Math Mammoth Fractions 1

Copyright 2012 Taina Maria Miller.
EDITION 2.2
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any
means, electronic or mechanical, or by any information storage and retrieval system, without
permission in writing from the author.
Copying permission: Permission IS granted for the teacher to reproduce this material to be used
with students, not commercial resale, by virtue of the purchase of this book. In other words, the
teacher MAY make copies of the pages to be used with students.
Visit www.MathMammoth.com for more information about ebooks and books by

Maria Miller.
Visit www.HomeschoolMath.net/worksheets/ to create free math worksheets.
Visit also my blog at Homeschoolmath.blogspot.com - math teaching tips,

articles, news, reviews.
Math Mammoth Fractions 1
Contents
Introduction ........................................................................
Fraction Terminology .......................................................

Understanding Fractions ..................................................
Mixed Numbers .................................................................
Part of a Whole Group 1 ...................................................
Adding and Subtracting Like Fractions ..........................
Review: Mixed Numbers...................................................
Adding Mixed Numbers 1 ................................................
Subtracting Mixed Numbers 1 .........................................
Subtracting Mixed Numbers 2 Renaming .................
Subtracting Mixed Numbers Extra Practice .............
Equivalent Fractions .........................................................
Equivalent Fractions 2 ......................................................
Adding Unlike Fractions 1 ................................................
Add Unlike Fractions 2:
Finding the Common Denominator.................................
Add and Subtract Unlike Fractions ................................
Mixed Numbers with Unlike Fractional Parts ...............
Add and Subtract Several Unlike Fractions ..................
Measuring in Inches .........................................................
Comparing Fractions 1 .....................................................
Comparing Fractions 2 .....................................................
Fraction Problems ............................................................
Review ...............................................................................
8
9
12
16
19
21
23
27
31
34
37
40
42
46
48
Answers .............................................................................
75
Fractions Cutouts .............................................................
99
51
54
56
60
62
66
68
71
72
More from Math Mammoth ............................................ 111
Introduction
Math Mammoth Fractions 1 is the first book of two that cover all aspects of fractions in arithmetic. This book
covers the concepts of fraction and mixed numbers, equivalent fractions, adding and subtracting like and unlike
fractions, adding and subtracting mixed numbers, and comparing fractions. The book Fractions 2 covers
simplifying fractions and multiplication and division of fractions.
I have made a set of videos to match many of the lessons in this book. You can access them at
http://www.mathmammoth.com/videos/fractions_1.php
Studying fractions involves lots of rules, and many students learn them only mechanically, not really understanding
the underlying concepts and principles. Then they end up making lots of mistakes because they confuse the
different rules and either apply the wrong one or apply the right rule but don't remember it quite right. All this can
make students even fear fractions in math.
To avoid that, this book uses the visual model of a pie divided into slices all the way through the book. It is a very
natural model, because it uses a circle that can be divided into any number of circle sectors (slices). When students
work with this model from lesson to lesson, they will eventually be able to see these pies in their mind. This, in
turn, gives them the ability to do many of the easier fraction calculations mentally. It also enables students to really
UNDERSTAND these concepts, and not just learn mechanical rules.
You are welcome to use manipulatives alongside the book; however the visual pie model is probably sufficient for
most students in 5th grade level. I have also included (in the appendix) printable cutouts for fractions from halves to
twelfths. You can use them to make your own fraction manipulatives.
To make the manipulatives sturdier, glue the printed pages on cardboard, and cut the parts only after gluing. The
whole circle is there to illustrate one whole - needed when studying mixed numbers. You will probably need to
print at least two copies of each cutout page. You can use the white cutout fractions if you need to save on ink and
let children color them. Just use consistent colors so that thirds are always the same color, fourths are the same
color, etc.
In the first lesson, Understanding Fractions, the student learns to draw pie models of certain common
fractions. This skill is needed later on in various exercises through the book.
The lesson Mixed Numbers teaches the concept with pictures. The child also writes mixed numbers as fractions.
The next lessons, titled Part of a Whole Group 1, 2, and 3 have to do with finding a part of a certain number of
objects, and of course has lots of practical applications. It ties the concept of a fraction with division of whole
numbers.
Next we study adding and subtracting like fractions, which is an easy topic. Next is lesson reviews mixed numbers
and further practices changing mixed numbers to fractions and vice versa. Next we add and subtract mixed numbers
with like fractional parts.
Then, it is time to study equivalent fractions, as a prerequisite for adding unlike fractions. Equivalent fractions are
presented as parts that have been split further. The rule is to multiply both the numerator and the denominator by
the same number, but try to emphasize the terminology of splitting the existing parts into so-and-so many pieces
or something similar. That should help students to understand the concept instead of memorizing a mechanical rule.
Add Unlike Fractions 1 is an introductory lesson in the sense that the student is not yet introduced to the rule for
finding the common denominator. In this lesson, the common denominator is either given, or the student figures it
out using pictures.
Add Unlike Fractions 2 emphasizes the idea that we need to find a common denominator, and then convert the
fractions to like fractions before adding. Many textbooks introduce here the concept of Least Common
Denominator, LCD, which is the best common denominator to use since it is the smallest. That concept tends to be
only memorized and poorly understood, so the lesson here does not overtly emphasize that one always needs to find
the LCD. Your student will encounter the concept of LCD again in 6th and 7th grade.
Finally we also add and subtract mixed numbers with unlike fractional parts, and add & subtract several unlike
fractions.
The last new concept in this book is that of comparing fractions. Once the student has mastered converting two
fractions to equivalent, like fractions, this should be fairly easy.
Answers are in the end of the book.
I wish you success in your math teaching!
Maria Miller, the author
Helpful Resources on the Internet

Use these free online resources to supplement the bookwork as you see fit.
You can access an up-to-date online version of this list at
www.mathmammoth.com/weblinks/fractions_1.htm
Fraction Videos for Math Mammoth Fractions 1 book
A set of videos by the author that tie in with the lessons in this book.
http://www.mathmammoth.com/videos/fractions_1.php
Fractions and Mixed Numbers
Clara Fraction's Ice Cream Shop
A game in which you convert improper fractions to mixed numbers and scoop the right amount of ice
cream flavors on the cone.
www.mrnussbaum.com/icecream/index.html
Equivalent Fractions
Equivalent Fractions from National Library of Virtual Manipulatives (NLVM)
See the equivalency of two fractions as the applet divides the whole into more pieces.
http://nlvm.usu.edu/en/nav/frames_asid_105_g_2_t_1.html
Draw two other, equivalent fractions to the given fraction. Choose either square or circle for the shape.
http://illuminations.nctm.org/ActivityDetail.aspx?ID=80
Fraction Frenzy
Click on pairs of equivalent fractions, as fast as you can. See how many levels you can get!
www.learningplanet.com/sam/ff/index.asp
Fresh Baked Fractions

Practice equivalent fractions by clicking on a fraction that is not equal to others.
www.funbrain.com/fract/index.html
Addition and Subtraction
MathSplat
Click on the right answer to addition problems (like fractions) or the bug splats on your windshield!
http://fen.com/studentactivities/MathSplat/mathsplat.htm
Adding fractions
Illustrates with pictures finding the common denominator.
http://matti.usu.edu/nlvm/nav/frames_asid_106_g_2_t_1.html
Old Egyptian Fractions
Puzzles to solve: add fractions like a true Old Egyptian Math Cat!
www.mathcats.com/explore/oldegyptianfractions.html
Fraction Bars Blackjack
Computer deals you two fraction cards. You have the option of getting more or holding. The object is to
get as close as possible to 2, without going over, by adding the fractions on your cards.
http://fractionbars.com/Fraction_Bars_Black_Jack/
Action Fraction
A racing game with several levels where you answer questions about adding and subtraction fractions.
The levels advance from using like fractions to using unlike fractions and eventually subtraction.
http://funschool.kaboose.com/formula-fusion/number-fun/games/game_action_fraction.html
Fishy Fractions
Select the correct answer and the pelican catches the fish. Options for fraction addition or subtraction, like
or unlike denominators, simplifying, comparing, and more.
www.iknowthat.com/com/L3?Area=FractionGame
Comparing Fractions
Comparison Shoot Out
Choose level 2 or 3 to compare fractions and shoot the soccer ball to the goal.
www.fuelthebrain.com/Game/play.php?ID=47
Order Fractions
On each round, you drag five given fractions in the correct order.
http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/fractions.shtml
Comparing Fractions - XP Math
Simple timed practice with comparing two fractions.
http://xpmath.com/forums/arcade.php?do=play&gameid=8
Fractional Hi Lo
Computer has selected a fraction. You make guesses and it tells you if your guess was too high or too low.
www.theproblemsite.com/games/hilo.asp
All Aspects
Visual Fractions
Great site for studying all aspects of fractions: identifying, renaming, comparing, addition, subtraction,
multiplication, division. Each topic is illustrated by either a number line or a circle with a Java applet.
Also couple of games, for example: make cookies for Grampy.
www.visualfractions.com
Conceptua Math
Conceptua Math has free, interactive fraction tools and activities that are very well made. The activities
include identifying fractions, adding and subtracting, estimating, finding common denominators and
more. Each activity uses several fraction models such as fraction circles, horizontal and vertical bars,
number lines, etc. that allow students to develop conceptual understanding of fractions.
www.conceptuamath.com
Who Wants Pizza?
Explains the concept of fraction, addition and multiplication with a pizza example, then has some
interactive exercises.
http://math.rice.edu/~lanius/fractions/index.html
Fraction lessons at MathExpression.com
Tutorials, examples, and videos explaining all the basic fraction math topics. Look for the lesson links in
the left sidebar.
www.mathexpression.com/understanding-fractions.html
Visual Math Learning
Free tutorials with some interactivity about all the fraction operations. Emphasizes visual models and lets
student interact with those.
www.visualmathlearning.com/pre_algebra/chapter_9/chap_9.html
Fractioncity
Make fraction streets and help kids with comparing fractions, equivalent fractions, addition of fractions
of like and unlike denominators while they drive toy cars on the streets. This is not an online activity but
has instructions of how to do it at home or at school.
www.teachnet.com/lesson/math/fractioncity.html
Online Fraction Calculator
Add, subtract, multiply or divide fractions and mixed numbers.
www.homeschoolmath.net/worksheets/fraction_calculator.php
Fraction Worksheets: Addition, Subtraction, Multiplication, and Division
Create custom-made worksheets for the four operations with fractions and mixed numbers.
www.homeschoolmath.net/worksheets/fraction.php
Fraction Worksheets: Equivalent Fractions, Simplifying, Convert to Mixed Numbers
Create custom-made worksheets for some other fraction operations.
www.homeschoolmath.net/worksheets/fraction-b.php
Fraction Terminology
As we study fractions and their operations, its important that you understand the terms, or words, that we
use. This page is a reference. You can even post it on your wall or make your own fraction poster based
on it.
3
11
The top number is the numerator. It enumerates, or numbers (counts), how many pieces there are.
The bottom number is the denominator. It denominates, or names, what kind of parts they are.
A mixed number has two parts: a whole-number part and a fractional part.
3
3
is a mixed number. Its whole-number part is 2, and its fractional part is .
7
7
3
3
The mixed number 2 actually means 2 + .
7
7
For example, 2
Like fractions have the same denominator.

They have the same kind of parts.
It is easy to add and subtract like fractions,
because all you have to do is look at how many
of that kind of part there are.
2
9
7
9
and
are like fractions.
Unlike fractions have a different denominator.

They have different kinds of parts.
It is a little more complicated to add and subtract
unlike fractions. You need to first change them into
like fractions. Then you can add or subtract them.
2
9
3
4
and
A proper fraction is a fraction that is less than 1

(less than a whole pie). 2/9 is a proper fraction.
are unlike fractions.
11
is an improper fraction.
9
An improper fraction is more than 1 (more than

a whole pie). Since its called a fraction, its
written as a fraction and not as a mixed number.
But 1
Equivalent fractions are equal in value. If you

think in terms of pies, they have the same amount
of stuff to eat, but theyre written using
different denominators, or are cut into different
kinds of slices.
Simplifying a fraction means that, for a given
fraction, you find an equivalent fraction that
has a simpler, or smaller, numerator and
denominator. (It has fewer but bigger slices.)
3
9
9
12
and
2
is a mixed number.
9
1
3
simplifies to
are equivalent fractions.
3
4
Math Mammoth Fractions 1 (Blue Series)
Understanding Fractions
Fractions are PARTS of a WHOLE. The WHOLE is always divided into EQUAL parts.
One part is colored;
two equal parts;
one half.
Two parts are colored;

two equal parts;
two halves OR one whole.
1
2
One part is colored;

four equal parts;
one fourth.
1
4
Three colored parts;

seven equal parts;
three sevenths.
3
7
2
=1
2
Two parts are colored;

five equal parts,
two fifths.
2
5
Can you tell what

fraction this is?
The number ABOVE the line tells HOW MANY PARTS are colored. It
enumerates or counts the colored parts.
NUMERATOR
DENOMINATOR
3
8
The number BELOW the line tells WHAT KIND OF PARTS the
whole is divided into. It denominates or names the parts.
We use ordinal numbers to name the fractional parts.
three eighths
1. Color the parts to illustrate the fraction.
f.
b.
a.
7
8
g.
c.
6
10
h.
2
6
d.
4
6
i.
11
12
e.
4
5
1
5
4
7
l.
k.
j.
5
9
2
4
9
10
2
7
2. Write the fractions, and read them aloud.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
How to draw pie models
Halves: split the circle

with a straight line.
Thirds: draw lines at 12 o'clock,

4 o'clock, and 8 o'clock.
Fourths: First draw halves, then

split those like a cross pattern.
Fifths: Draw as a man

doing jumping jacks.
Sixths: First draw

thirds, then split those
Eighths: First draw fourths,

then split those.
3. Draw the pie models and color the parts to illustrate the fractions.
a.
2
3
b.
2
5
c.
1
6
d.
6
8
e.
4
5
f.
3
8
g.
1
3
h.
4
4
10
4. Draw the fractions. Then compare: which is more pie? Write > , < , or =
between the fractions.
a.
b.
2
3
1
3
d.
c.
1
5
4
5
e.
6
8
7
8
g.
3
8
5
9
3
6
2
4
4
4
6
10
7
10
f.
1
8
h.
1
9
1
6
i.
5
12
3
12
What can you notice about comparing two fractions when the denominators are the same?
j.
k.
1
2
1
3
m.
l.
1
5
1
8
n.
1
6
1
8
p.
2
6
1
2
4
8
4
5
1
2
2
4
o.
1
2
2
3
q.
2
4
1
6
r.
3
8
3
6
What can you notice about comparing two fractions when the numerators are the same?
11
Mixed Numbers
Mixed numbers have two parts: a part
that tells you the whole number, and
a fractional part.
1
3
One and one-third
Two and three-fourths
3
4
1. Write what mixed numbers the pictures illustrate.
a.
b.
c.
d.
e.
f.
g.
h.
i.
2. Draw pictures to illustrate these mixed numbers.
a. 1
1
2
b. 2
2
3
c. 2
3
5
d. 1
5
6
e. 3
1
3
f. 3
5
8
12
You can count all of the same kind

of fractional parts from a mixed
number, and then write the mixed
number as a fraction.
1
3
If I count all of the thirds,

