Addition and Subtraction of Fractions Worksheets

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

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

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

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

12 divided by 5 has a remainder 6 x 3 = 18. 18 divided by 5 has a remainder 6 x 4 = 24 24 divided by 5 has a remainder 6 x 5 = 30 30 divided by 5 has NO remainder, therefore 30 is the LCD! Note: You may have noticed that multiplying the denominators together also gets the LCD. This method will always get a common denominator but it may not get a lowest common denominator. Exercise 1 Using the previously shown method, write just the LCD for the following sets of fractions (Do Not Solve) 1) 4) 7) 10) 13)
1 1 , 2 3

2) 5) 8) 11) 14)

2 2 , 5 3

3) 6) 9) 12) 15)

5 1 , 8 2

1 1 , 4 3 3 1 , 4 2 13 4 , 15 5 3 1 1 , , 8 6 3

1 2 , 7 5 7 3 , 8 5 1 2 5 , , 2 3 6 1 1 1 , , 7 2 3

4 1 , 9 3 3 2 , 10 3 3 5 7 , , 4 8 16 3 1 1 , , 8 5 3

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

1 2 = 2 4 2 4 = 3 6

1 3 = 2 6 2 6 = 3 9

1 4 = 2 8 2 8 = 3 12

1 5 = 2 10 2 10 = 3 15

etc. etc.

An equivalent fraction is obtained by multiplying both the numerator and denominator of the fraction by the same number. This is called BUILDING. Here are some examples:
5x3 15 = 8x3 24

5 and 8 were both multiplied by 3 7 and 12 were both multiplied by 2 1 and 3 were both multiplied by 17

7x2 14 = 12x2 24 1x17 17 = 3x17 51

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

An equivalent fraction can also obtained by dividing both the numerator and denominator of the fraction by the same number. This is called REDUCING. Here are some more examples:
10 2 5 = 12 2 6

10 and 12 were both divided by 2 8 and 12 were both divided by 4 200 and 225 were both divided by 25

84 2 = 12 4 3
200 25 8 = 225 25 9

Exercise 2 Find the number that belongs in the space by building or reducing equivalent fractions. 1)
1 = 2 10

2)

2 = 3 15

3)

5 = 6 12

4)

3 = 4 12

5)

2 = 5 20

6)

5 = 7 21

7)

3 = 6 2

8)

6 = 8 4

9)

8 = 10 5

10)

12 = 24 2

11)

5 = 30 6

12)

7 = 14 2

13)

2 = 7 35

14)

7 = 42 6

15)

10 = 15 3

16)

1 = 8 24

17)

1 = 3 24

18)

20 = 22 11

19)

21 = 42 2

20)

17 = 51 3

21)

10 = 30 3

Simplifying Improper Fractions An improper fraction is one in which the numerator is larger than the denominator. If the answer to an addition, subtraction, multiplication, or division fraction is improper, simplify it and reduce if possible. Ex. 1: numerator.
3 1 4 3 1

4 is an improper fraction. Divide the denominator into 3

= 11 3

Ex. 2:

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

10 = 8 8

1 2 1 10 = 1 = 1 8 4 8 2

Ex. 3:

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

136 = 20 20 6 16 4 136 = 6 =6 20 5 120 16

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

6 = 5

2)

5 = 4

3)

7 = 3

4)

10 = 6

5)

4 = 2

6)

6 = 4

7)

15 = 3

8)

20 = 12

9)

19 = 4

10)

23 = 5

11)

18 = 3

12)

17 = 5

13)

37 = 9

14)

28 = 8

15)

47 = 9

16)

106 = 4

17)

17 = 2

18)

140 = 20

19)

162 = 10

20)

38 = 5

21)

52 = 3

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

Ex. 1:

3 5

1 5

4 5

The denominators are the same. Add the numerators, keep

1 2

the denominator. This fraction cannot be simplified or reduced.

2 1 4 = = 4 1 4 3 4 5 15 24 8 24 7 24

Ex. 2:

1 2

1 4

=?

The denominators are different numbers. Therefore, change to

Ex. 3:

5 8

1 3

=?

8 1 3

= =

equivalent fractions.
See page 3

Ex. 4:

2 3

3 4

=?

3 3 4

= =

8 12 9 12 17 12 12 11 = 15 5 = 15 6 15 = 2 5 =1 5

11

Ex. 5:

11 15

1 3

=?

15 1 3

Simplifying and reducing completes addition and subtraction problems. See page 5

Exercise 4 Add or subtract the following fractions. Simplify and reduce when possible. 1)
2 3 + = 7 7

2)

9 1 + = 14 14

3)

1 3 + = 6 6

4)

3 1 + = 5 4

5)

2 1 + = 3 2

6)

4 1 + = 5 2

7)

2 3 + = 4 6

8)

5 3 + = 6 8

9)

7 2 + = 9 3

10)

3 1 = 4 2

11)

3 1 = 5 3

12)

7 2 = 8 3

13)

5 1 = 12 4

14)

9 1 = 11 2

15)

11 5 = 12 6

16)

1 1 = 2 3

17)

5 1 = 6 4

18)

9 1 = 10 3

19)

