6

Mathematics
Quarter 1 – Module 1:
Addition and Subtraction of
Fractions
Mathematics– Grade 6
Self-Learning Module (SLM)
Quarter 1 – Module 1: Addition and Subtraction of Fractions
First Edition, 2020

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Development Team of the Module

Writer:Ever Luv S. Esquilla
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Reviewer: Henry T. Legaste, EdD
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 6
Mathematics
Quarter 1 – Module 1:
Addition and Subtraction
of Fractions
Introductory Message
For the facilitator:

Welcome to the Mathematics 6Self-Learning Module (SLM) on Addition and

Subtraction of Fractions!

This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Mathematics 6 Self-Learning Module (SLM) on Addition and

Subtraction of Fractions!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

Good day everyone!

Today, we are going to explore things about numbers especially that it is a
need for the subsistence of all learners in your daily life.

Numbers play a substantial role in our daily existence. You use numbers in
many ways. Whether you use it for measurement of your food intake; the number
that can influence your decisions related to your daily activity; the number of scores
you get in playing video games and lessons and the like, numbers really helps you.
It can be a guide to support your growth and development as a person which relates
you to your effectiveness, responsibility and other dominions.

Moreover, numbers include decimals, fractions and percentages, which are

equally important when you dwell with decision making and problem solving.

On this chapter, you are going to further learn what a fraction is. I believe that
you already encountered the simple fractions in the previous grades. This module
was designed and was written with you in mind. It’s here to help you master the
addition and subtraction of simple and mixed fractions.

The scope of this module permits it to be used in many different learning

situations. The language used recognizes the diverse vocabulary level of students
considering you as the center of the learning and exploration about these lessons.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.

The module covers the addition and subtraction of simple fractions and mixed
numbers without or with regrouping.

After going through this module, you are expected to:

1. Add and subtract simple fractions without or with re-grouping;
2. Add and subtract mixed numbers without or with re-grouping;
(M6NS-Ia-86)

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 What I Know

Now, for this module, fractions will be thoroughly to fully understand it.

Before we start your lessons, there is a need for you to know what you have
learned from your previous lesson about fractions by working on this activity and to
prepare you for the next lessons. Take this pretest.

Pre-Test. Add or subtract the following fractions. Reduce your answer to lowest term
if possible.

3 2
1. + =
6 6

7 8
2. 2 +5 =
21 7

3 4
3. 8 −3 =
16 24

9
4. 88 − 4 =
12

7
5. 23 + 17 =
8

2 1
6. 5 - 4 =
3 3

5 1
7. - =
6 6

7 5
8. 7 + 4 =
8 8

7 8
9. - =
10 15

4 9
10. 6 + =
9 18

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 Lesson
Addition and Subtraction of
1 Fractions
This module explains that fractions are expressed as a division calculation,
one number divided by another. They are also commonly expressed as one number
over another.

A fraction is a part of a whole. It has two parts: numerator, on the top, and
𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟
the denominator, on the bottom, . The numerator tells the number of parts
𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟
taken. The denominator tells the number of equal parts of a whole is divided.

3 - numerator

6 - denominator

What’s In

Let’s go over to the past lesson you have learned so you could be able to
understand better as we go along to this lesson. There are some basic terms and
rules of fractions to consider such as the following:
𝟑
Similar Fractions are fractions with the same denominator, such as and
𝟔
𝟒 𝟑
.Dissimilar Fractions are fractions with different denominators, such as and
𝟔 𝟓
𝟐 𝟏 𝟐
.Mixed Fractions is composed of whole number and fraction, such as 𝟐 and 𝟖 .
𝟕 𝟐 𝟔

To add and subtract dissimilar fractions, you need to find the smallest number that
can be divided by the denominators. This is called the Least Common Denominator
or LCD.

To simplify a fraction, divide both the top and bottom by the Greatest Common
Factor or GCF. It is the highest number that divides exactly into two or more
numbers.

HINTS: When working with fractions, they are always expressed as

the smallest possible set of (whole) numbers. In other words,
if the bottom number divides by the top number, divide it down
(reduce it) until you can no longer do so.