4
I get four thirds:
3
3
4
If I count all of the fourths,

11
I get eleven fourths:
4
3. Find the matching pairs.
3
4
9
4
1
4
9
8
1
8
12
5
1
5
11
8
3
8
7
4
2
5
16
5
4. Fill in the blanks.
1=
3
3
1=
a.
One whole is three thirds.
2=
d.
b.
1=
c.
.
2=
e.
2=
f.
13
5. Write these both as mixed numbers AND fractions.
b.
a.
d.
c.
f.
e.
6. Draw enough pies so you can color all of the parts. Then write the fractions as mixed numbers.
a.
5
1
=1
4
4
b.
7
=
3
c.
8
=
5
d.
14
=
6
e.
14
=
5
f.
15
=
8
g.
14
=
9
h.
21
=
6
i.
11
=
4
14
7. The number line from 0 to 1, and from 1 to 2, is divided into parts. Label the tick marks
between 0 and 1 with fractions. Label the tick marks between 1 and 2 with mixed numbers.
15
Part of a Whole Group 1

Four of the ten parts are colored.
Three of the nine

apples are dark.
4
of the parts are colored.
10
3
of the apples are dark.
9
1. In each group are two different kinds of things. Write each part as fractions of the whole group.
b.
a.
of the objects are carrots.
of the objects are stars.
of them are apples.
of them are hearts.
c.
d.
of the shapes are rectangles.
of the trees are dark.
of them are parallelograms.
of them are not dark.
2. Fill in using fractions. (Hint: you need to think how many are in the whole group.)
a. There are 5 girls and 6 boys.
b. There are 4 apples, 5 bananas, and 3 mangoes
of all the students are boys.
of all the fruit are apples.
of all the students are girls.
of all the fruit are mangoes.
3. An egg carton contains a dozen eggs.

Write what fraction of the
carton of eggs is
6 eggs
4 eggs
8 eggs
3 eggs
2 eggs
10 eggs
4. Write as a fraction what part of the day is...

a. 12 hours
b. 6 hours
c. 3 hours
16
d. 9 hours
e. 16 hours
12 flowers are divided into

three groups. Each group
is a third of the whole.
12 3 = 4
Twelve fish are divided into

two groups. Each group
is a half of the whole.
1
of 12 is 4.
3
1
of 12 is 6.
2
12 2 = 6
5. Circle to make groups.
a. Make 3 groups.
b. Make 3 groups.
c. Make 5 groups.
1
of 9 apples is ___ apples.
3
1
of __ carrots is __ carrots.
3
1
of __ fish is ___ fish.
5
d.
e.
1
of 12 flowers is __ flowers.
4
f.
1
of __ flowers is __ flowers.
6
1
of __ berries is __ berries.
5
6. Draw sticks. Make groups. Write a part sentence, and a division sentence.
a.
1
of 18 is _____
3
18 ____ = _____
b.
1
of 20 is _____
5
______ ____ = _____
17
c.
1
of 24 is _____
4
______ ____ = _____
1
5
2
Two groups is 2/5 of the total.
5
3
Three groups is 3/5 of the total.
5
4
Four groups is 4/5 of the total.
5
5
Five groups is 5/5 of the total.
5
One group is 1/5 of the total.
Look again. 10 fish are

divided into 5 groups.
of 10 is 2.
of 10 is 4.
of 10 is 6.
of 10 is 8.
of 10 is 10.
7. Fill in the blanks.
c. Make 5 groups.
a. Make 3 groups.
b. Make 3 groups.
1
of 9 apples is ____ apples.
3
2
3
3
3
1
of __ carrots is ___ carrots.
3
2
3
3
3
d.
1
4
2
4
3
4
4
4
e.
1
6
2
6
3
6
4
6
1
5
2
5
3
5
4
5

f.
18
1
5
2
5
3
5

One half of twelve
fish is six fish.
One third of twelve

flowers is four flowers.
1
of 12 is 4.
3
1
of 12 is 6.
2
To find a third part, you can

use division: 12 3 = 4.
To find a half, you can

use division: 12 2 = 6.
1
of a number, divide by ______. To find
2
1
of a number, divide by ______. To find
To find
4
To find
1
of a number, divide by ______.
3
1
of a number, divide by ______.
5
1.Figure out these parts using division.

a.
1
of 18 is _____.
3
b.
18 3 = ____
d.
1
of 10 is _____
5
10 5 = ____
1
of 15 is _____
3
___ ___ = ____
e.
1
of 14 is _____
2
___ ___ = ____
1
of 25 is _____
5
c.
25 ___ = ____
1
of 21 is _____
3
f.
___ ___ = ____
1
of 20 berries is 4 berries.
5
2
We also see that
of 20 berries is double that, or 8 berries.
5
3
Similarly, of 20 is three times 4, or 12.
5
We can see that
2. Fill in the missing parts. Use the top problem to help you solve the bottom one.
a.
1
of 12 is _____.
4
3
of 12 is _____.
4
b.
1
of 12 is _____.
6
2
of 12 is _____.
6
c.
19
1
of 10 is _____.
5
3
of 10 is _____.
5
d.
1
of 10 is _____.
2
3
of 10 is _____.
2
3. Fill in the missing parts.

a.
1
of 28 is _____.
7
3
of 28 is _____.
7
b.
1
of 18 is _____.
9
2
of 18 is _____.
9
c.
1
of 55 is _____.
11
3
of 55 is _____.
11
d.
1
of 56 is _____.
8
7
of 56 is _____.
8
4. Continue the patterns!

1
of 21 is 3.
7
1
of 20 is 4.
5
1
of 10 is _____.
2
1
of 21 is _____.
3
2
of 21 is _____.
7
2
of 20 is _____.
5
1
of 12 is _____.
2
1
of 24 is _____.
3
3
of 21 is _____.
7
3
of 20 is _____.
5
1
of 14 is _____.
2
1
of 27 is _____.
3
of 21 is _____.
of 20 is _____.
of ____ is _____.
of ___ is _____.
of 21 is _____.
of 20 is _____.
of ____ is _____.
of ___ is _____.
of 21 is _____.
of ____ is _____.
of ___ is _____.
of 21 is _____.
of ____ is _____.
of ___ is _____.
5. Solve how much is left or how much there was in the beginning! The bar models can help.
a. There were 16 apples. Rhonda ate 1/4 of them.
How many are left?
b. Mom used 1/3 of the 12 eggs.
How many are left?
c. Tom ate 4 hazelnuts, which was 1/8 part of the nuts.
How many nuts were there to start with?
d. Lisa used $5 to buy a gift, which took 1/3 of her savings.
How much did she have in the beginning?
How much does she have left now?
e. Mom used 2/3 of the eggs she had, and now she
has 2 eggs left. How many did she have originally?
20

1. Solve these like you learned in the previous lesson, but the helping problem is not written.
a.
3
of 21 is _____
7
b.
2
of 36 is _____
9
c.
4
of 30 is _____
5
d.
7
of 64 is _____
8
f.
9
of 90 is _____
10
g.
7
of 54 is _____
9
h.
2
of 45 is _____
5
Find first 1/7 of 21.
e.
5
of 42 is _____
6
2. The bar model can help you. Answer the questions.

a. 1/3 of the 33 club members are boys.
b. 1/6 of the team, which is 3, are adults.
What part (what fraction) are girls?
What part of the team are not adults?
How many are girls?
How many people on the team are not adults?
3. Half of the cookies is

20 cookies.
Fill in the rest of the chart.
Part
Amount
1/2
1/4
3/4
1/5
3/5
3/8
20
4. Solve the problems.

a. Of the 25 members of the stamp club,
2/5 are girls. How many boys are there?
b. The air conditioner is on for 5/8 of the day.

How many hours is it not on?
c. Jennie has 50 apples. Fill the table.
d. The store had 48 bananas, and sold 2/3 of

them. How many are left?
Color
Part Amount
Red
1/5
Yellow 1/2
Green
3/10
21
5. The word quarter means 1/4. Find where all the word quarter is used!
a. What common expressions about time use the word quarter?
How many minutes is three-quarters of an hour?
b. How many cents is a quarter dollar?
c. How many feet is a quarter mile (a mile is 5280 feet)?
d. What do we call a quarter of a gallon?
6. Jerry has saved 2/5 of the price of a $625 notebook.
How much does he still need to save?
7. Jamie started watching a 2-hour video at 4:15 pm but he only watched 2/5 of it.
At what time did he stop?
8. Maria has $50 in her savings. She used 1/5 of it for apples.
Then, of the remaining money she used 3/8 for some other fruit.
How many dollars does she have left?
9. Can you figure these out? It requires some 'reverse thinking'!

a.
1
of ___ is 6.
2
b.
1
of _____ is 18.
3
c.
1
of _____ is 10.
5
d.
1
of _____ is 8.
4
e.
9
of ___ is 45.
10
f.
2
of _____ is 12.
3
g.
3
of _____ is 15.
5
h.
3
of _____ is 33.
4
How many cookies?

a. Mom baked cookies, and gave 1/2 of them to Beth, and of
the remaining ones, she gave 2/3 to Seth. Then she ate the rest
herself, which was 4 cookies.
How many did she bake originally?
b. Mom baked cookies again. She gave 1/2 of them to Beth, and 1/3 of
the remaining ones to Seth. Then there were 12 cookies left.
How many did Mom bake originally?
22
Adding and Subtracting Like Fractions

Fractions that have the same denominator are called like fractions. Fractions that have a different
denominator are called unlike fractions. Write the answers to the pictures. Check with your teacher.
+
1
4
=
2
4
+
2
9
1
2
and are like fractions since they have
4
4
the same denominator, 4. In other words, they

are the same kind of parts - fourth parts.
=
4
9
+
3
8
=
5
8
=1
Adding the same kind of parts is easy - just add the __________________.
1. Write the addition sentence and the answer. Give your final answer as a mixed number if possible.
Shade parts in the answer picture.
a.
b.
c.
d.
e.
f.
23
g.
h.
i.
j.
2. Shade parts and write an addition sentence for each problem.
a. Shade
5
7
. Shade another .
8
8
b. Shade
3
1
. Shade another .
5
5
c. Shade
6
7
. Shade another .
10
10
d. Shade
2
6
. Shade another .
7
7
e. Shade
6
6
. Shade another .
14
14
f. Shade
3
2
. Shade another .
4
4
g. Shade
5
6
. Shade another .
4
4
h. Shade
9
3
. Shade another .
10
10
24
3. Fill in the missing fractions. Write your answer as a mixed number if possible.
a.
3
1
+
=
2
2
b.
4
4
+
=
7
7
d.
2
6
+
=
14
14
e.
3
+
4
g.
10
+
20
h.
1
+
3
j.
1
+
13
= 1
k.
5
+
6
19
20
c.
5
6
+
=
10
10
6
4
f.
2
+
13
= 1
2
3
i.
4
+
5
= 1
= 1
2
6
l.
7
+
8
= 1
8
13
1
8
4. Shade parts and cross out parts, and write a subtraction sentence for each problem.
5
1
. Cross out
.
5
5
a. Shade 1
5
7
. Cross out
.
8
8
b. Shade
c. Shade 1
5
2
. Cross out
.
10
10
d. Shade 1
3
6
. Cross out
.
7
7
f. Shade 1
2
3
. Cross out
.
4
4
h. Shade 2
3
11
. Cross out
.
8
8
e. Shade
10
3
. Cross out
.
14
14
g. Shade 2
1
2
. Cross out 1 .
4
4
25
5. Subtract like fractions. The principle is the same as in adding: you just subtract the numerators.
a.
3
1
=
5
5
e.
i. 1
1
4
6
4
b.
6
4
=
7
7
f.
12
15
j. 1
8
15
2
3
c.
9
6
=
10
10
g.
16
20
k. 1
12
6
=
14
14
d.
11
20
h.
7
9
l. 1
= 1
1
3
5
8
6. Make your own fraction problems! Make two different problems for each answer.
5
4
5
5
13
20
5
4
5
5
13
20
= 1
= 1
= 1
1
4
= 1
1
4
= 1
20
20
20
20
= 1
= 1
= 1
= 1
5
6
= 1
5
6
7. Add. Write a subtraction problem for each addition. Use mixed numbers when possible.
a.
b.
c.
d.
1
2
+
=
3
3
6
6
+
=
11
11
2
6
+
=
10
10
9
2
+
=
8
8
2
=
3
6
=
11
e.
f.
4
2
+
=
5
5
7
6
+
=
10
10
6
7
+
7
7
26
g.
h.
3
7
+
=
8
8
Review: Mixed Numbers

This lesson should be mostly review. But please dont go on to the lessons about adding and subtracting
mixed numbers until you understand well the concepts in this lesson.
Mixed numbers as pictures

1. Write the mixed numbers that these pictures illustrate.
a.
b.
c.
d.
2. Draw pictures of pies that illustrate these mixed numbers.
a. 4
2
3
b. 2
3
5
c. 3
2
6
d. 4
7
8
e. 6
8
10
27
Mixed numbers on a number line

3. Write the mixed number that is illustrated by each number line.
a.
b.
4. Write the fractions and mixed numbers that the arrows indicate.
a.
b.
c.
5. Draw arrows to indicate where these

mixed numbers occur on the number line.
6. a. Indicate 2
c. Indicate 5
d.
a. 4
2
6
b.
2
6
c. 5
3
6
d. 1
1
6
3
4
on the number line. b. Write the mixed number that is
to its right: _______
5
5
1
3
on the number line. d. Write the mixed number that is
to its left: _______
5
5
28
Changing mixed numbers to fractions

To write 3
3
as a fraction, count how many fourths there are:
4
Each pie has four fourths, so the three complete pies have 3 4 = 12 fourths.
Additionally, the incomplete pie has three fourths.
The total is 15 fourths or 15/4.
Numerator: 3 4 + 3 = 15
Shortcut:
Denominator: 4
15
4
Multiply the whole number times the denominator, then add the numerator. The result gives you
the number of fourths, or the numerator, for the fraction. The denominator will remain the same.
7. Write as mixed numbers and as fractions.
a. 1
2
=
5
5
d.
b.
c.
e.
f.
9
to a fraction, and explained how the shortcut works. Fill in the blanks.
13
8. Mae changed 5
There are ____ whole pies, and each pie has _____ slices. So ____ ____
tells us the number of slices in the whole pies. Then the fractional part 9/13 means that
we add _____ slices to that. In total we get ____ slices, each one a 13th part. So the fraction is
9. Write as fractions. Think of the shortcut.

a. 7
1
2
b. 6
2
3
c. 8
3
9
d. 6
6
10
e. 2
5
11
f. 8
1
12
g. 2
5
16
h. 4
7
8
29
Changing fractions to mixed numbers

To write a fraction, such as
58
, as a mixed number, you need to figure out:
7
How many whole pies there are, and

How many slices are left over.
In the case of
58
, each whole pie will have 7 sevenths. (How do you know?) So we ask:
7
How many 7s are there in 58? (Those make the whole pies!)
After those 7s are gone, how many are left over?
All that is solved by the division 58 7! That division tells you how many 7s there are in 58.
Now, 58 7 = 8 R2. So you get 8 whole pies, with 2 slices or 2 sevenths left over.
To write that as a fraction, we get
58
2
=8 .
7
7
45
is the same as 45 4, and 45 4 = 11 R1. So, we get 11 whole pies and
4
45
1
= 11 .
1 fourth-part or slice left over. Writing that as a mixed number,
4
4
Example:
The Shortcut: Think of the fraction bar as a division symbol, then DIVIDE. The quotient tells
you the whole number part, and the remainder tells you the numerator of the fractional part.
10. Rewrite the division problems with remainders as problems of changing fractions to mixed
numbers.
b. 35 8 = 4 R3
a. 47 4 = 11 R3
47
3
= 11
4
4
c. 19 2 = ___ R ___
d. 35 6 = ___ R ___
e. 72 10 = ___ R ___
f. 22 7 = ___ R ___
11. Write these fractions as mixed numbers (or as whole numbers, if you can).
a.
62
8
b.
16
3
c.
27
5
d.
32
9
e.
7
2
f.
25
4
g.
50
6
h.
32
5
i.
24
11
j.
39
3
k.
57
8
l.
87
9
30
Adding Mixed Numbers 1

1. Can you figure out these addition problems without reading the instructions in the blue box below?
First write an addition sentence for each problem. Then afterwards read the instructions below.
+
a.
b.
Adding mixed numbers
1 7
You can simply add the whole numbers

and fractional parts separately:
1
1
7
+ 5
3
7
= 6
4
7
+ 5 7
4
or in columns
6 7
However, many times the sum of the fractional parts goes over one whole pie.
+
1
3
6
=
1
4
6
7
6
1
6
So first, simply add the fractional parts as usual. Then, change the fraction that is more
than one pie into one or more whole pies and a fractional part that is less than one pie.
2. These mixed numbers have a fractional part that is more than one pie. Change them so that
the fractional part is less than one. The first one is done for you.
a. 3
3
1
4
2
2
b. 1
11
9
c. 3
5
3
d. 6
7
4
e. 3
13
8
3. Write the addition sentences that the pictures illustrate and then add.
a.
b.
31
4. Write the addition sentences that the pictures illustrate and then add.
a.
c.
e.
b.
d.
5. Add.
a. 3
2
1
+ 8 =
3
3
b. 4
4
3
+ 1 =
5
5
c. 6
8
2
+ 1 =
9
9
d. 3
6
4
+ 2 =
7
7
6. Add.
3
7
5
+ 5
7
a. 4
3
5
4
+ 3
5
6
9
7
+ 2
9
b. 3
8
1
10
7
7
c. 4
6
8
7
+ 2
8
d. 7
7. Find the missing addend. Imagine drawing the rest of the picture.
a. 1
1
+
2
=3
b. 2
2
+
3
=5
c. 1
1
+
4
=5
d. 2
3
+
4
=8
32
Sometimes the sum of the fractional parts can be two or more whole pies. Just figure out how many
whole pies you can make from the fractional part and add them to the whole number part.
5
1 6
3
6
5
+ 1 6
=
1
5
3
5
13
+ 1
+ 1
= 3
6
6
6
6
13
1
6
3 6
56
8. Convert these mixed numbers so that the fractional part is less than one.
a. 3
13
3
5
5
5
b. 1
11
4
c. 3
11
3
d. 6
13
4
e. 3
19
8
9. Add these mixed numbers.

a. 3
1
5
+ 2
=
6
6
b. 4
4
2
+ 1
5
5
c. 6
4
6
7
+ 1
+ 1
=
8
8
8
d. 3
6
8
+ 3
+
10
10
+ 5
2
=
5
9
=
10
10. Tom has one string that is 7 3/8 inches long and another that is 5 7/8
inches long. He tied them together. In making the knot, he lost 1 4/8
inches from the total length. How long is the combined string now?
11. Add the mixed numbers.
7
9
5
2
9
8
3
9
a. 10
15
5
6
4
5
6
3
+ 2
6
5
11
9
3
11
8
+ 2
11
b. 1
20
7
10
9
10
6
+ 10
10
c. 2
d.
12. Find the missing addends.

a. 2
1
1
+1 +
4
4
= 5
b. 3
2
2
+2 +
5
5
33
= 8
c. 2
1
2
+
+
3
3
= 4
1
3
Subtracting Mixed Numbers 1

1. Warm-up: see if you can subtract mixed numbers!
Shade 2 4 . Cross out 1 4

3
Shade 2 8 . Cross out 8
a. 2 4 1 4 =
b. 2 8 8 =
Shade 2 2 . Cross out 1 3 .
3
6
Shade 2 7 . Cross out 1 7
(Hint: Change the pictures into sixths.)
c. 2 7 1 7 =
d. Challenge. 2 2 1 3 =
Strategy 1: Subtract whole-number parts

and the fractional parts separately.
This is natural to do, and it works well when the subtrahend
(the number that you subtract) has a smaller fractional part
than the minuend (the number that you start with).
6 8
2
3 8
5
8
2. Subtract.
3
1 4
1
1 4
a. Cross out 1 1/4.
6
e. 5 11 3 11 =
11 9
8 5
d. 1
5
c. 4
9
b. 2 7 1 7 =
f. 6 7 1 7 =
34
g. 7 10 1 10 4 10 =
Strategy 2: Subtract in Parts

First subtract what you can from the fractional part of the minuend. Then subtract the rest from one
of the whole pies. The examples show two slightly different ways to understand this.
1
5
8 =?
8
3 9 2 9 =?
We cant subtract 5/8 from 1/8. So ...

First subtract only 1/8 of the 5/8, which
leaves 2 whole pies. The rest (4/8) of
the 5/8 is subtracted from one of those
whole pies.
1
5
28 8 =
1
1
28 8
4
8 =
4
4
8 = 18
We cant subtract 7/9 from 2/9.

So, first subtract 2 2/9, which leaves
1 whole pie, and the rest (5/9) is
subtracted from the last whole pie.
2
39 29 =
39 29
9 =
5
9 = 9
3. Subtract in parts. Remember: You can add to check a subtraction problem.

2
First subtract 6 , then 6 .
a. 2 6 6 =
b. 3 5 2 5 =
c. 3 8 1 8 =
First subtract 2, then 5 , then 5 .
d. 3 7 2 7 =
e. 5 9 9 1 9 =
35
4. Subtract in two parts. Write a subtraction sentence.
a.
Cross out 1
2
.
3
3
.
4
c.
Cross out
e.
Cross out 1
g.
Cross out 1
i.
Cross out
Cross out
b.
4
.
5
d.
Cross out 1
5
7
7
.
8
f.
Cross out 1
5
6
3
.
5
h.
Cross out
6
9
j.
Cross out 1
7
9
5
.
6
k.
Cross out 3
36
4
.
5
Subtracting Mixed Numbers 2 Renaming

Strategy 3: Rename the mixed number.
In this method you divide one whole pie into slices and join these slices from the whole pie to the
existing slices. After that, you can subtract. Its just like borrowing in the subtraction of whole
numbers. Examples will make this strategy clear.
2
Borrow 1 whole pie.
Rename 3 6 as 2 6 , and then subtract 1 6 .
Borrow 1 whole pie from

the whole pies column into
the fractional partscolumn.
The one whole pie is 6 sixths.
There were already 2 sixths in
the fractional parts column, so
that is why it becomes 8/6 after
borrowing. Now you can subtract
the 5/6.
At first we have three uncut pies and 2/6 more.

Then we cut one of the whole pies into 6 sixth
parts. We end up with only two whole (uncut)
pies and 8 sixth parts.
We say that 3 2/6 has been renamed as 2 8/6.
Now we can subtract 1 5/6 easily.
2
36 1 6 = 26 1 6 = 16
1
Borrow 1 whole pie.
Rename 2 8 as 1 8 , and then subtract 8 .
Borrow 1 whole pie from

the whole pies column into
the fractional parts column.
The one whole pie is 8 eighths.
Since there was already one eighth
in the fractional parts column, it
becomes 9/8 after borrowing. Now
you can subtract 5/8.
At first we have two uncut pies and 1/8 more.

Then we cut one of the whole pies into 8 eighth
parts. We end up with only one whole (uncut) pie
and 8 eighth parts.
We say that 2 1/8 has been renamed as 1 9/8.
Then we can subtract 5/8 easily.
1
28 8 = 18 8 =18
1. Do not subtract anything. Just cut up one whole pie into fractional parts, and rename the mixed number.
a. 2 6 is renamed as
b. 3 8 is renamed as
37
c. 2 9 is renamed as
2. Do not subtract anything. Just cut up one whole pie into fractional parts, and rename the mixed number.
a. 2
3
is renamed as
5
b. 3 10 is renamed as
c. 2
1
is renamed as
4
3. Rename, then subtract. Be careful. Use the pie pictures to check your calculation.
4
8
9
9
8
13
=
= 2
9
9
3
7
2
12
12
7
=
= 2
2
12
12
a. 3
7
9
c. 3
1
10
10
9
=
=
1
10
b. 3
7
10
9
1
10
3
8
7
1
8
3
7
d. 2
1
8
8
7
=
=
1
8
4. Subtract. You can draw a picture to help you.

a. 4
2
5
1 =
6
6
b. 3
2
7
1 =
9
9
c. 4
5
9
2 =
12
12
d. 3
1
5
1 =
8
8
38
5. Rename (if needed) and subtract.
a.
1
7
3
1
7
b.
7
9
5
3
9
14
e.
f.
4
9
7
2
9
c.
5
21
15
7
21
11
g.
9
12
11
6
12
12
d.
4
19
15
14
19
26
h.
3
14
9
5
14
3
20
7
5
20
10
6. Figure out what was subtracted. You can use the circle pictures to help you.
a. 3
=1
1
4
b. 4
=2
3
5
c. 4
=1
d. 4
=1
5
6
e. 5
=1
1
8
f. 4
7
12
5
6
7. Subtract.
3
7
=
1
8
8
d.
5
7
2 =
8
8
b. 9
2
8
5 =
15
15
e. 13
2
2
4 =
5
5
11
9
4 =
17
17
f. 16
5
11
4 =
12
12
a.
c.
39
Subtracting Mixed Numbers - Extra Practice

1. Subtract. You can draw a pie picture to help you.
a. 4
1
2
2 =
3
3
b. 3
2
4
1 =
5
5
c. 4
1
3
2 =
4
4
d. 3
2
5
1 =
6
6
e. 3
2
5
1 =
8
8
f. 4
1
5
2
=
12
12
g. 7
3
7
3
2
1 =
8
8
8
h. 7
1
3
3
2
2 =
4
4
4
i. 6
5
9
5
2
2
=
12
12
12
40
2. Add and subtract.

a. 2
1
3
2
+ 5
3 =
4
4
4
b. 4
5
3
4
+ 6
1 =
6
6
6
c. 9
3
7
6
2
+ 3 =
8
8
8
d. 7
7
11
2
+ 3
1
=
12
12
12
3. Find the missing minuend or subtrahend.

a. 5
e.
= 2
2
3
4
3
= 3
8
8
b. 7
f.
= 6
1
5
c. 6
2
2
=
3
3
= 4
2
g.
1
6
d. 2
5
1
= 1
6
6
h.
= 1
1
9
7
11
= 1
12
12
4. Subtract. Color the answer squares as indicated.

2
a. (yellow) 5 9 2 9
j. (yellow) 8 8 2 8
b. (blue)
8
11
4 15
15
k. (blue)
7 11 3
11
c. (blue)
6
2
3
11
11
l. (blue)
d. (yellow)
4 9 2 9
7
11
2
10
12
6
9
4
9
4
11
6
8
4
8
2
2
12
15
7
9
h. (yellow) 4 10 2 10
i (green)
11
12
g. (green) 10 12 4 12
3
5 11 3 11
1
m. (yellow) 15 12 10 12
e. (green) 17 9 4 9
f. (green)
7
1
3
8
8
3
11
6
12
5 10 3 10
41
This is an important topic. You need to understand equivalent fractions well before learning how to add
unlike fractions.
=
1
3
2
6
These two fractions are equivalent fractions because they

picture the same amount. You could say that you get to eat
the same amount of pie either way. In the second picture
each slice has just been split into two pieces.
Splitting the pieces

The arrows above and below the equivalent fractions show into how many new pieces
each old piece was split.
2
Each slice has been split in two.

=
3
4
BEFORE: There are 3 colored pieces

out of a total of 4.
AFTER: 6 colored pieces out of 8.
6
8
2
3
Each slice has been split into three.

=
1
3
BEFORE: 1 colored piece, 3 total

AFTER: 3 colored pieces, 9 total
3
9
3
4
Each slice has been split into four.

=
BEFORE: 1 colored piece, 2 total

AFTER: 4 colored pieces, 8 total
(The whole number does not change.)
1
4
= 1
8
2
4
2
Each slice has been split in two.