8 1 + = 20 5

20)

14 1 = 15 6

21)

4 3 = 7 8

22)

6 1 + = 12 2

23)

8 2 = 9 3

24)

12 5 + = 16 8

25)

3 1 = 7 6

26)

4 6 = 5 10

27)

2 2 + = 13 3

Adding and subtracting mixed numbers A mixed number has a whole number followed by a fraction: When adding or subtracting mixed numbers, use the procedure from page 7. Note: Dont forget to add or subtract the whole numbers. Ex. 1: 1 + 2 = ?
1 3 =1 2 6 1 2 + 2 =2 3 6 5 3 6 1

1 5 1 6 1 , 2 , 176 , and 8 are examples of mixed numbers 3 8 2 7

1 2

1 3

Ex. 2: 6 + 5 = ?

1 8 1 6 8 +5 1 11 8

Ex. 3: 5 +
5 + 1 =5 3 3 = 5 5 15 9 15 14 5 15

1 3

3 =? 5

Ex. 4: 3
3

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

6 1 1 = ? 9 2

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

The 2

cannot be

Ex. 6: 5

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

1 1 2 = ? 6 3

5, changed to 6 added to the 1

and then to make

7 . The whole number 5 6 was changed to a 4. Now the mixed numbers can be subtracted.

4 4 3 3 2 =2 4 4 1 5 4 8 =7

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

Exercise 5 Add or subtract the following mixed numbers. Simplify and reduce when possible. 1) 8 + 8
4 5 1 = 10
2 3 2) 1 + = 3 7

3) 16 +

5 8

11 = 12

4) 3 + 6 + 5

4 5

2 3

11 = 15

5) 1

11 2 = 12 3

6) 4

1 1 = 8

1 1 7) 5 2 = 6 3

8) 14 2 =

1 2

1 8

9) 7 +1 =

2 5

1 5

10) 2

2 3

1 = 4

1 2 11) 12 8 = 7 3

4 6 12) 4 3 = 7 7

5 1 13) 16 2 = 6 3

1 14) 14 2 = 9

15) 146 + 8 =

1 5

5 10 16) 5 + = 6 12

17) 6 4

7 = 8

18) 11

3 5 = 5

19)

2 +7 = 3

20) 2

4 2 +1 = 8 3

21) 100 4 =

3 8

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

1 Ex. 1: If brand X can of beans weighs 15 ounces and brand Y weighs 12 3 ounces, how much larger is the brand X can? 4
1 2 6 = 15 =14 2 4 4 3 3 3 12 =12 =12 4 4 4 3 2 4 15

means to subtract

Borrow from the whole number and add to the fraction

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

1 3 inches in December and 1 inches in January. 3 4

means to add

1 inch in 10

Exercise 6 Solve the following add/subtract fraction word problems 1. Find the total width of 3 boards that 1 wide, and 1
1 inches wide. 2

1 6 = 10 60 1 20 2 =2 3 60 3 45 +1 =1 4 60 71 11 3 =4 60 60

Simplify.

7 3 inches wide, inch 4 8

2. A 7.15H tire is 6

wide. What is the difference in their widths?

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

3. A patient is given 1
2

patient receive daily?

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

1 teaspoons of medicine in the morning and 2

4. 3

the remaining part of the board?

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

5.

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

3 8

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

1 4

of it is grown in

6. A runner jogs 7

How far has she jogged?

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

7. If 3

much is left?

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

8. I set a goal to drink 64 ounces of water a day. If I drink 10 ounces in the morning, 15

dinner, how many more ounces of water do I have to drink to reach my goal for the day?

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

1 3

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

108

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

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

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

16

fifth banner?

1 1 3 ft., 11 ft., and 14 ft. How much material is left for the 6 4 2

1 ft., 3

Exercise 1
1) 6 2) 15 3) 8 4) 12 5) 35 6) 9 7) 4 8) 40 9) 30 10) 15 11) 6 12) 16 13) 24 14) 42 15) 120

Exercise 2
1) 5 2) 10 3) 10 4) 9 5) 8 6) 15 7) 1 8) 3 9) 4 10) 1 11) 1 12) 1 13) 10 14) 1 15) 2 16) 3 17) 8 18) 10 19) 1 20) 1 21) 1

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

6) 1 7) 5 8) 1

1 2

Exercise 4 5 1) 7 5 2) 7 2 3) 3 17 4) 20 1 5) 1 6 3 6) 1 10
7) 8) 9) 1

2 3 3 9) 4 4
10)

43

5 24 4 1 9

11) 6 12) 13) 14) 15) 16) 17)

10) 11)

1 4

4 15

32
41

5
9

12) 13) 14) 15) 16) 17) 18)

31
52

18) 7 19) 20) 21)

9 26 1 2 81 2

16 1 73

19) 20) 21)

5 17 1 3

24 1 6 7 22 1 12 1 6 7 12 17 30 3 5 23 30 11 56
2

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

12) 13) 14) 15) 16) 17) 18) 19) 20) 21)

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

20 1

4 ft.

7 14 1
11 8

22) 1 23)

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

9 24) 1 3 8 25) 11 42 26) 1 5

27) 32 39