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Example:
3 1
= . The numerator (2) and denominator (12) are both divided by 3.
12 4

7 1
In the same way: =
21 3

1
5
= . Here both numerator and denominator are divided by 2.
10 2

Sometimes the bottom number does not divide by the top number, but they both
divide by some other number. In mathematical terms, this means that they have a
common factor.

In such cases, divide both numbers by the common factor until one or both are either
prime numbers, or they have no more common factors.

Example:
28 14 2
= = . Divide first by 2 and then by 7. Hence, the greatest common factor
70 35 5

is 14 (multiplying 2 and 7).

25 5
= . Divide by 5.
40 8
9
. Cannot be reduced, as 23 is a prime number so cannot be divided by anything
23

except itself and one.

Alright! This activity will determine how much have you learned in finding the Least
Common Denominator (LCD) and Greatest Common Factor (GCF). So that you could
be able to add and subtract fractions and mixed fractions as well.

A. Find the LCD of the following:

𝟑 𝟓
1. and =
𝟕 𝟏𝟎

7 3
2. and =
24 48

12 15
3. and =
20 30

B. Find the GCF of the following:

1. 9and 21 =

2. 12 and 24 =

3. 45 and 60 =

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 What’s New

Hello there! Now, that you have mastered the activity given to you for sure you
will find it easy to go through the next episode. However, it’s a bit more of challenge
when you go deeper to the next lesson.

Notes to the Teacher

Students need significant time and experiences to develop a deep

conceptual understanding of fractions. It is important for a teacher to
help students see how fractions are alike and different from whole
numbers.

This time get ready to add and subtract fractions and even mixed fractions.
You might think that the easiest fractions to add or subtract are those with the same
denominator. You simply add or subtract the two numerators and place them over
the same denominator, right? But how about adding and subtracting fractions
having different denominators? Let’s see how you can make it.

Activity 1: “Part of a Whole”

A. Add the following fractions:

3 2
1. + =
4 4

5 7
2. + =
7 8

4 3
3. 2 + 3 =
9 8

6 2
4. 5 + 4 =
7 7

1 5
5. 4 + 5 =
8 8

B. Subtract the following fractions:

3 2
1. - =
5 5

7 5
2. - =
12 36

1 5
3. 6 -3 =
8 8

3 3
4. 7 - 5 =
7 4
2 1
5. 4 25
- 2 25=

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 What is It

Hi there! Fractions look a little like division expressions, but they aren’t
problems to be solved. They are a way of expressing an amount. Like numbers,
fractions tell you how much you have of something. There are different kinds of
fractions that you need to get acquainted with and be able to deal with utmost
understanding.

Here are the different kinds of fractions and their examples. Go over it.

Similar Fractions

Similar fractions are fractions which have the same denominator. To add or
subtract similar fractions, add or subtract the numerators and copy the common
denominator. Simplify the resulting fraction, if possible.

Example 1
3 1
Add: +
6 6

3+1
Add the numerators.

4
Copy the common denominator.
6
Divide both numerator and
𝟐 4÷2 2
Answer: Simplify (lowest term). → = denominator by the
𝟑 6÷2 3 Greatest Common Factor.

Example 2
8 3
Subtract: −
15 15

8−3
Subtract the numerators.

5
Copy the common denominator.
15

𝟏 5÷5 1
Answer: Simplify (lowest term). → =
𝟑 15÷5 3

Dissimilar Fractions

Dissimilar fractions are fractions with different denominators. To add or

subtract dissimilar fractions, find the Least Common Denominator or LCD. Then,
rewrite each fraction into its equivalent fraction using the LCD. Add or subtract the
numerators and write the sum or difference over the common denominator. Simplify
the resulting fraction, if possible.

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Example 1
1 2 4: 4,8,12,16
Add: + 6: 6,12,18,24
4 6
Use the multiples of 4 and 6 to find a
common denominator. The LCD of 4
+ Determine the LCD. and 6 is 12.
12 12

3 4
+ To get the equivalent fraction, divide the LCD by the
12 12

denominator and multiply the answer/quotient by the

numerator.
3+4
Add the numerators over the common denominator.
12

𝟕
Answer:
𝟏𝟐

Example 2
3 3 5: 5,10,15,20
Subtract: − 15: 15,30,45,60
5 15

− Determine the LCD.

