USE
COMMON SENSE when thinking about how to solve word problems. The first
thing you think of might be the best way to solve the problem.
Here are some KEY WORDS to look for in word problems:
Sum, total, more than: mean to add
Difference, less than, how much more than: mean to subtract

1
Ex. 1: If brand X can of beans weighs 15 ounces and brand Y weighs
2

12 3 ounces, how much larger is the brand X can?

4
1
2
6
15 14
2
4
4
3
3
3
12 12 12
4
4
4
3
2
4

means to subtract

15

Borrow from the

whole number and
add to the fraction

Ex. 2: Find the total snowfall for this year if it snowed

November, 2

1
inch in
10

1
3
inches in December and 1
inches in January.
3
4
means to add

1
6

10 60
1
20
2 2
3
60
3 45
1 1
4 60
71
11
3 4
60
60

Simplify.

Exercise 6
Solve the following add/subtract fraction word problems
1. Find the total width of 3 boards that 1
wide, and 1

1
inches wide.
2

2. A 7.15H tire is 6

7
3
inches wide,
inch
4
8

5
3
inches wide and a 7.15C tire is 4 inches
8
4

wide. What is the difference in their widths?

3. A patient is given 1
2

1
teaspoons of medicine in the morning and
2

1
teaspoons at night. How many teaspoons total does the
4

patient receive daily?

4. 3

1
1
feet are cut off a board that is 12 feet long. How long is
3
4

the remaining part of the board?

5.

3
8

of the corn in the U.S. is grown in Iowa.

1
4

of it is grown in

Nebraska. How much of the corn supply is grown in the two

states?

6. A runner jogs 7

1
1
2
miles east, 5 miles south, and 8 miles west.
5
4
3

How far has she jogged?

7. If 3

1
1
ounce of cough syrup is used from a 9 ounce bottle, how
4
2

much is left?

8. I set a goal to drink 64 ounces of water a day. If I drink 10

ounces in the morning, 15

1
3

5
1
ounces at noon, and 20 ounces at
6
2

dinner, how many more ounces of water do I have to drink to

reach my goal for the day?

9. Three sides of parking lot are measured to the following lengths:

1
3
1
feet, 162 feet, and 143 feet. If the distance around the
4
8
2
15
lot is 518 feet, find the fourth side.
16
108

10. Gabriel wants to make five banners for the parade. He has 75

Exercise 1

Exercise 2

1) 6

1) 5

2) 15

2) 10

3) 8

3) 10

4) 12

4) 9

5) 35

5) 8

6) 9

6) 15

6) 1

7) 4

7) 1

7) 5

8) 40

8) 3

8) 1

9) 30

9) 4

10) 15

10) 1

11) 6

11) 1

12) 16

12) 1

13) 24

13) 10

14) 42

14) 1

15) 120

15) 2
16) 3
17) 8
18) 10
19) 1
20) 1
21) 1

Exercise 3
1
1) 1
5
1
2) 1
4
1
3) 2
3
2
4) 1
3
5) 2

1
2

2
3
3
9) 4
4
10)

43

8)

9)

5
24
4
1
9

11)

12)

13)

14)

32

13)

41

14)

31

15)

52

9
26 1
2
81
2

18) 7
19)

16 1

20)

73

21)

12)

17)

7)

10)

11) 6

16)

Exercise 4
5
1)
7
5
2)
7
2
3)
3
17
4)
20
1
5) 1
6
3
6) 1
10

15)
16)
17)
18)

19)

5
17 1
3

20)
21)

4
15

24
1
6
7
22
1
12
1
6
7
12
17
30
3
5
23
30
11
56

22) 1
23)

9
24) 1 3
8
25) 11
42
26) 1
5
27) 32 39

Exercise 5
9
1) 16
10
2
2) 2
21
13
3) 17
24
1
4) 16
5
1
5) 1
4
1
6) 3
8
5
7) 2
6
3
8) 12
8
3
9) 8
5
10) 2 5
12
11) 310
21
12)

13)

7
14 1

14)

11 8

15)
16)
17)
18)
19)
20)
21)

9
154 1
5
62
3
11
8
63
5
72
3
41
6
95 5
8

Exercise 6
1
1) 4 inches
8
7
2) 1
inches
8
3
3) 3 teaspoons
4
11
4) 8
feet
12
5
5)
8
7
6) 21
miles
60
3
7) 5 ounces
4
1
8) 17 ounces
3
13
9) 104
feet
16
10)

20 1

4 ft.

feet of
material.
The size
of four of
the
banners
are: 12
ft.,

1
3

1
6
3
ft., 11
4
16

ft., and
1
14 ft.
2

How much
material is
left for
the
fifth
banner?