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Mathematics
Quarter 2 – Module 7
Addition and Subtraction of
Dissimilar Fractions

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Mathematics – Grade 4
Quarter 2 – Module 7: Addition and Subtraction of Dissimilar Fractions

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Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Elena D. Hubilla
Editor: Loyd H. Botor
Reviewer: Eliakim H. Delovino
Illustrator: Name
Layout Artist: Name

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 GRADE 4 (QUARTER 2)
Module 7

I. Title of Material/Introduction:
Addition and Subtraction of Dissimilar Fractions

This module is all about addition and subtraction of dissimilar

fractions. It explains the process on how to visualize and perform
addition and subtraction of dissimilar fractions and to express the
answer in lowest term.

II. Objectives:
• visualizes addition and subtraction of dissimilar fractions
• performs addition and subtraction of dissimilar fractions
• solves routine and non-routine problems involving addition
and/or subtraction of fractions using appropriate problem-
solving strategies and tools

III. Vocabulary List:

Fraction – shows a part of a whole or a set

Dissimilar Fractions -are fractions with different denominators
Lowest Term – the form of a fraction in which the numerator and
denominator have no factor in common except 1
Least Common Multiple (LCM) – the smallest common multiple of
two or more numbers
Greatest Common Factor (GCF) - greatest factor that divides two
numbers

IV. Pre-Test:
A. Match the number sentence in Column A to its correct illustration
in Column B.

A B
1 2
1. + a. -
6 3

3
 1 2
2. + b. +
2 5

1 1
3. - c. +
4 8

d. +

B. Perform the indicated operations.

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

V. Learning Activities:

Fractions are part of a whole or a set. We have different

kinds of fractions but this module will focus on dissimilar fractions.

Dissimilar factions are fractions with different

denominators. Below are examples of dissimilar fractions.

2 5 3 1 6 1 numerator
, , , , ,
8 10 7 5 12 4 denominator

Let us study how we can visualize addition

of dissimilar fractions.

Learning Situation 1:

It is Saturday. The family’s activity is to clean the vegetable

garden. While mother is cooking breakfast, father and the two kids
started to pull the weeds in their rectangular plot. Father was able to
1
clean of the plot while the two kids helped each other and was
2
1
able to clean of it. What is the total part of the plot that has been
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cleared of weeds?
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 What is the activity of the family on that Saturday? Do you also
have vegetable garden? What is the importance of having one? Who
pulled the weeds in their vegetable garden?

How will you solve for the total part of the plot that has been cleared
of weeds?

First, let us make illustrations of the parts that the father and the
kids have cleaned separately.
𝟏
Father cleaned of the plot
𝟐

1 1
2 2

1 1 1 1
4 4 4 4

𝟏
The two kids cleaned of the plot
𝟒

1 1 1 1
4 4 4 4

𝟏
The part that the father cleaned is of the whole plot as shown by
𝟐
𝟐
the rectangle with diagonal lines which is also equal to . The two kids
𝟒
𝟏
were able to clean of the whole plot as shown by the rectangle with
𝟒
two horizontal lines. By just looking at the illustration, we can say that the
total part of the plot that the father and the two kids was able to clean is
𝟑
three of four parts or
𝟒
.

How about performing addition of

dissimilar fractions?

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 Learning Situation 2:

Let us add the fractions above.

1 1 numerators
2
+ 4
= ?
denominators

We cannot add fractions if they have different denominators, so we

need first to change them to similar fractions. But how? We have to get
the least common multiple of the two denominators. What is least
common multiple?

Least Common Multiple (LCM) is the smallest positive

numeral that is divisible or can be divided by both denominators.
We can get this through prime factorization using factor tree or by
repeated division or multiples.

Step 1: Find the LCM of the denominators 2 and 4.

1. Using Prime Factorization

We get the prime factors using the factor tree.

2 4

2 1 2 2

a. List the prime factors and take the common

prime factors of the two numbers as one.

2=2
4=2 x 2

b. Multiply the factors 2 x2=4

LCM of 2 and 4

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 2. Using Repeated Division

2 2 , 4

1 , 2

LCM = 2 x 1 x 2 = 4

3. Using Multiples

To find the LCM using multiples, list the multiples of the

numbers in the table as shown. The least common multiple
is the first common multiple for the given numbers.

Multiples
2 2 4 6
4 4 8 12

LCM = 4

Step 2: After getting the least common multiple, we can now solve
for the equivalent fractions with the LCM being the denominator of the
new fractions.

a. Divide the LCM by the denominator of the first fraction.

4÷2=2 quotient

𝟏
𝟐

b. Multiply the quotient by the numerator of the first fraction.