15 15

9 3
− Get the equivalent fraction.
15 15

9−3
Subtract the numerators over the common denominator.
15

6 2 6÷3 2
𝑜𝑟 Simplify (lowest term). → =
15 5 15÷3 5

𝟐
Answer:
𝟓

Mixed Fractions

For mixed similar fractions, add or subtract the whole numbers and the
fractions. Simplify the resulting fraction if possible.

Example 1
5 3
Add: 4 +2
10 10

5 3
(4 + 2) + ( + ) Add the whole numbers and the fractions.
10 10

8 4
6+ 𝑜𝑟 6 Combine and simplify.
10 5

𝟒
Answer: 𝟔
𝟓

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Example 2
8 2
Subtract: 5 −2
10 10

8 2
(5 − 2) + ( − ) Subtract the whole numbers and the
10 10
fractions.
6 3
3 𝑜𝑟 3 Combine and simplify.
10 5

𝟑
Answer: 𝟑
𝟓

Example 3
2 4
Subtract: 6 − 3
5 5

5 2 4
[5 + ( + )] − 3 Since we cannot subtract 4 from 2, regroup
5 5 5
5
1 or from 6. Any fraction with the same
5 numerator and denominator has
5
7 4 a value of 1. So, has a value of
5 −3 1.
5
5 5

7 4
(5 − 3) + ( − ) Subtract the whole numbers and the
5 5
fractions.
3
2 Combine.
5

𝟑
Answer: 2
𝟓

For mixed dissimilar fractions, determine the LCD of the fraction and change
it to its equivalent fraction using the common denominator. Add or subtract the
whole numbers and the fractions. Simplify the resulting fraction if possible.
2 2
Example Add: 4 +5
3 6
3: 3,6,9,12
6: 6,12,18,24
4 +5 Determine the LCD.
6 6

4 2
4 +5 Get the equivalent fraction.
6 6

4+2
(4+5) + Add the whole numbers and then the fractions.
6

6
9
6

Answer: 10

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 3 2
Example 1: Subtract5 − 2
4 5
4: 4,8,12,16,20
5: 5,10,15,20,25
5 −2 Determine the LCD.
20 20

15 8
5 −2 Get the equivalent fraction.
20 20

15−8
(5-2) – Subtract the whole numbers and then the fractions.
20

7
3
20

𝟕
Answer: 3
𝟐𝟎

2 5
Example 2: Subtract6 − 4
3 7
3: 3,6,9,12,15,18,21
7: 7,14,21,28,35,42
6 −4 Determine the LCD.
21 21

14 15
6 −4 Get the equivalent fraction.
21 21

21 14 15 21
[5 + ( + )] − 4 Since we cannot subtract 15 from 14, regroup 1 or from 6.
21 21 21 21

35 15
5 −4
21 21

35−15
(5-4) – Subtract the whole numbers and then the fractions.
21

20
1
21

𝟐𝟎
Answer: 1
𝟐𝟏

CHECK
Check if the answer is correct
2 1 1 4
+ + = 𝑜𝑟 1
4 4 4 4

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 What’s More

This is a complete self-check activity so we could be able to know whether or

not you learned something about the lesson. So, here we go!

Activity 1. Hidden Word

Reveal the hidden word below by solving the following fractions. Write
the corresponding letter in the decoder box that matches your answer. Good
luck!

2 1 1 5 1 7
2 4 7 1
3 3 3 7 5 10

8 4
A 1. 1 −1 =
12 12
7 8
Z 2. + =
21 21
6 3
M 3. 6 − 2 =
9 9
1 2
G 4. 1 − =
3 6
1 2
A 5. + 2 =
3 6
2 5
N 6. 1 − =
10 10
1 1
I 7. 5 + 2 =
10 10

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 What I Have Learned

This is to clarify ideas of the terms you have encountered. Understanding

fractions means understanding all the possible concepts that fractions can
represent. At this point, you may identify the concept/term that is referred to by the
given statement.

Fill in the blanks with the correct answer. Write your answer on a separate
sheet of paper.

1. ________________________ is a part of a whole or a set.

2. ________________________ are fractions with the same denominator.

3. ________________________ are fractions with different denominators.

4. ________________________ is composed of a whole number and a fraction.