=
BEFORE: 1 colored piece, ___ total

AFTER: ___ colored pieces, ___ total
=
2
When all of the pieces are split the same way, both the number of colored pieces (the numerator)
and the total number of pieces (the denominator) get multiplied by the same number.
42
1. Connect the pictures that show equivalent fractions. Write the name of each fraction beside its picture.
1
2
2. Split the pieces by drawing the new pieces into the right-hand picture. Write down the equivalent
fractions. If you get confused, you can also draw in the helping arrows above and below the
fractions.
a. Split each piece in two.
b. Split each piece into three.
c. Split each piece in two.
2
=
5
2
d. Split each piece in two.
1
=
2
3
e. Split each piece into three.
2
=
3
2
f. Split each piece in two.
g. Split each piece in two.
h. Split each piece in two.
i. Split each piece into five.
43
3. Write the equivalent fraction. Imagine or draw the helping arrows.

a. Split each
piece into four.
b. Split each
piece in two.
3
=
4
c. Split each
piece into six.
1
=
2
5
=
8
f. Split each
piece into three.
g. Split each
piece into ten.
2
=
7
d. Split each
piece into four.
1
=
4
2
=
7
h. Split each
piece into eight.
5
=
8
e. Split each
piece into five.
i. Split each
piece into seven.
1
=
2
j. Split each
piece into eight.
3
=
5
3
=
7
4. Make chains of equivalent fractions according to the model. Pay attention to the patterns formed
by the numerators and the denominators.
=
a.
1
1
2
2
=
b.
c.
1
3
1
2
2
6
d.
3
6
=
=
=
5
10
15
e.
2
=
=
=
7
14
21
f.
3
=
4
44
5. Figure out how many ways the pieces were split and write the missing numerator or denominator.
a. Pieces were
split into three.
b. Pieces were
split into ____ .
c. Pieces were
split into ____ .
d. Pieces were
split into ____ .
e. Pieces were
split into ____ .
4
=
7 21
4
=
5 20
f.
1
=
6 18
g.
7 14
=
10
h.
5 15
=
9
l.
3
9
=
10
i.
j.
4
=
9 54
8
=
11 44
m.
2
6
=
11
2
8
=
3
6
1
=
8
k.
6
=
7 14
n.
4
=
7
56
o.
1
=
6
54
7
=
8
64
6. The three number lines have been divided into twelfths (12th parts), thirds (3rd parts), and
twenty-fourths (24th parts).
a. Find the fraction that is
equivalent to
2
on the 12th
3
parts number line and on

the 24th parts number line.
Mark all three fractions
on the number lines:
2
=
=
3
12
24
b. Do the same with
1
. Mark the equivalent fractions on the three number lines:
3
c. Find and mark the fraction that is equivalent to
1
=
=
3
12
24
7
on the 24th parts number line. What is it?
12
24
d. Find and mark a fraction on the 12th parts number line that does not
have an equivalent fraction on the 3rd parts number line. Write it here
e. Find and mark a fraction on the 24th parts number line that does not
have an equivalent fraction on the 12th parts number line. Write it here
45
Equivalent Fractions 2
=
These are mixed numbers: There is

a whole-number part and a fractional part
(some whole pies and some cut-up slices).
The fractional parts

and are
3
6
equivalent fractions. Note that the whole
number 2 does not change.
1
3
2
6
Here you see almost the same thing. But

this time the whole pies are cut up into
slices, so we can write the whole amount
as a single (improper) fraction.
=
7
3
14
6
7
14
and
are equivalent fractions.
3
6
We use equivalent fractions both with mixed numbers and with improper fractions.
1. These are improper fractions. Split the slices in the right-hand picture. Write the equivalent fractions.
a. Split each slice into three.
7
=
4
b. Split each slice in two.
5
=
3
c. Split each slice in two.
12
=
5
d. Split each slice into four.
3
=
2
2. Fill in the missing numbers in the equivalent fractions.

a. 1
f.
3
12
= 1
4
7
21
=
2
b. 5
7
=
10
28
g. 6
2
=
9
12
c.
9
36
=
4
d. 3
h.
7
=
1
6
i. 5
46
2
=
3
7
=
10
12
80
e.
8
=
3
15
j.
9
=
3
18
3. Each column contains a set of equivalent fractions (or mixed numbers). Fill in the missing numbers.
c.
d.
e.
3
10
2
1
9
6
10
40
12
24
12
15
50
24
48
21
25
80
36
96
30
50
100
54
100
a.
b.
5
3
11
5
f.
5
3
4
4. If you can find an equivalent fraction, then write it. If you cant, then cross the whole problem out.
a. The pieces were b. The pieces were c. The pieces were
split into ____ .
split into ____ .
split into ____ .
5
=
7
28
2
=
5
18
f. The pieces were

split into ____ .
g. The pieces were

split into ____ .
1
=
28
6
1
=
24
6
1
=
4
14
d. The pieces were e. The pieces were

split into ____ .
split into ____ .
2
=
3
12
5
8
=
6
h. The pieces were i. The pieces were

split into ____ .
split into ____ .
5
=
32
4
j. The pieces were

split into ____ .
8
3
=
8
1
5
=
3
5. Explain in your own words how you can know when an equivalent fractions problem is not possible
to do. You can use an example problem or problems in your explanation.
6. Write the number 3 as a fraction using...

whole pies
halves
3
1
thirds
fourths
47
fifths
tenths
hundredths
Adding Unlike Fractions 1

Cover the page below the black line. Then try to figure out additions below.
+
1
3
=
1
2
+
1
3
What fraction
would this be?
=
1
4
What fraction
would this be?
Did you solve the problems above? Study the pictures below for solutions. Discuss them with your
teacher.
+
1
3
+
1
2
1
3
+
2
6
=
3
6
+
1
4
1
6
+
5
6
4
12
=
3
12
7
12
1
2
To add unlike fractions, first convert them to ____________ fractions. Then add.
1. Write the fractions, convert them into equivalent fractions, and then add them. Color the missing parts.
+
a.
b.
48
c.
Lets write the addition

all on the same line now
(horizontally).
3
10
=
2
5
+
3
10
=
4
10
10
2. Change these to equivalent fractions first and then add them. Each box below has TWO problems. In
the bottom problem, you need to figure out what kind of pieces to use, but the top problem will help
you do that!
a.
+
1
2
1
6
b.
1
6
c.
d.
3. Look at the problems above in exercise (2). What kind of parts did the fractions have?
What kind of parts did you use in the final addition? Fill in the table.
Types of parts to add:
a. 2nd parts + 6th parts
Converted to:
Converted to:
6th parts
b. 4th parts + 6th parts ___ parts
c. 8th parts + 4th parts ___ parts
d. 2nd parts + 8th parts ___ parts

49
4. In the problems below, split

the parts (as in the example
at the right) so that both
fractions will have the same
kind of parts.
These pictures change into...
...these.
Example:
Write an addition sentence.

1
3
+
4
8
2
3
5
+
=
8
8
8
a.
b.
c.
d.
e.
f.
5. Fill in the table based on the problems above in exercise (4).

Converted to:
Converted to:
a. 2nd parts + 8th parts ___ parts
d. 2nd parts + 5th parts ___ parts
b. 2nd parts + 4th parts ___ parts
e. 3rd parts + 5th parts ___ parts
c. 3rd parts + 6th parts ___ parts
f. 3rd parts + 2nd parts ___ parts
6. Now think: How can you know into what kind of parts to convert the fractions that you are adding?
Can you see any patterns or rules in the table?
7. Challenge: If you think you know what kind of parts to convert these fractions to, then try these
problems. Dont worry if you dont know how to do themwe will study this more in the next
lesson.
a.
1
2
+
=
2
3
b.
2
2
+
=
5
3
50
c.
1
1
+
=
3
4
Adding Unlike Fractions 2:

Finding the Common Denominator
How do we add unlike fractions? The principle is very simple:
First convert the unlike fractions to like fractions. Then add.

In this lesson we study how to do this conversion.
Like fractions have the same kind of parts: they have the same denominator. When we add unlike
fractions, we need to decide what kinds of parts we can convert them into so that the converted
fractions have the same denominator.
We call this same denominator the common denominator because all of the converted fractions that
we add together will have this same denominator in common.
After you know what denominator to use (the kind of parts to convert to), you can use the principles
of equivalent fractions to do the actual conversion.
1. This table gives you some example additions and tells you what denominator to convert to. Convert
the fractions using the rule for writing equivalent fractions. Then add them.
Note: sometimes you need to convert only one fraction, not both.
fractions
to add
denominator
fractions
to add
addition sentence
a.
1
1
+
3
2
2
+
6
b.
1
1
+
3
4
12
c.
1
1
+
8
4
d.
e.
denominator
addition sentence
3
5
=
6
6
f.
1
3
+
5
3
15
g.
5
1
+
9
3
h.
2
1
+
5
2
10
1
1
+
2
6
i.
3
1
+
7
3
21
2
1
+
7
2
14
j.
2
1
+
5
4
20
51
The rule for finding a common denominator

The common denominator has to be a multiple of each of the denominators.
In other words, the common denominator has to be in the multiplication table of the individual
denominators. Or, the individual denominators have to go into the common denominator, just like 5
goes into 30.
Examples:
2
1
+
=
+
3
5
15
15
The common denominator must be a multiple of 5 and also a multiple

of 3. Fifteen will work because 5 goes into 15, and 3 goes into 15.
1
3
+
=
+
8
6
24
24
We need to find a number that is both a multiple of 8 and a multiple of

6. Lets check the multiples of 8: They are 8, 16, 24, 32, etc., and we
notice that 24 is the smallest one that is also a multiple of 6, so 24
works.
7
3
7
+
=
+
8
4
8
8
We need a number that 4 can go into and that 8 can go into.

Actually, the smallest such number is 8 itself. So in this case, the 7/8
does not need to be converted at all; you just convert the 3/4 into 8th
parts.
2. Find a common denominator (c.d.) that will work if you are adding these kinds of fractions.
fractions to add
c.d.
fractions to add
a. 4th parts
and
5th parts
e. 2nd parts
and
7th parts
b. 3rd parts
and
7th parts
f. 5th parts
and
10th parts
c. 10th parts
and
2nd parts
g. 4th parts
and
6th parts
d. 3rd parts
and
12th parts
h. 9th parts
and
6th parts
c.d.
3. Find a common denominator (c.d.) that will work for adding these fractions.
Fractions c.d.
a.
Fractions c.d.
1
4
and
5
4
b.
Fractions c.d.
1
1
and
9
2
c.
3
1
and
4
12
4. Now lets add the fractions in Exercise #3. Use the common denominators you found above.
a.
4
1
+
5
4
20
b.
20
1
1
+
9
2
c.
3
1
+
4
12
52
You can always multiply the denominators to get a common denominator. That is one
possibility. But you can often find a common denominator that is smaller than the one you get by
multiplying the denominators. Just compare the multiplication tables of the denominators.
Fractions
Common denominator
2
5
and
3
18
You could use 3 18 = 54, but actually 18 works as well, and is smaller!
7
1
and
10
15
You could use 10 15 = 150, but actually 30 works as well, and is smaller!
2
1
and
7
6
Use 7 6 = 42. There are no smaller numbers that would work.
5. Try to find the smallest common denominator (c.d.) that will work for adding these fractions.
Fractions
c.d.
Fractions
c.d.
Fractions
c.d.
a.
2
3
and
5
9
b.
4
7
and
3
2
c.
7
4
and
9
11
d.
7
and
12
1
6
e.
5
and
12
1
2
f.
1
6
and
7
9
g.
3
5
1
2
h.
3
4
1
6
i.
1
and
12
1
9
and
and
6. Add the fractions in the above exercise. Use the common denominators you found above.
a.
2
5
+
3
9
d.
e.
f.
1
7
+
6
9
3
1
+
4
6
i.
h.
7
9
+
4
11
5
1
+
12
2
3
1
+
5
2
c.
4
3
+
7
2
7
1
+
12
6
g.
b.
1
1
+
12
9
53
Add and Subtract Unlike Fractions

Whether you add or subtract unlike fractions, the principle is the same:
To add or subtract unlike fractions, we convert them to like fractions first.

To do the conversion, find a common denominator. Then convert the fractions.
Then add or subtract.
Once you learn this well, you will have mastered the hardest part of fraction math!
Multiplication, division, and simplification of fractions are much easier than adding unlike fractions.
1. In the problems below and on the following page, find the letters that match these answers.
Write them in the boxes to solve the riddle.
Why did the banana go to the doctor?

23
36
5
6
7
15
17
21
9
10
9
35
10
10
15
83
72
11
24
11
27
24
40
23
30
31
17
45
15
30
28
23
30
5
9
104
13
14
63
20
1
2
+
2
3
6
W
=
2
1
+
6
2
1
1
+
10
5
15
2
1
5
3
15
1
1
+
5
3
5
2
3
6
1
13
+
3
30
+
2
2
5
15
3
1
5
2
54
These problems belong to the riddle on the previous page, as well.

E
1
1
+
3
8
2
5
5
9
2
1
+
3
7
+
5
3
6
8
3
4
5
20
6
3
7
5
2
1
3
9
10
2
+
7
9
+
Find the fractions that can go
into the puzzles.
Hint: If the answer fraction's denominator
is 15, think what the denominators of the
two addend fractions could have been.
13
15
+
+
=
5
6
55
+
+
=
=
9
20
7
1
8
5
2
11
8
9
2
5
+
9
12
+
1
5
+
5
6
+
4
1
7
2
1
6
7
4
1
4
+
2
10
5
12
13
42
17
72
+
+
=
7
24
=
16
63
Mixed Numbers with Unlike Fractional Parts

Adding and subtracting mixed numbers when the fractional parts are unlike
This is easy: First convert the unlike fractional parts into like fractions. Then add or subtract
the mixed numbers. You already know how to do both steps.
1
2
7
+1
8
4
8
+
7
+1
8
Split the half into eighths.
11
1
7
4
7
11
3
3
2 2 + 1 8 = 2 8 + 1 8 = 3 8 = 48
8
Convert 1/2 into 4/8 and add. Then, change the improper fraction 11/8 into 1 3/8.
3
8
Split the pieces so

you have sixth parts.
1
2 2 1 3 = 2 6 1 6
5
= 1 6 1 6 = 6
First convert 1/2 and 2/3 into like fractions. But before you can subtract,
you also need to rename 2 3/6 as 1 9/6 (that is, to borrow 1 whole pie).
1. Split the pieces in such a way that you can cross out what is indicated. Write a subtraction sentence.
a.
Cross out 1
3
.
8
c.
Cross out 1
7
.
10
b.
d.
56
Cross out 1
1
.
3
Cross out 1
4
.
9
2. Split the pieces so you have like fractional parts. Write an addition sentence.
a.
c.
b.
d.
3. First convert the fractional parts into like fractions, then add or subtract. Before subtracting, you may
need to borrow. After adding, you may need to change the mixed number so that its fractional part is
a proper fraction.
6
2
3
+ 3
4
5
+ 3
a.
1
2
4
2
5
d.
1
6
3
2
5
g. 4
1
8
2
+ 3
5
1
16
3
+ 3
8
b. 10
c. 17
4
8
5
8
6
5
9
1
10
2
e. 15
f. 16
1
12
1
+ 3
4
2
9
3
2
4
h. 11
i.
57
We can also subtract in parts. But we still need to convert unlike fractions into like fractions:
Split the fourth and one whole pie into twelfths.
Cross out 2 5/6 = 2 10/12.
1
10
5 4 2 6 = 5 12 2 12
First convert into like fractions.

7
= 5 12 2 12
12
12 = 2 12
Break 2 10/12 into two parts.
Finish the subtraction.
4. First convert into like fractions. Then subtract in parts. Follow the model.
a. 5
3
7
1
= 5
4
8
= 5
9
4
5
= 8
15
5
b. 8
(like fractions)
= 8
c. 3
2
1
1
= 3
9
3
= 3
(like fractions)
(like fractions)
d. 7
2
1
2
= 7
7
2
= 7
e. 8
(like fractions)
3
4
2
=
10
5
f. 6
58
2
1
1
=
3
7
5. a. Sally needs 3 1/4 feet of material to make a blouse and 4 1/2 feet
to make a skirt. How many feet of material should she buy?
b. Betty uses 3 1/4 feet of material to make one shirt. She has one piece
that is 5 1/2 feet and another piece that is 4 1/2 feet. She made one
shirt from each piece of material. Now, if she combines the remnants
left over from both pieces, will she have enough to make a third shirt?
c. Hal wants to make a picture frame out of wood. He has a 24-inch strip of wood
of the correct width. The frame needs to be 4 1/4 in. high and 2 3/4 in. wide
on both sides. How long a piece of wood will be left after he finishes?
6. Lily's notebook measures 3 1/4 in. wide and

6 1/8 in. long. She wants to glue a picture on
the front so that the margins on all sides are 3/4 in.
What size should her picture be (width and length)?
7. A picture that is 10 inches high and 4 1/2 inches wide needs

a frame. The frame is made out of wood that is 1/2 inch wide.
Mark the measurements in the picture.
The gray outline shows how the wood needs to be cut.
How long a piece of wood is needed to make the frame?
8. Cindy needs to make two cakes, one batch of pancakes, and some sauce.
She needs 3 1/2 dl of flour for a cake, 5 dl of flour for a batch of pancakes,
and 3/4 dl of flour for the sauce. (The abbreviation dl means deciliter.)
A 1 kg bag of flour is about 15 dl.
Will that one bag of flour be enough for her?
59
Add and Subtract Several Unlike Fractions

(This lesson is challenging. Students who are struggling to add or subtract just two fractions may skip it.)
When we add or subtract more than two unlike fractions, the principles remain the same:
First, find a common denominator for all of the fractions. This common denominator has to be
a multiple of each of the individual denominators. Next, convert all the fractions to like
fractions. Then add or subtract.
Study these examples carefully:
The common denominator must be a multiple of 5, a multiple
of 3, and a multiple of 2. The obvious one is obtained by
multiplying all three: 3 5 2 = 30. None of the smaller
numbers, such as 5, 10, 15, 20, or 25 work.
2
1
1
+
+
3
5
2
20
6
15
41
11
+
+
=
= 1
30
30
30
30
30
Notice that we give the answer as a mixed number.

The answer 41/30 is not wrong, but its customary to
give the final answer as a mixed number when possible.
The first candidate that might come to mind is 16, but
6 does not go into 16. So lets keep checking the multiples
of 8. Indeed, 24 will work because 2, 8, and 6 all go into
24 evenly.
1
7
5
+
2
8
6
21
20
13
12
+
=
24
24
24
24
Notice that we add the first two fractions, then subtract

the third.
1. Find a common denominator (c.d.) that will work to add or subtract these fractions.
fractions
a. 2
1
1
+
6
3
2
c.d.
fractions
c.d.
b. 1
1
2
+
+
6
4
3
fractions
c.d.
c. 1
1
2
+
2 10
3
2. Add or subtract the fractions from Exercise #1. Use the common denominators that you found.
a.
2
1
1
+
3
6
2
b.
1
1
2
+
+
6
4
3
60
c.
1
1
2
+
2
10
3
3. Add or subtract.
a.
7
1
1
4
3
8
b.
d.
7
1
1
4
5
2
e.
1
1
2
+
+
5
10
3
1
3
1
+
7
4
2
c.
2
1
2
+
+
9
2
3
f.
5
1
1
+
+
6
9
2
4. Solve the equations for x. Remember, the connection between addition and subtraction works even
when the numbers are fractions.
a.
x +
c.
e.
x +
1
7
=
4
8
b.
9
1
+ x = 2
10
5
5
3
=
6
8
d.
1
2
+
= 4
3
7
f.
61
1
2
1
=
6
3
2
7
1
x = 1
11
2
Measuring in Inches
Here are four rulers that all measure in inches. They are NOT to scale. Instead, they are blown up
to be bigger than the actual rulers, so you can see the divisions better.
The tickmarks are:
every
1/2-inch:
every
1/4-inch:
every
1/8-inch:
every
1/16-inch:
1. Find the
1
1
1
-inch mark, 1 -inch mark, and 2 -inch mark on all of the rulers above. Label them.
2
2
2
1
3
1
3
1
-inch mark, the -inch mark, the 1 -inch mark, the 1 -inch mark, the 2 -inch mark,
4
4
4
4
4
3
1
the 2 -inch mark, and the 3 -inch mark on the bottom three rulers above. Label them.
4
4
2. Find the
3. Look at the ruler that measures in 1/8-inches. On that ruler find and label tick marks for these points:
The 1/8-inch point, the 5/8-inch point, the 7/8-inch point, the 1 5/8-inch point, and the 2 3/8-inch point.
Find these same points also on the ruler that measures in 1/16-inches.
4. Look at the ruler that measures in 1/16-inches. On that ruler find tick marks for these points: the
1/16-inch point, the 3/16-inch point, the 5/16-inch point, the 7/16-inch point, the 9/16-inch point,
the 11/16-inch point, the 13/16-inch point, and the 15/16-inch point.
62
5. Measure the following colored lines with the rulers given. If the end of the line does not fall exactly on
a tick mark, then read the mark that is CLOSEST to the end of the line.
a.
d.
b.
e.
c.
f.
g.
h.
i.
j.
k.
l.
63
6. Measure the following lines using different rulers. Cut out the rulers from the bottom of this page.
a.
b.
Using the 1/4-inch ruler: __________ in.
c.
d.
e.
f.
You may cut out the following rulers:
64
7. Find six items in your home that you can measure with your ruler and measure them.
a. __________________________ _______ in.
b. __________________________ _______ in.
c. __________________________ _______ in.
d. __________________________ _______ in.
e. __________________________ _______ in.
f. __________________________ _______ in.
8. Its time to put your fraction skills to

use adding and subtracting fractions
of inches!
a. Carefully measure the sides of the
purple quadrilateral at the right
and find its perimeter.
b. A company packs little jars of skin

salve in boxes. Each jar is 1 3/8 inches
high. How many of those jars can be
stacked on top of each other in a box
that is 6 inches tall? 10 inches tall?
c. A small rectangular bulletin board
measures 15 3/4 in. by 9 1/8 in.
What is its perimeter?
d. Draw below any triangle, and find its perimeter.
65
Comparing Fractions 1
Sometimes it is easy to know which fraction is greater.
With like fractions, all you have to do is to check which
fraction has more slices, and that fraction is greater.
3
9
>
2
9
If both fractions have the same number of pieces,

then the one with bigger pieces is greater.
3
8
<
7
9
Sometimes you can see that one fraction is less than

1/2 and the other is more than 1/2. Here, 4/7 is clearly
more than 1/2, and 5/12 is clearly less than 1/2.
6
5
2
5
5
12
d.
49
100
If you can imagine the pie pictures in your mind,

then you can see which fraction is bigger. For
example, its easy to see that 2/5 is more than 1/4.
1
4
>
>
Any fraction that is bigger than one must also be

bigger than any fraction that is less than one.
Here, 6/5 is more than 1, and 9/10 is less than 1.
9
10
>
4
7
1. These are like fractions. Compare them, and write > or < .
a.
8
11
4
11
b.
21
16
25
16
c.
4
20
2
20
61
100
2. These fractions have the same number of pieces. Compare them, and write > or <.
a.
1
8
1
10
b.
3
9
3
7
66
c.
2
11
2
5
e.
7
4
7
6
d.
5
14
5
9
f.
1
20
1
8
3. Compare these fractions to one half. Then write >, <, or =.
1
2
4
9
a.
e.
1
2
3
4
4
7
1
2
b.
f.
3
6
1
2
1
2
7
12
c.
1
2
g.
d.
5
8
6
10
1
2
5
11
1
2
h.
4. Compare each fraction to one. Then write >, <, or = in the box.
a.
8
7
3
3
4
4
b.
9
11
6
5
c.
3
4
d.
7
8
8
7
e.
12
9
8
11
d.
5
6
7
8
e.
5
8
3
4
5. Compare these fractions by imagining the pies in your mind.

a.
3
4
5
6
1
3
b.
2
8
1
3
c.
3
9
6. Here are three number lines that are divided respectively into halves, thirds, and fifths. Use them to
help you put the given fractions in order, from the least to the greatest.
a.
1 2 2 1 1
, , , ,
3 5 3 5 2
b.
___< ___< ___ < ___ < ___
7 3 4 6 2
, , , ,
5 2 3 5 2
___< ___< ___< ___ < ___
7. For each pair of fractions, find one that is between them. Any such fraction will do!
(Hint: You can visualize pies in your mind, or convert the fractions into like fractions.)
a.
1
<
6
<
1
3
b.
2
<
3
<
67
7
8
c.
3
<
8
<
1
2
Comparing Fractions 2
Comparing unlike fractions
Sometimes none of the tricks explained in the previous
lesson work. But we do have one more up our sleeve!
Convert both fractions into like fractions. Then compare.
3
5
5
9
In the picture on the right, its hard to be sure if 3/5 is really

more than 5/9. Convert both into 45th parts, and then it is easy
to see that 27/45 is more than 25/45. Not by much, though!
27
45
25
45
>
1. Convert the fractions into like fractions, and then compare them.
a.
e.
2
3
5
8
5
8
7
12
b.
f.
5
6
7
8
3
8
4
10
c.
g.
1
3
3
10
6
9
8
12
d.
h.
8
12
7
10
1
5
2
9
2. Convert the fractions into like fractions and compare them.

a.
7
10
5
7
b.
4
9
3
7
c.
68
7
8
6
7
d.
7
10
2
3
3. A certain coat costs $40. Which is a bigger discount:

1/4 off the normal price, or 3/10 off the normal price?
Does your answer change if the original price
of the coat was $60 instead? Why or why not?
4. Compare the fractions using any method.

a.
5
12
3
8
b.
5
12
4
11
c.
3
10
1
5
d.
3
8
4
7
e.
4
15
1
3
f.
5
6
11
16
g.
7
6
10
8
h.
5
12
5
8
i.
3
4
4
11
j.
13
10
9
8
k.
2
13
1
5
l.
1
10
1
11
5. Find the equivalent fraction when the denominator is 100.

a.
1
=
2
100
b.
3
=
10
100
c.
6
=
10
100
d.
1
=
4
100
e.
1
=
5
100
f.
2
=
10
100
g.
3
=
4
100
h.
2
=
5
100
6. Compare these fractions with hundredth parts. Write > or <.

a.
1
2
40
100
b.
6
10
42
100
c.
75
100
7
10
d.
1
4
23
100
e.
1
10
9
100
7. Write the three fractions in order.

a.
7 9 7
,
,
8 10 9
___< ___< ___
b.
69
1 4 2
,
,
3 10 9
___< ___< ___
8. Rebecca took a survey of a group of 600 women. She found that 1/3 of
them never exercised, that 22/100 of them swam regularly, 1/5 of them
jogged regularly, and the rest did other sports.
Which was a bigger group, the women who jogged or the women who swam?
How many women in her survey sample do exercise?
9. The number lines below are divided into eighths, tenths, and sixths.
Use the number lines to put the given fractions in order.
a.
5 8 7 9
7
,
,
,
,
6 10 8 10 10
b.
___< ___< ___ < ___ < ___
9 11 7 12 10
,
,
,
,
8 10 6 10 8
___< ___< ___< ___ < ___
The seven dwarfs could not divide a pizza into 7 equal slices.
The oldest suggested, Lets cut it into 8 slices, let each
dwarf have one piece, and give the last piece to the dog.
But then another dwarf said, No! Lets cut it into 12 slices instead, and give
each of us 1 1/2 of those pieces, and the dog gets the 1 1/2 pieces left over.
Which suggestion would give more pizza to the dog?
70
Fraction Problems
1. Angela weighs 25 lb, which is 1/5 of her mother's weight.
What does her mother weigh?
2. Julie cut off 1/4 of a 1-m ribbon. What part is left?
How long is it?
3. A store discounted a $45-jacket by 1/5.
How much does it cost now?
4. What fractional part of a 36-sq. ft. floor
does a 4 ft x 3 ft carpet cover?
5. Shirley's skirt was 2 ft. 8 in. long. She decided to cut off
1/4 of her skirt's length. How long will her skirt be
after she shortens it?
6. 2/9 of the library's 5,400 books need protective covering.

a. How many books is that?
b. If it takes one person 2 minutes to cover a book, how much
time does it take for one person to cover those books?
7. Mom needs to give her child 3/4 of the adult dose

(which is 600 mg) of medicine. How much is that?
8. A company divided a project so that Mark would do 1/10 of it,

Leslie would do 1/2 of it, and Jerry the rest.
What part was left for Jerry?
9. A family shared a 4x8-chocolate bar. Dad got 1/4, each of

the four kids got 1/8, and Mom the rest. What part did Mom get?
71
Review
1. Write the colored part and the white part as fractions of the whole group.
b.
a.
d.
c.
2. What part of the year is

a. 4 months
b. 8 months
c. 3 months
d. 9 months
e. 10 months?
3. Find part.
1
of 35
5
2
of 35
5
a.
b.
4
of 30
5
1
of 60
3
c.
1
of 24
6
2
of 49
7
5
of 40
8
1
of 600
3
d.
e.
2
of 700
10
6
of 700
10
4. Fill the subtraction table and the addition table.

6
10
1
4
y
x+y
3
10
7
10
2
10
5
10
3
4
1
4
1
5
2
5
7
12
1
7
xy
2
7
5
12
5
8
1
8
1
6
3
6
3
7
6
7
5. Add. Give you answer as a mixed number.

a.
3
2
+
10
5
b.
3
7
+
4
8
c.
5
1
+
6
2
d.
3
5
+
4
6
e. 1
7
6
+ 3
10
10
f. 3
3
3
+ 2
4
4
g. 6
9
5
+ 2
12
6
h. 4
3
56
+
10
100
72
6. Subtract.
a.
d.
1
3
5
1
12
5
3
4
8
2
9
6
b.
3
10
2
5
5
e.
c.
1
6
3
2
5
7
20
3
5
4
12
f.
1
2
3
5
8
7. Solve the problems.

a. Baby has gotten in 2/5 of her 20 baby teeth.
How many are still to come?
b. A picture is 5 1/4 inches wide, and 3 1/8

inches tall. What is its perimeter?
c. The bus can seat 44 passengers. It is now

3/4 full. How many seats are still empty?
d. The Hill family spends about 1/10 of the

year in Florida. Is that more or less than
one month?
e. The school has budgeted $7,560 to be used for

school lunches during the nine school months.
How much of that money is meant for January
and February?
f. 3/10 of the 50 states have implemented

the newest education policy. How many
have not?
g. Jane slept 5/12 of the day's hours, worked for 1/3 of

the day's hours, did housework for 1/8 of the day's hours.
How many hours total did she spend on those?
73
8. Compare and write <, >, or = between the fractions.

a.
1
2
5
7
b.
1
3
2
6
c.
5
5
8
9
d.
3
4
8
12
e.
1
2
1
3
f.
3
10
1
5
g.
4
9
1
3
h.
2
5
1
2
i.
2
10
22
100
j.
2
9
2
7
9. Put the fractions in order by using the number lines.
a.
2 2 3 1 1
, , , ,
4 7 7 3 4
6 8 3 5 3
, , , ,
7 7 3 4 4
b.
___< ___< ___ < ___
___< ___< ___< ___
10. Find your way thru the maze! Start at the top, and find your way to the bottom. You can go down,
right, or left - but not up. Each fraction on your path must be greater than the one before.
1
100
2
100
5
100
11
100
1
100
3
10
12
100
7
100
1
100
3
100
2
10
1
2
2
20
2
25
1
10
2
11
4
9
4
11
2
5
1
11
2
7
1
9
1
10
3
7
2
9
6
11
7
20
34
100
9
25
1
3
2
11
7
20
1
2
3
4
3
5
9
20
3
7
2
5
5
9
2
21
17
20
4
9
3
7
1
2
9
11
1
2
9
20
1
2
5
8
2
3
3
4
6
13
5
11
2
7
7
15
5
8
2
3
7
13
3
5
4
5
21
25
19
20
7
10
7
8
5
9
17
100
8
15
19
20
17
25
7
11
24
25
5
6
74
Math Mammoth Fractions 1 Answers

Note: The answers are not simplified to the lowest terms since that is only studied in Math Mammoth Fractions 2.
If your student gives the answer in lowest terms, that is of course still a right answer.
Understanding Fractions, p. 9
Teaching box: Can you tell what fraction this is? 7/10.
1. a.
b.
2. a. one-third
c.
1
3
g. five-tenths
b. one-fifth
5
10
k. four-eighteenths
3. a.
b.
d.
e.
f.
1
5
c. three-fourths
3
4
h. three-twelfths
4
18
c.
3
12
h.
d. two-eights
i. seven-twelfths
l. seven-eighths
d.
g.
2
8
i.
e. two-fifths
7
12
j. three-sixths
g.
h.
j.
2
5
k.
f. four-sevenths
l.
4
7
3
6
7
8
e.
f.
4. The student might color different pieces than what is shown below.
a.
2
1
>
3
3
b.
1
4
<
5
5
c.
1
3
<
6
6
d.
6
7
<
8
8
e.
3
1
>
8
8
f.
2
4
<
4
4
g.
1
5
<
9
9
h.
5
3
>
12 12
i.
6
7
<
10 10
What can you notice about comparing two fractions when the denominators are the same?
You can just compare the numerators. In other words, the numerators tell you which is more.
j.
1
1
>
2
3
k.
1
1
>
5
8
l.
1
1
<
6
2
m.
1
1
>
6
8
n.
1
2
<
2
3
o.
4
4
<
8
5
p.
2
2
>
4
6
q.
3
3
<
8
6
r.
1
2
=
2
4
What can you notice about comparing two fractions when the numerators are the same?
The fraction with the bigger size pieces is more. In other words, the fraction with the smaller denominator is more.
75
Mixed Numbers, p. 12
1. a. 1 2/5
b. 1 4/6
c. 1 1/4
d. 2 3/8
e. 1 1/3
f. 2 1/5
g. 2 3/4 h. 1 2/9
i. 1 5/12
2.
a. 1
1
2
b. 2
2
3
c. 2
3
5
d. 1
5
6
e. 3
1
3
f. 3
5
8
3.
4. b. 6/6 c. 5/5 d. 6/3 e. 12/6 f. 10/5

5. a. 3 1/2 = 7/2 b. 1 2/10 = 12/10 c. 2 3/4 = 11/4
d. 3 2/3 = 11/3 e. 2 1/6 = 13/6 f. 4 5/10 = 45/10.
6.
a.
5
1
=1
4
4
b.
7
1
=2
3
3
c.
8
3
=1
5
5
d.
14
2
=2
6
6
e.
14
4
=2
5
5
f.
15
7
=1
8
8
g.
14
= 1 5/9
9
h.
21
3
=3
6
6
i.
11
3
=2
4
4
76
7.
Part of a Whole Group 1, p. 16

1. a. 3/7; 4/7
b. 4/9; 5/9
c. 1/6; 5/6
d 3/8; 5/8
2. a. 6/11 of all students are boys; 5/11 of all students are girls.
b. 4/12 of all fruit are apples; 3/12 of all fruit are mangoes.
3. Two kinds of answers are given below: the non-simplified ones and simplified ones. Accept either answer from the student.
6 eggs
4 eggs
8 eggs
3 eggs
2 eggs
10 eggs
1
6
or
12
2
1
4
or
12
3
2
8
or
12
3
1
3
or
12
4
1
2
or
12
6
5
10
or
6
12
4. Two kinds of answers are given below: the non-simplified ones and simplified ones. Accept either answer from the student.
a.
12
1
or
24
2
b.
6
1
or
24
4
c.
3
1
or
24
8
d.
9
3
or
24
8
e.
2
16
or
3
24
5.
a. Make 3 groups.
1
of 9 apples is 3 apples.
3
d.
1
of 12 flowers is 3 flowers.
4
b. Make 3 groups.
1
of 15 carrots is 5 carrots.
3
c. Make 5 groups.
1
of 10 fish is 2 fish.
5
f.
e.
1
6
77
1
5
6.
III III III
III III III
a.
1
of 18 is 6
3
18 3 = 6
III III III III

III III III III
II II II II II
b.
1
of 10 is 2
5
10 5 = 2
c.
1
of 24 is 6.
4
24 4 = 6
7.
b. Make 3 groups.
a. Make 3 groups.
1
3
2
3
3
3
1
3
2
3
3
3
e.
d.
1
4
2
4
3
4
4
4
1
6
2
6
3
6
4
6
c.
1
5
2
5
3
5
4
5
Make 5 groups.
f.
1
5
2
5
3
5
4
5
78

1
of a number, divide by 2 . To find
2
1
To find
of a number, divide by 4. To find
4
To find
1
of a number, divide by 3.
3
1
of a number, divide by 5.
5
1.
a.
1
of 18 is 6.
3
b.
18 3 = 6
d.
1
of 10 is 2
5
c.
10 5 = 2
1
of 15 is 5
3
e.
15 3 = 5
1
of 25 is 5
5
25 5 = 5
1
of 14 is 7
2
f.
14 2 = 7
1
of 21 is 7
3
21 3 = 7
2.
a.
1
of 12 is 3.
4
3
of 12 is 9.
4
b.
1
of 12 is 2.
6
2
of 12 is 4.
6
c.
1
of 10 is 2.
5
3
of 10 is 6.
5
d.
1
of 10 is 5.
2
3
of 10 is 15.
2
3.
a.
1
of 28 is 4.
7
3
of 28 is 12.
7
b.
1
of 18 is 2.
9
2
of 18 is 4.
9
c.
1
of 55 is 5.
11
3
of 55 is 15.
11
d.
1
of 56 is 7.
8
7
of 56 is 49.
8
4.
1
7
2
7
3
7
4
7
5
7
6
7
7
7
of 21 is 3.
of 21 is 6.
of 21 is 9.
of 21 is 12.
of 21 is 15.
of 21 is 18.
of 21 is 21.
1
5
2
5
3
5
4
5
5
5
of 20 is 4.
of 20 is 8.
of 20 is 12.
of 20 is 16.
of 20 is 20.
1
2
1
2
1
2
1
2
1
2
1
2
1
2
of 10 is 5.
of 12 is 6.
of 14 is 7.
of 16 is 8.
of 18 is 9.
of 20 is 10.
of 22 is 11.
1
3
1
3
1
3
1
3
1
3
1
3
1
3
of 21 is 7.
of 24 is 8.
of 27 is 9.
of 30 is 10.
of 33 is 11
of 36 is 12.
of 39 is 13.
5. a. 12 apples are left b. 8 eggs are left

c. 32 hazelnuts to start with
d. She had $15; now she has $10.
e. She originally had 6 eggs.
79

1. a. 9
b. 8
c. 24
d. 56
e. 35
f. 81
g. 42
h. 18
2. a. 2/3 are girls; 22 are girls b. 5/6 are not adults; 15 are not adults.
3.
Part
1/2
1/4
3/4
1/5
3/5
3/8
Amount
40
20
10
30
24
15
4. a. There are 15 boys

c. Color
Red
b. The air conditioner is not on for 9 hours each day.
Part Amount
1/5
10
Yellow 1/2
25
Green
3/10
d. 16 bananas are left.
15
5. a. a quarter till or a quarter after; 45 minutes b. 25 cents
c. 1,320 feet
d. one quart
6. Jerry needs to save $375.

7. He stopped watching at 5:03.
8. She has $25 left. (She used $10 for apples and had $40 left. 3/8 of $40 is $15, and $40 $15 = $25.)
9. To solve for example (g), 3/5 of what number is 15, notice that if 3/5 of a number is 15,
then 1/5 of a number is a third of 15, or 5. Since 5 is 1/5 of this number, the number is 5 5 = 25.
a.
1
of 12 is 6.
2
e.
9
2
3
3
of 50 is 45. f.
of 18 is 12. g.
of 25 is 15. h.
of 44 is 33.
4
10
3
5
b.
1
1
1
of 54 is 18. c.
of 50 is 10. d.
of 32 is 8.
4
3
5
Puzzle corner:
a. She baked 24 cookies. This can be solved by thinking from the end to the beginning: 4 cookies is 1/3 of what was left after
giving some to Seth. So after giving some to Beth, she had 12 cookies. Those 12 were half of the original batch; so originally
she had 24.
b. Mom baked 36 cookies. 12 cookies is 2/3 of what was left after giving some to Seth - which makes 18 cookies left after
giving some to Beth. Since 18 was half the batch, she originally baked 36 cookies.
80
Adding and Subtracting Like Fractions, p. 23

Fractions that have the same denominator are called like fractions. Fractions that have a different
denominator are called unlike fractions. Write the answers to the pictures. Check with your teacher.
+
1
4
2
4
+
2
9
1
2
and
are like fractions since they have the
4
4
same denominator 4. In other words they are
same kind of parts - fourth parts.
=
=
3
4
=
4
9
+
3
8
6
9
=
5
8
8
=1
8
Adding the same kind of parts is easy - just add the numerators.
2
4
2
+
=
5
5
5
b.
1
3
4
+
=
10 10 10
c.
5
2
7
+
=
10 10 10
d.
1
5
6
+
=
=1
6
6
6
e.
3
7
1
4
+
=
=1
6
6
6
6
f.
5
8
13
1
+
=
=1
12 12 12
12
g.
4
8
12
2
+
=
=1
10 10 10
10
h.
2
2
4
1
+
=
= 1
3
3
3
3
i.
1
2
3
1
+
=
=1
2
2
2
2
j.
3
4
3
10
2
+
+
=
= 1
8
8
8
8
8
5
7
4
+
= 1
8
8
8
b.
3
1
4
+
=
5
5
5
c.
6
7
3
+
=1
10 10
10
d.
2
6
1
+
= 1
7
7
7
6
6
12
+
=
14 14 14
f.
3
2
1
+
= 1
4
4
4
g.
5
6
3
+
= 2
4
4
4
h.
9
3
2
+
= 1
10 10
10
1. a.
2. a.
e.
3. a. 2 b. 1 1/7 c. 1 1/10 d. 8/14 e. 3/4 f. 6/13 g. 9/20

4. a. 1
e.
10
14
7
8
6
8
3
7
=
14
14
b.
f. 1
5. a. 2/5 b. 2/7 c. 3/10 d. 6/14 e. 2/4
1
5
4
5
=
3
4
3
4
h. 1 1/3
i. 1/5 j. 12/13 k. 3/6
c. 1
10
2
3
= 1
10
10
g. 2
1
2
3
1
=
4
4
4
l. 2/8
d. 1
6
4
=
7
7
h. 2
11
= 1
8
f. 4/15 g. 5/20 h. 1/3 i. 3/4 j. 1/3 k. 2/9 l. 3/8
6. Answers will vary. Check the student's work.
81
7.
a.
b.
2
3
1
+
=
= 1
3
3
3
2
1
=
1
3
3
c.
6
12
1
6
+
=
= 1
11
11
11 11
1
6
6
1
=
11 11
11
e.
6
8
2
+
=
10
10 10
8
6
2
=
10 10
10
f.
2
6
1
4
+
=
= 1
5
5
5
5
1
2
4
1
=
5
5
5
d.
2
11
3
9
+
=
= 1
8
8
8
8
3
2
1
1
= 1
8
8
8
g.
6
13
3
7
+
=
= 1
10
10
10 10
3
6
7
1
=
10 10
10
7 13
6
6
+
=
= 1
7
7
7
7
6
6
1
= 1
7
7
h.
7
10
2
3
+
=
= 1
8
8
8
8
2
7
3
1
=
8
8
8
Review: Mixed Numbers, p. 27

1. a. 1 1/3 b. 2 2/6 c. 3 3/5
d. 6 4/12
2.
a.
b.
c.
d.
e.
3. a. 2 2/5
4. a. 2/4
b. 1 6/7
b. 1 1/4
c. 3 3/4
d. 4 2/4
5.
6. a. & c. see image:
b. 3 2/5 d. 4 3/5
7. a. 1 2/5 = 7/5 b. 2 4/6 = 16/6
c. 2 3/8 = 19/8
d. 4 5/12 = 53/12
e. 3 1/4 = 13/4
f. 5 2/9 = 47/9
8. There are 5 whole pies, and each pie has 13 slices. So 5 13 tells us
the number of slices in the whole pies. Then the fractional part 9/13 means that we
add 9 slices to that. All total we get 74 slices, and each one is 13th part. So the fraction is
82
74
.
13
9. a. 15/2 b. 20/3 c. 75/9 d. 66/10 e. 27/11 f. 97/12
g. 37/16 h. 39/8
10.
a. 47 4 = 11 R3
b. 35 8 = 4 R3
c. 19 2 = 9 R 1
3
47
= 11
4
4
3
35
=4
8
8
1
19
= 9
2
2
d. 35 6 = 5 R 5
e. 72 10 = 7 R 2
f. 22 7 = 3 R 1
5
35
= 5
6
6
2
72
= 7
10
10
1
22
= 3
7
7
11. a. 7 6/8 b. 5 1/3 c. 5 2/5 d. 3 5/9 e. 3 1/2 f. 6 1/4 g. 8 2/6 h. 6 2/5 i. 2 2/11 j. 13 k. 7 1/8 l. 9 6/9
Adding Mixed Numbers 1, p. 31

1. a. 1
1
1
+ 2
3
3
2. b. 1
11
2
2
9
9
3. a. 1
1
1
1
+ 1
+
2
2
2
4. a. 2
1
3
+
8
8
e. 2
= 3
2
3
b. 1
= 2
= 3
2
3
1
2
4
8
2
2
+ 1
3
3
b. 1
= 3
1
3
= 4
2
6
d. 6
7
3
7
4
4
b. 2
5
5
+ 1
8
8
c. 2
7
3
+
8
8
= 4
= 3
2
8
e. 3
13
5
4
8
8
d. 1
3
3
+ 1
4
4
2
8
= 3
2
4
3
5
6
4
+ 1
+ 1
= 5
10
10
10
10
5. a. 12
b. 6 2/5
3
7
5
5
7
c. 8 1/9
d. 6 3/7
3
5
4
3
5
6. a. 4
b. 3
5
3
c. 3
5
3
+ 2
6
6
8
1
10
7
7
6
9
7
2
9
c. 4
+
7
2
7
5
5
13
4
7
9
9
6
8
7
+ 2
8
d. 7
13
5
10
8
8
7. a. 1 1/2 b. 2 1/3 c. 3 3/4 d. 5 1/4

8. b. 3 3/4 c. 6 2/3 d. 9 1/4 e. 5 3/8
9. a. 6
b. 11 3/5
c. 10 1/8 d. 8 3/10
10. 7 3/8 + 5 7/8 1 4/8 1 4/8 = 10 2/8. The combined string is 10 2/8 inches long now.
83
7
9
5
2
9
8
3
9
5
11
9
3
11
8
+ 2
11
11. a. 10
15
2
20
17
9
9
5
6
4
5
6
3
2
6
7
10
9
10
6
+ 10
10
c. 2
b. 1
22
8
11
d. 1
12
11
6
11
2
22
13
10
10
12. a. 1 2/4 b. 2 1/5 c. 1 1/3
Subtracting Mixed Numbers 1, p. 34

1. a. 1 2/4 b. 1 4/8 c. 4/7 d. 5/6
2. a. 2/4 b. 1 1/7 c. 7 4/9 d. 7 3/5 e. 2 4/11 f. 5 g. 2 2/10
3. a. 1 3/6 b. 3/5 c. 1 2/8 d. 3/7
e. 2 7/9
4. a. 2
1
2
1
3
3
2
3
b. 1
3
4
5
5
e. 2
3
7
1
8
8
4
8
f. 2
1
5
1
6
6
i. 2
2
5
6
6
j. 2
5
7
1
9
9
= 1
3
6
4
5
c. 2
1
3
4
4
2
6
g. 2
3
2
1
5
5
7
9
k. 5
4
1
3
5
5
= 1
=1
2
4
4
5
d. 2
3
5
1
7
7
5
7
h. 2
2
6
9
9
= 1
5
9
2
5
Subtracting Mixed Numbers 2 Renaming, p. 37

1. a. 1 7/6 b. 2 9/8 c. 1 11/9
2. a. 1 8/5 b. 2 13/10 c. 1 5/4
3. a. 2
13
9
8
9
5
9
15
12
7
2
12
17
10
9
1
10
b. 2
c. 2
8
12
4. a. 2 3/6 b. 1 4/9 c. 1 8/12
8
10
11
8
7
1
8
4
8
d. 1 4/8
5. a. 1 5/7 b. 4 6/9 c. 5 10/12 d. 2 8/14 e. 11 2/9 f. 3 11/21 g. 11 8/19 h. 4 16/20

6. a. 1 3/4 b. 1 2/5 c. 2 5/12 d. 2 1/6 e. 3 7/8 f. 3 1/6
7. a. 3 4/8 b. 3 9/15 c. 3 2/17 d. 1 6/8 e. 9 f. 11 6/12
84
Subtracting Mixed Numbers - Extra Practice, p. 40

1. a. 1 2/3 b. 1 3/5 c. 1 2/4
d. 1 3/6 e. 1 5/8 f. 1 8/12
g. 3 1/8 h. 1 3/4 i. 1 3/12
2. a. 4 2/4 b. 9 4/6 c. 10 2/8
3. a. 2 1/3
e. 3 7/8
b. 4/5
f. 2 1/3
4.
m. 4
11
2
6
i. 1
e. 12
12
10
9
a. 2
4
9
k. 3
7
11
c. 2
4
11
l. 6
6
8
j. 5
4
8
d. 10 4/12
c. 1 5/6
d. 8/9
g. 4
h. 7 6/12
h. 2
12
b. 2
15
d. 1
7
9
f. 1
3
6
g. 5
11
12
Equivalent Fractions 1, p. 42
1.
2. a. Split each piece in two.
b. Split each piece into three.
c. Split each piece in two.
2
4
=
5
10
3
1
=
6
2
4
2
=
6
3
d. Split each piece in two.
e. Split each piece into three.
f. Split each piece in two.
1
2
=
4
8
9
3
=
9
3
2
1
=
10
5
g. Split each piece in two.
h. Split each piece in two.
i. Split each piece into five.
1
2
=
2
4
3
6
=
8
16
1
5
=
2
10
85
3. a.
3 12
=
4 16
4. a.
b.
b.
5 10
=
8 16
c.
6
1
=
2 12
d.
8
2
=
7 28
e.
5
1
=
4 20
f.
6
2
=
7 21
g.
5 50
=
8 80
h.
8
1
=
2 16
i.
3 21
=
5 35
j.
3 24
=
7 56
1
2
3
4
5
6
7
8
=
=
=
=
=
=
=
1
2
3
4
5
6
7
8
1
2
3
4
5
6
7
8
=
=
=
=
=
=
=
3
6
9
12
15
18
21
24
c.
1
2
3
4
5
6
7
8
=
=
=
=
=
=
=
2
4
6
8
10
12
14
16
d.
3
6
9 12 15
18
21
24
27
=
=
=
=
=
=
=
=
5 10 15 20 25
30
35
40
45
e.
2
4
6
8
10
12
14
16
18
=
=
=
=
=
=
=
=
7 14 21 28 35
42
49
56
63
f.
3
6
9 12 15
18
21
24
27
=
=
=
=
=
=
=
=
4
8 12 16 20
24
28
32
36
5. a. 4/7 = 12/21 b. four; 4/5 = 16/20. c. three; 1/6 = 3/18. d. two; 6/7 = 12/14. e. four; 2/3 = 8/12.
f. two; 7/10 = 14/20. g. three; 5/9 = 15/27. h. six; 1/8 = 6/48. i. six; 4/9 = 24/54.
j. four; 8/11 = 32/44. k. three; 3/10 = 9/30. l. three; 2/11 = 6/33. m. eight; 4/7 = 32/56.
n. nine; 1/6 = 9/54. o. eight; 7/8 = 56/64.
6. a. 2/3 = 8/12 = 16/24 b. 1/3 = 4/12 = 8/24 c. 14/24
d. Answers vary; any of the following will do: 1/12, 2/12, 3/12, 5/12, 6/12, 7/12, 9/12, 10/12, or 11/12.
e. Answers vary; any of the following will do: 1/24, 3/24, 5/24, 7/24, 9/24, 11/24, 13/24, 15/24,
17/24, 19/24, 21/24, or 23/24.
86
Equivalent Fractions 2, p. 46
1.
3
a. Split each slice into three.
7
21
=
4
12
b. Split each slice in two.

5
3
3
c. Split each slice in two.
d. Split each slice into four.
12
24
=
5
10
12
3
=
8
2
2
2.a. 1 12/16
b. 5 28/40
c. 36/16
d. 3 12/18
10
6
e. 40/15
f. 21/6
g. 6 12/54
h. 42/6
i. 5 56/80
j. 54/18
3.
c.
d.
e.
3
10
2
1
9
6
3
4
22
10
12
40
4
2
18
12
18
24
20
12
33
15
15
50
6
3
36
24
36
48
35
21
55
25
24
80
8
4
54
36
72
96
50
30
110
50
30
100
10
5
81
54
75
100
a.
b.
5
3
11
5
15
9
4. a. four
5
20
=
7
28
f. NOT
POSSIBLE
b. NOT
POSSIBLE
c. NOT
POSSIBLE
d. four
g. four
h. eight
i. five
4
1
=
24
6
e. NOT
POSSIBLE
2
8
=
3 12
40
5
=
32
4
f.
j. NOT
POSSIBLE
5
1
=
3 15
5. Answers vary. If we know the new numerator is not divisible by the old one, or if the new denominator is not divisible by
the old one, then the conversion is not possible. In other words, if the numerator does not go into or divide into the new
numerator and similarly with the denominators, then we cannot find an equivalent fraction.
6.
3
halves
thirds
fourths
fifths
tenths
hundredths
6
2
9
3
12
4
15
5
30
10
300
100
87
Adding Unlike Fractions 1, p. 48

+
1
3
+
1
2
1
3
+
2
6
=
3
6
+
1
4
1
6
+
5
6
3
4
+
=
12
12
1
2
+
1
6
7
12
=
3
6
4
6
To add unlike fractions, first convert them to like fractions. Then add.
1. a.
1
1
+
2
4
1
3
2
+
=
4
4
4
b.
1
1
3
1
4
+
=
+
=
2
6
6
6
6
2. a.
2
1
+
5
2
5
9
4
+
=
10 10 10
b.
2
3
2
5
1
+
=
+
=
6
6
6
6
2
c.
1
1
1
2
3
+
=
+
=
8
4
8
8
8
c.
3
1
+
9
3
3
6
3
+
=
9
9
9
1
1
3
2
5
+
=
+
=
4
6
12 12 12
4
3
8 11
1
+
=
+
=
6
12 12 12
4
d.
1
3
2
5
3
+
=
+
=
4
8
8
8
8
1
1
4
1
5
+
=
+
=
2
8
8
8
8
3
4
3
7
1
+
=
+
=
8
8
8
8
2
3. b. 12th parts c. 8th parts d. 8th parts
4. a.
b.
4
8
5
=
8
9
8
c.
2
4
d.
3
=
4
e.
5
+
10
4
9
=
10
10
5. a. 8th parts b. 4th parts
5
=
6
7
6
f.
5
+
15
c. 6th parts
2
6
5
4
6
11
=
15
15
2
6
3
=
6
5
6
d. 10th parts e. 15th parts f. 6th parts
88
6. The two denominators always go into the number that tells us what kind of parts we are converting to.
In other words, we need to find a number that is divisible by the two denominators, or in yet other words,
a number that is a multiple of both of the denominators.
7. a. 7/6 b. 16/15
c. 7/12
Adding Unlike Fractions 2: Finding the Common Denominator, p. 51

1.
fractions
to add
denominator
addition
sentence
fractions
to add
denominator
addition
sentence
1
1
+
a. 3
2
2
3
5
+
=
6
6
6
f.
3
1
+
3
5
15
5
9
14
+
=
15
15
15
b.
1
1
+
3
4
12
4
3
7
+
=
12
12
12
g.
5
1
+
9
3
5
3
8
+
=
9
9
9
c.
1
1
+
8
4
1
2
3
+
=
8
8
8
h.
2
1
+
5
2
10
4
5
9
+
=
10
10
10
d.
1
1
+
2
6
3
1
4
+
=
6
6
6
i.
3
1
+
7
3
21
9
7
16
+
=
21
21
21
e.
2
1
+
7
2
14
4
7
11
+
=
14
14
14
j.
2
1
+
5
4
20
8
5
13
+
=
20
20
20
2.
fractions to add
c.d.
fractions to add
c.d.
a. 4th parts
and
5th parts
20
e. 2nd parts
and
7th parts
14
b. 3rd parts
and
7th parts
21
f. 5th parts
and
10th parts
10
c. 10th parts
and
2nd parts
10
g. 4th parts
and
6th parts
12
d. 3rd parts
and
12th parts
12
h. 9th parts
and
6th parts
18
3.
Fractions
a.
1
4
and
5
4
Fractions
c.d
20
b.
1
1
and
9
2
Fractions
c.d
c.
18
89
1
3
and
4
12
c.d
12
4.
a.
4
1
+
=
5
4
21
16
5
=
+
20 20 20
b.
1
1
+
=
9
2
3
1
+
=
4
12
1
10
9
+
=
12
12 12
c.
9 11
2
+
=
18 18 18
5.
Fractions
a.
d.
g.
2
3
7
12
3
5
and
and
and
c.d
5
9
1
6
1
2
Fractions
b.
12
e.
10
h.
4
7
5
12
3
4
and
and
and
c.d
3
2
1
2
1
6
Fractions
14
c.
12
f.
12
i.
7
4
1
6
1
12
and
and
and
c.d
9
11
7
9
1
9
44
18
36
6.
a.
2
5
+
=
3
9
b.
6
5
11
+
=
9
9
9
d.
7
1
+
=
12
6
e.
3
1
+
=
5
2
6
5
11
+
=
10
10
10
c.
5
1
+
=
12
2
f.
3
1
+
=
4
6
1
7
+
=
6
9
3
14
17
+
=
18
18
18
i.
1
1
+
=
12
9
9
2
11
+
=
12
12
12
77
36
113
+
=
44
44
44
5
6
11
+
=
12
12
12
h.
7
9
+
=
4
11
8
21
29
+
=
14 14
14
7
2
9
+
=
12
12
12
g.
4
3
+
=
7
2
36
90
4
36
7
36
Add and Subtract Unlike Fractions, p. 54

1.
23
36
5
6
7
15
3
10
10
15
17
21
9
10
9
35
Puzzle Corner
45
8
15
31
30
17
28
5
9
1
6
1
14
104
40
23
30
23
30
83
72
11
24
11
27
24
13
2
1
+
=
15
3
5
13
1
1
+
=
42
6
7
63
7
6
13
20
1
1
5
+
=
6
4
12
1
1
17
+
=
8
9
72
=
5
6
=
7
24
=
9
20
=
16
63
Mixed Numbers with Unlike Fractional Parts, p. 56

1. a. 2
3
3
6
3
3
1
= 2
1
= 1
4
8
8
8
8
b. 2
1
1
3
2
1
1
= 2
1
= 1
2
3
6
6
6
c. 2
1
7
12
7
5
1
= 1
1
=
5
10
10
10
10
d. 3
1
3
4
24
8
16
= 2
1
= 1
9
18
18
18
2. a. 2
1
4
+ 1
1
3
= 2
3
4
7
+ 1
= 3
12
12
12
b. 2
1
3
+ 1
7
9
= 2
3
9
c. 1
1
2
+ 1
3
5
= 1
5
6
1
+ 1
= 3
10
10
10
d. 1
2
3
+ 2
1
5
= 1
10
3
13
+ 2
= 3
15
15
15
91
+ 1
7
9
= 3
10
1
= 4
9
9
3.
2
3
4
+ 3
5
a.
1
2
4
2
5
4
8
5
8
6
1
6
3
2
5
e. 15
1
12
1
+ 3
4
h. 11
36
24
20
8
24
17
30
5
9
1
10
2
f. 16
16
24
1
12
3
3
12
2
9
3
2
4
i. 8
4
12
14
7
16
10
18
9
10
18
16
11
+
1
16
6
+ 3
16
17
20
14
7
10
35
30
18
2
30
c. 17
21
40
13
1
16
3
+ 3
8
5
40
16
+ 3
40
10
7
22
= 10
15
15
15
10
8
2
10
2
g.
b. 10
9
d.
1
8
2
+ 3
5
10
15
12
+ 3
15
1
18
44
36
27
2
36
7
17
36
4.
a. 5
3
7
6
7
1
= 5
1
(like fractions)
4
8
8
8
= 5
c. 3
2
2
1
9
9
= 8
7
8
d. 7
= 7
8
9
f. 6
3
3
2
10
10
5
10
3
15
12
15
4
4
2
14
14
3
14
11
14
2
1
14
3
1
= 6
1
(like fractions)
3
7
21
21
=
=
9
9
5
15
15
2
1
4
7
2
= 7
2
(like fractions)
7
2
14
14
1
9
3
4
3
8
2
= 8
2
(like fractions)
10
5
10
10
= 8
9
4
9
12
5
= 8
5
(like fractions)
15
5
15
15
1
8
2
1
2
3
1
= 3
1
(like fractions)
9
3
9
9
= 3
e. 8
6
6
1
8
8
b. 8
5
10
92
11
21
5. a. Sally needs 7 3/4 feet of material. She could probably buy 8 feet, just to make sure she has enough after cutting.
b. Yes. She will have left 5 1/2 3 1/4 = 2 1/4 feet from one piece, and 4 1/2 3 1/4 = 1 1/4 feet from the other piece.
Combining both of those gives 2 1/4 + 1 1/4 = 3 1/2 feet, which should be enough even with material allowed for hems.
c. 2 3/4 + 2 3/4 + 4 1/4 + 4 1/4 = 14 inches. He will have 24 14 = 10 inches of wood left.
6. The margins are a total of 3/4 in. + 3/4 in. = 1 1/2 inches. Subtract that from the width and height of the notebook.
The width of the picture will be 3 1/4 in. 1 1/2 in. = 1 3/4 in. and the height will be 6 1/8 in. 1 1/2 in. = 4 5/8 in.
7. The total height is 10 + 1/2 + 1/2 = 11 in.
The total width = 4 1/2 + 1/2 + 1/2 = 5 1/2 inches.
You need 11 + 11 + 5 1/2 + 5 1/2 = 33 inches of wood.
8. She needs 3 1/2 + 3 1/2 + 5 + 3/4 = 12 3/4 dl of flour. Since 1 kg is 15 dl, it is enough.
Add and Subtract Several Unlike Fractions, p. 60

1. a. 6 b. 12 c. 30
2. a. 1 2/6
b. 1 1/12
3. a. 7/24
b. 29/30 c. 1 7/18
4. a. x = 5/8
c. 1 2/30
b. x = 1 3/10
d. 1 1/20 e. 11/28
c. x = 1 5/24
f. 1 8/18
d. x = 1 2/6
e. x = 3 8/21
93
f. x = 1 3/22
Measuring in Inches, p. 62
1.
2.
3.
4.
5. a. 1 1/4 in
g. 2 3/4 in.
b. either 1 2/8 in. or 1 3/8 in. c. 1 5/16 in. d. either 1/2 in. or 3/4 in. e. 5/8 in. f. 10/16 in.
h. 2 5/8 in. i. 2 11/16 in. j. 2 1/4 in. k. 2 1/8 in. l. 2 3/16 in.
6. a. either 3 inches or 3 1/4 inches; 3 1/8 in.; 3 1/8 in. b. 3/4 in.; either 5/8 or 6/8 in.; 11/16 in.
c. 2 3/4 in. on all rulers d. 1 in; 1 in; 15/16 in. e. 1 1/4 in.; 1 3/8 in.; 1 5/16 in. f. 1 3/4 in. on all rulers.
7. Answers will vary. Please check the students work.
8. a. The sides measure: 1 1/2 in., 3 15/16 in., 1 11/16 in., and 3 1/4 in. The perimeter is 10 3/8 in.
b. Four jars can be stacked on top of each other in a 6 inch high box, seven in a 10-inch high box.
c. 49 3/4 in.
d. Answers will vary. Check the students work.
94
Comparing Fractions 1, p. 66
1. a. >
b. <
c. > d. <
2. a. >
b. <
c. <
d. < e. > f. <
3. a. <
b. <
c. >
d. > e. < f. =
4. a. >
b. >
c. >
d. < e. >
5. a. <
b. >
c. =
d. < e. <
1
1
2
1
2
<
<
<
<
5
3
5
2
3
6. a.
g. < h. <
b.
2
6
4
7
3
<
<
<
<
2
5
3
5
2
7. Answers will vary. a. For example 1/4, 1/5, 2/9 or their equivalent fractions.
b. For example, 4/5, 5/6, 5/7, 6/7, 3/4, 17/24, 19/24 c. For example 3/7, 4/9, 4/10, 5/11, 5/12, 7/16.
Comparing Fractions 2, p. 68
1. a.
16 15
>
24 24
b.
20 21
<
24 24
c.
e.
15 14
>
24 24
f.
15 16
<
40 40
g.
2. a.
49 50
<
70 70
b.
28 27
>
63 63
c.
10 9
>
30 30
24 24
=
36 36
49 48
>
56 56
d.
h.
d.
40 42
<
60 60
9 10
<
45 45
21 20
>
30 30
3. 1/4 of $40 is $10, and 3/10 of $40 is $12, so 3/10 is the bigger discount.
The answer does not change at $60, because the fraction 3/10 is bigger than 1/4.
4. a. >
b. >
c. >
d. <
e. <
f. >
g. <
h. <
i. >
j. >
k. <
l. >
5. a. 50/100 b. 30/100 c. 60/100 d. 25/100 e. 20/100 f. 20/100 g. 75/100 h. 40/100

6. a. >
7. a.
b. >
c. <
7
7
9
<
<
9
8
10
d. >
e. >
b.
2
1
4
<
<
9
3 10
8. The women who swam were the bigger group. 400 women of that group do exercise.
7
8
5
7
9
11 9
7
12 10
9. a.
<
<
<
<
b.
<
<
<
<
10
8
10 10
6
8
10
10 8
6
Puzzle corner. Either way, the dog would get 3/24 (or 1/8) of the pizza.
95
Fraction Problems, p. 71
1. Angela's mother weighs 125 pounds.
2. 3/4 of the ribbon is left. It is 75 centimeters long.
3. The jacket costs $36 after the $9 discount.
4. The carpet covers 1/3 of the floor. (Its area is 12 sq. ft.)
5. The skirt will be 2 ft or 24 inches long after she shortens it.
6. a. 1,200 books need covered.
b. It would take one person 40 hours to cover all of the books that need covered.
7. She needs to give the child 450 mg of the medicine.
8. 2/5 or 4/10 was left for Jerry to do.
9. Mom got 1/4 of the chocolate bar.
Review, p. 72
1. a. white - 5/7, pink - 2/7 b. white - 1/2, pink - 1/2 (or 3/6 and 3/6)
c. white - 4/5, pink - 1/5 d. white - 3/8, pink - 5/8
2. a. 4/12 or 1/3
b. 8/12 or 2/3
3. a. 7; 14 b. 24; 20 c. 4; 14
c. 3/12 or 1/4
d. 9/12 or 3/4
e. 10/12 or 5/6
d. 25; 200 e. 140; 420
4.
x
6
1
3 7
1
5
10
4
10 10
3
4
1
5
4
10
3
4
2 5
10 10
2
4
1
5
7
12
1
7
x+y
5
2
1
2
1
1
8
10 10
4
5
5
8
c. 1
5. a.
7
10
b. 1
6. a. 3 11/12
2
6
b. 3 9/10
d. 1
7
12
e. 5
c. 6 12/20
5
6
2
12
7
xy
3
10
f. 6
1
2
d. 3 31/36
g. 9
7
12
e. 6 17/30
2
5
5
1
3
5
5
1
1
7
7
12
8
6
2
7
h. 4
5
1
1
12
8
4
6
4
7
4
8
3
6
6
7
86
100
f. 3 1/8
7. a. 12 teeth
b. 5 1/4 + 3 1/8 + 5 1/4 + 3 1/8 = 16 3/4 inches.
c. 11 seats are still empty.
d. 1/10 of a year is 36.5 or 36 1/2 days, which IS more than one month.
e. The budget has 7,560 9 = $840 for each month; for two months the budgeted amount is $1,680.
f. 35 have not.
g. Jane slept 10 hours, worked 8 hours, and did housework for 3 hours; a total of 21 hours.
8. a. <
b. =
c. > d. >
e. >
f. >
9. a. 1/4 < 2/7 < 1/3 < 3/7 < 2/4
g. >
h. <
i. <
j. <
b. 3/4 < 6/7 < 3/3 < 8/7 < 5/4
96
10.
1
2
5
11
1
100 100 100 100 100
3
10
12
7
1
100 100 100
3
100
2
10
1
2
2
20
2
25
1
10
2
11
4
9
4
11
2
5
1
11
2
7
1
9
1
10
3
7
2
9
6
11
7
20
34
100
9
25
1
3
2
11
7
20
1
2
3
4
3
5
9
20
3
7
2
5
5
9
2
21
17
20
4
9
3
7
1
2
9
11
1
2
9
20
1
2
5
8
2
3
3
4
6
13
5
11
2
7
7
15
5
8
2
3
7
13
3
5
4
5
21
25
19
20
7
10
7
8
5
9
17
100
8
15
19
20
17
25
7
11
24
25
5
6
97
98
99
100
101
102
103
104
105
106
107
108
109
110
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Math Mammoth Fractions 1

Fraction Terminology .......................................................

Fractions Cutouts .............................................................

More from Math Mammoth ............................................ 111

Helpful Resources on the Internet

Fresh Baked Fractions

Like fractions have the same denominator.

are like fractions.

Unlike fractions have a different denominator.

A proper fraction is a fraction that is less than 1

are unlike fractions.

An improper fraction is more than 1 (more than

Equivalent fractions are equal in value. If you

are equivalent fractions.

Math Mammoth Fractions 1 (Blue Series)

Two parts are colored;

One part is colored;

Three colored parts;

Two parts are colored;

Can you tell what

Math Mammoth Fractions 1 (Blue Series)

2. Write the fractions, and read them aloud.

How to draw pie models

Halves: split the circle

Thirds: draw lines at 12 o'clock,

Fourths: First draw halves, then

Fifths: Draw as a man

Sixths: First draw

Eighths: First draw fourths,

Math Mammoth Fractions 1 (Blue Series)

Math Mammoth Fractions 1 (Blue Series)

One and one-third

Two and three-fourths

1. Write what mixed numbers the pictures illustrate.

2. Draw pictures to illustrate these mixed numbers.

Math Mammoth Fractions 1 (Blue Series)

You can count all of the same kind

If I count all of the thirds,

If I count all of the fourths,

3. Find the matching pairs.

4. Fill in the blanks.

Math Mammoth Fractions 1 (Blue Series)

5. Write these both as mixed numbers AND fractions.

Math Mammoth Fractions 1 (Blue Series)

Math Mammoth Fractions 1 (Blue Series)

Part of a Whole Group 1

Three of the nine

of the objects are stars.

of them are apples.

of them are hearts.

of the trees are dark.

of them are parallelograms.

of them are not dark.

b. There are 4 apples, 5 bananas, and 3 mangoes

of all the students are boys.

of all the fruit are apples.

of all the students are girls.

of all the fruit are mangoes.

3. An egg carton contains a dozen eggs.

4. Write as a fraction what part of the day is...

__ = _

__ = _

of fish is _ fish.

_ _ = ____

_ _ = ____

_ _ = ____