2x1=2 product

𝟏
𝟐

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 The product becomes the numerator of the equivalent
fraction while the LCM becomes the denominator.

𝟏 𝟐
= equivalent fraction
𝟐 𝟒

To get the equivalent fraction for the other fraction/s, do

the same steps used in getting the equivalent fraction of
the first fraction.

a. Divide the LCM by the denominator of the second

fraction.

4÷4=1 quotient

𝟏
𝟒

b. Multiply the quotient by the numerator of the second

fraction.

1x1=1 product

𝟏
𝟒

The product becomes the numerator of the equivalent

fraction while the LCM becomes the denominator.

𝟏 𝟏
= equivalent fraction
𝟒 𝟒

Step 3: Add or subtract the equivalent fractions like adding or

subtracting similar fractions.

𝟐
𝟒

𝟏
+
𝟒

𝟑 2+1=3
𝟒

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Examples:

1 2
1. + =
2 8

Get first the LCM of 2 and 8.

a. Using Prime Factorization

2 8
2 1 4 2

2 2

2 = 2
8 = 2 x 2 x 2

LCM = 2 x 2 x 2 = 8

b. Using Repeated Division

2 2 , 8

2 1 , 4

LCM = 2 x 2 x 2 = 8

c. Using Multiples

Multiples
2 2 4 6 8
8 8 16 24 32

LCM = 8

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 After getting the least common multiple, solve for the equivalent
fractions.

𝟏 𝟒
= 8÷2=4 𝑥1=4
𝟐 𝟖
LCM
𝟐 𝟐
= 8÷8=1𝑥2=2
𝟖 𝟖

𝟔 4+2=6
𝟖

𝟏 𝟐 𝟒+𝟐 𝟔
+ = =
𝟐 𝟖 𝟖 𝟖

𝟔
But is not yet the final answer because both the numerator
𝟖
and the denominator can still be divided by a common number and be
reduced to lowest term.

How can I reduce the fraction to lowest term?

To reduce fraction to lowest term, divide the numerator and

denominator by their Greatest Common Factor (GCF). This can be
done by listing down the prime factors of each number and multiplying
the common factor.

Prime factors of 2: 2 x 1
Prime factors of 8: 2 x 2 x 2

Since only 2 is the common factor of the two denominators, then,

𝟔
the GCF of 2 and 8 is 2. So, in changing to lowest term, divide both
𝟖
the numerator and denominator by 2.

𝟔÷𝟐 𝟑
=
𝟖÷ 𝟐 𝟒

final answer

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 Let us visualize how to subtract
dissimilar fractions

Learning Situation 3:

Sylvia baked pandesal last Monday and there was still a

𝟔
remaining part of the flour. On Wednesday, she woke up early
𝟏𝟎
1
and helped her mother cook omelet for breakfast and consumed
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of the original amount of flour. What part of the flour was left?

Do you also help your mother in cooking? What food have

you already tried cooking on your own?

Let us know how much flour was left by making illustrations.

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remaining flour on Monday
10
1
flour consumed for omelet
5

1
Looking into the illustration, it shows that is equal to 2
5
6 2
parts of or . Let us put the illustrations together.
10 10

The part with diagonal lines was the one used in cooking
omelet and the part with two horizontal lines was the flour left. By
just looking at the remaining yellow-shaded part, we can say that
𝟒
the flour left is four of the 10 parts or .
𝟏𝟎

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 Let us perform subtraction of dissimilar fractions.

Learning Situation 4:

Let us subtract the given fractions.

6 1 numerators
10
- 5
= ?
denominators

We cannot readily subtract fractions if they have different

denominators, so we need first to change them to similar fractions by
getting the least common multiple of the two denominators.

As discussed earlier, LCM can be derived through prime

factorization using factor tree, repeated division or multiples.

1. Using Prime Factorization

10 5

5 2 5 1

LCM = 5 x 2 x 1 = 10

2. Using Repeated Division

5 10 , 5

2 , 1

LCM = 5 x 2 x 1 = 10

3. Using Multiples

To find the LCM using multiples, list the multiples of the numbers in
the table as shown. The least common multiple is the first common
multiple for the given numbers.

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 Multiples
10 10 20 30
5 5 10 15

LCM = 10

After getting the least common multiple, we are now ready to solve
for the equivalent fractions and find the final answer.

𝟔 𝟔 10 ÷ 10 = 1 𝑥 6 = 6
=
𝟏𝟎 𝟏𝟎
LCM
𝟏 𝟐 10 ÷ 5 = 2 𝑥 1 = 2
=
𝟓 𝟏𝟎

𝟒 6− 2 = 4
𝟏𝟎

𝟔 𝟏 𝟔−𝟐 𝟒
- = =
𝟏𝟎 𝟓 𝟏𝟎 𝟏𝟎

𝟒
But is not yet the final answer since both the numerator
𝟏𝟎
and the denominator are still divisible by a number. So let us get
the GCF of 4 and 10.

Prime Factors of 4: 2 x 2
Prime Factors of 10: 2 x 5

Therefore, the GCF of 4 and 10 is 2.

Let us change the fraction to lowest term by dividing both the

numerator and denominator with the GCF 2.
𝟒 𝟐 𝟐
÷ = Final answer
𝟏𝟎 𝟐 𝟓

𝟔 𝟏 𝟔−𝟐 𝟒 𝟐
Therefore: - = = or
𝟏𝟎 𝟓 𝟏𝟎 𝟏𝟎 𝟓

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 REMEMBER:

In adding or subtracting dissimilar fractions:

• Change them first to similar or equivalent fractions by
getting the Least Common Multiple (LCM) either by
using prime factorization, continuous division or
multiples and perform the indicated operations.
• Express your answer in lowest term if possible by
getting the Greatest Common Factor (GCF).

Did you find it easy kid? Then, you are now ready for the exercises
below.

VI. Practice Exercises

Practice Task 1 - Perform the indicated operation. Answers should be

in lowest term.

1 1 2 5
1. + 10 = 2. + =
5 3 9

Practice Task 2 - Perform the indicated operation. Answers should be

in lowest term.

3 2 1 3
1. - = 2. - =
4 5 2 8

Practice Task 3 - Read the problem and solve for the answer.

2
Hannah and Neil cleaned the backyard. Hannah cleaned of
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1
the yard while Neil cleaned . Who cleaned the bigger portion? By
2
how much? Show also by way of illustrations using rectangles.
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VII. Post Test:

Perform the indicated operation. Answers should be in lowest term.

3 1 3 2 1 3
1. +3 = 2. +6 = 3. +5 =
9 7 10
1 5 3 1
4. - = 5. - =
2 12 4 3

VIII. Assignments

Read, analyze and solve the word problem. Illustrate it first before
performing the operation.

9 1
Marina has piece of cloth. He cut to sew face masks.
15 3
How big is the remaining cloth?

ANSWER KEY
PRE-TEST
A.
1. c 2. d 3. a
6 2
B. 4. or 1 5.
6 15

PRACTICE EXERCISES
Practice Task 1
𝟏 𝟏 𝟐+𝟏 𝟑 𝟐 𝟓 𝟔+𝟓 𝟏𝟏 𝟐
1. + = = 2. + = = or 1
𝟓 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟑 𝟗 𝟗 𝟗 𝟗

Practice Task 2
𝟑 𝟐 𝟏𝟓 − 𝟖 𝟕 𝟏 𝟑 𝟒− 𝟑 𝟏
1. - = = 2. - = =
𝟒 𝟓 𝟐𝟎 𝟐𝟎 𝟐 𝟖 𝟖 𝟖

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Practice Task 3 2/6 = 1/3

Portion of the backyard cleaned by Hannah

½ = 3/6

Portion of the backyard cleaned by Neil

Comparing the two illustrations, Neil was able to clean the bigger
portion of the backyard.

Solving for the difference of the portion cleaned by Neil and

Hannah:
𝟏 𝟏 𝟑− 𝟐 𝟏
- = =
𝟐 𝟑 𝟔 𝟔

Therefore, Neil was able to clean 1/6 more than Hannah.

POST TEST:

𝟑 𝟏 𝟑+ 𝟑 𝟔 𝟐 𝟑 𝟐 𝟏𝟖 + 𝟏𝟒 𝟑𝟐 𝟏𝟔
1. + = = or 2. + = = or
𝟗 𝟑 𝟗 𝟗 𝟑 𝟕 𝟔 𝟒𝟐 𝟒𝟐 𝟐𝟏

𝟏 𝟑 𝟏+ 𝟔 𝟕 𝟏 𝟓 𝟔−𝟓 𝟏
2. 3. + = = 4. - = =
𝟏𝟎 𝟓 𝟏𝟎 𝟏𝟎 𝟐 𝟏𝟐 𝟏𝟐 𝟏𝟐

𝟑 𝟏 𝟗− 𝟒 𝟓
5. - = =
𝟒 𝟑 𝟏𝟐 𝟏𝟐

ASSIGNMENT

1 4
3 15

9 1 9− 5 4
- = =
15 3 15 15

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15

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REFERENCES

K to 12 Mathematics Curriculum Guide

http://www.math.com/school/subject1/lessons/S1U3L3GL.html
https://www.splashlearn.com/math-vocabulary/number-sense/least-common-multiple

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