5. To add or subtract dissimilar fractions, find the _______________________.This is

the smallest number that can be divided by the denominators.

6. To simplify a fraction, divide both the top and bottom by the ____________________.

It is the highest number that divides exactly into two or more numbers.

7. When adding and subtracting fractions, all answers must be express in the

_________________________ if possible.
3 2
8. + is an example of _______________________ fractions.
4 4
5 3
9. − 4is an example of _______________________ fractions.
6
3 8
10. 4 + 5 is an example of _________________________ fractions.
7 9

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 What I Can Do

Well, understanding how fractions work, how to manipulate them, and how
to perform calculations with them are skills that are useful in a surprising number
of everyday situations. Here are some examples of fractions in everyday life:

1. Fractions are useful when measuring particularly the length of an object, for
2 1
example, in the fraction , you can use the unit fraction as the selected length
3 3
2
and then count or measure to show that it takes two to reach .
3

2. Working out the quantities of ingredients to feed a dinner party for 10 when you
your recipe feeds 5.

Actually, you probably use fractions without even knowing it. And without
fractions, you wouldn’t be able to tell time or cook with recipes. Learn more and
apply this lesson into your own experience. Here’s you can do!

Activity 1: It’s PIZZA Time!

1. A pizza is a great example of fractions! Each piece represents a part of a whole.

In the picture, the pizza is divided into 8 pieces. If you have one piece, what
fraction of pizza you are eating?.______________________

2. If your friend James has two pieces, what fraction does he

have?____________________

3. When Eoin gets three slices of pizza, what fraction does he

get?_____________________

4. If you add the pizza you have eatento Eoin plus James, what is the total
fraction of pizza that have been eaten?
______________________________________________________________

5. When the sum of the pizza eaten by the three persons is subtracted from the
whole of pizza, what fraction has left? _______________________

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 Assessment

Here’s now the time to evaluate your skills and knowledge you have gained
in this lesson. Please do this assessment as best as you can. Good luck!
A. Add the fractions below. Reduce your answer to lowest term.

7 5
1. + =
18 6

12 18
2. + =
32 32

4 3
3. 6 + 5 =
5 5

7 1
4. 10 + 6 =
10 4

1 2 2
5. 5 + + 1 =
4 3 6

B. Subtract the fractions below. Reduce your answer to lowest term.

4 2
1.
5
_ 5
=

10 2
2. − =
12 12

18 3
3. − =
24 6

1 4
4. 126 − 7 6 =

7 1
5.14 10 − 5 5 =

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 Additional Activities

Congratulations! You have done a great job, however, you still have to do this
activity to increase or maintain your enthusiasm after going through this lesson.

Add or subtract the following fractions below. Reduce your answer to lowest
term.
5 2 4 3
1. + = 6. 6 + =
6 6 5 7
1 2 10 2
2. 4 − 1 = 7. −1 =
4 6 4 5

7 5 9 1
3. 5 + 12 = 8. − =
24 6 12 4

5 1 1 2 4
4. 6 + = 9. + + =
8 6 4 3 6
1 5 7 3
5. 9 − = 10.4 − 1 =
4 8 8 8

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Answer Key

14
References
Marjoseph H. Perez, Donnel P. Placer, Jaime R. Burgos, Arsenio S. Dimaranan.
21st Century Mathletes. Vibal Group, Inc. Quezon City, Philippines, 2016, 2-15

Jim Barlow, Sherri Claiborne, William Burns, Bill Freeland, Joanie Griffin-
Rethlake, Jim Scheil, Steck-Vaughn Pre-Ged Mathematics. Steck-Vaughn
Company, Texas, USA, 2000, 82-95.

Gloria D. Benigno. Basic Mathematics for College Students. Rex Printing Company,
Inc., Quezon City, Philippines, 2006, 69-70.

Fractions, June 29, 2020, https://www.mathsisfun.com/fractions-menu.html

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the
primary objective of preparing for and addressing the new normal. Contents of this
module were based on DepEd’s Most Essential Learning Competencies (MELC). This
is a supplementary material to be used by all learners of Region XII in all public
schools beginning SY 2020-2021. The process of LR development was observed in
the production of this module. This is version 1.0. We highly encourage feedback,
comments, and recommendation.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph