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5.2-5.4 Materials: Least Common Denominator (LCD) : The Least Common Multiple of The Different Denominators

This document provides instruction on adding and subtracting fractions with unlike denominators. It discusses finding a common denominator by using the least common multiple (LCM) of the denominators. It also describes two methods for solving problems with mixed numbers - keeping the whole number and fraction parts separate, or changing everything to improper fractions first before combining. The document emphasizes that improper fractions should be used when the smaller number comes first in subtraction problems. It concludes by outlining a five-step process for solving any fraction addition or subtraction problem.

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Preston Lee
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425 views

5.2-5.4 Materials: Least Common Denominator (LCD) : The Least Common Multiple of The Different Denominators

This document provides instruction on adding and subtracting fractions with unlike denominators. It discusses finding a common denominator by using the least common multiple (LCM) of the denominators. It also describes two methods for solving problems with mixed numbers - keeping the whole number and fraction parts separate, or changing everything to improper fractions first before combining. The document emphasizes that improper fractions should be used when the smaller number comes first in subtraction problems. It concludes by outlining a five-step process for solving any fraction addition or subtraction problem.

Uploaded by

Preston Lee
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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5.2-5.

4 Materials
These three lessons are all about adding and subtracting unlike fractions. There are a set of rules we
have to follow, and by the end of these notes, we will have a step by step process that let’s us solve any
addition or subtraction problem with fractions. For these lessons, it is important that students
understand how to add and subtract like fractions (section 4.9), equivalent fractions/simplest form
(section 4.5), improper fractions (4.6) and also the Least Common Multiple or LCM (section 5.1).

5.2 Finding a Common Denominator


Vocabulary:
Least Common Denominator (LCD): The Least Common Multiple of the different denominators.

As a review, when we add and subtract like fractions, we don’t have to worry about changing the
denominator at all. For example:
2 2 4 1
+ = =1
3 3 3 3
In this section we will learn to do a problem like this:
4 5
+
9 6
We can’t add straight across like we did before. So we have to change the denominators. Remember, we
can change the denominator of a fraction by multiplication as long as we remember to multiply the
numerator by the same number. For example:
4×2 8 5 × 3 15
= ; =
9 × 2 18 6 × 3 18
But how do I know which number to multiply by? What’s so special about 2 and 3? Our goal is for the
denominators of both fractions to be the same. It’s true that we could just multiply the denominators
together like we did in section 4.7, but that is sometimes bigger than it has to be. If we had done that in
this example, the denominator would have been 54. But 18 works as well and is much smaller. We can
find the Least Common Denominator (aka the smallest common denominator) by using the LCM of the
denominators. That’s how I knew to use 18, because 18 is the LCM of 6 and 9.

Another Example:
3 7 3×5 7×2 15 14 29 9
+ = + = + = =1
4 10 4 × 5 10 × 2 20 20 20 20
For the first step, we recognize that the LCM of 4 and 10 is 20. To get from a denominator of 4 to a
denominator of 20, we must multiply by 5 on the top and on the bottom. To get from 10 to 20, we
multiply top and bottom by 2. Now they are like fractions, and we already know how to add those! The
last step I simply changed over from improper fraction to mixed number.
Subtraction works exactly the same as addition: Find a common denominator and then solve like before.
3 2 3×3 2×4 9 8 1
− = − = − =
4 3 4 × 3 3 × 4 12 12 12
The least common multiple of 4 and 3 is 12. So I multiply top and bottom to make each denominator 12.
Lastly I subtract straight across.

5.3 Now with Mixed Numbers


The steps for solving addition and subtraction problems with mixed numbers are mostly the same. There
are two ways we can deal with mixed numbers.

First way: do the whole number parts and the fraction parts separately. Let’s do an example:
1 1
1 +2
3 2
Find a common denominator. The whole number parts just come along for the ride.
1 1 1×2 1×3 2 3 5
1 +2 =1 +2 =1 +2 =3
3 2 3×2 2×3 6 6 6
For that last step, we add the whole number parts first 1 + 2 = 3. Then add the fraction parts to get the
5
fraction part 6. Another example:

4 7
1 +5
5 10
Adding the whole number parts gives 1 + 5 = 6. Next we add the fraction parts:
4 7 4×2 7 8 7 15 5 1
1 +5 =1 +5 =1 +5 =6 =6+1 =7
5 10 5×2 10 10 10 10 10 2
15 1
Don’t leave the fraction part as an improper fraction like 10. Convert it to a mixed number 1 2 then put
the whole number parts together. Remember to put your answer in simplest form:

Second Way: change everything to improper fractions, then change back to mixed numbers at the
end.

Let’s do those same problems, but instead of using mixed numbers, we change everything to improper
fractions:
1 1 4 5 4 × 2 5 × 3 8 15 23 5
1 +2 = + = + = + = =3
3 2 3 2 3×2 2×3 6 6 6 6
If you need to review how to change from a mixed number to improper fractions, study section 4.6.

Now the second problem:


4 7 9 57 9 × 2 57 18 57 75 5 1
1 +5 = + = + = + = =7 =7
5 10 5 10 5 × 2 10 10 10 10 10 2
So which way of solving should you use? Often times the first say is easier, like in this example:
5 2
97 +3
21 7
If we did it the second way (using improper fractions) we would have to do 21×97+5. That’s a lot of
work! Let’s do the first way.
5 2 5 2×3 5 6 11
97 + 3 = 97 + 3 = 97 + 3 = 100
21 7 21 7×3 21 21 21
11
Put them together to get 100 21. Now that’s much easier. Why do we know two ways to do this? It
doesn’t seem to make a difference when we add. How about when we subtract? That’s what the next
section is all about!

5.5 Subtracting with Mixed Numbers


You’ll notice that we haven’t done any subtraction problems yet with the mixed numbers. Here is why:
the steps for subtracting are the same as for adding. The only difference is that sometimes we have to
use the second way of doing things – the way with improper fractions. I’ll show you what I mean:
1 4
2 −1
4 5
If we try the first way:
1 4 1×5 4×4 5 16
2 −1 =2 −1 =2 −1
4 5 4×5 5×4 20 20
Oh no! We don’t know how to do 5 – 16. We can do 16 – 5, but that’s different than this question.
Because of this problem, we have to use the second way. The rule is: when the small number comes
first, you have to use improper fractions.

Let’s finish by doing two more examples:


1 3 1×2 3×3 2 9 62 33 29 5
5 −2 =5 −2 =5 −2 = − = =2
6 4 6×2 4×3 12 12 12 12 12 12
The small number came first, so we had to use improper fractions.

Last example (remember, any whole number can be written as a fraction with a denominator of 1):
3 7 × 10 3 70 43 27 7
7−4 = −4 = − = =2
10 1 × 10 10 10 10 10 10
Steps to Success:
In summary, leaving them as mixed numbers is often is easiest, but there are times when we must use
improper fractions. Improper fractions always work. With that in mind, here are the steps that will
always work no matter what the problem looks like:

1. Change the mixed numbers to improper fractions


2. Find a common denominator by using the LCM of the denominators
3. Add or subtract
4. If the answer is improper, change it to a mixed number
5. Write your final answer in simplest form

Practice Problems for 5.2-5.5:


In the practice book on pages 34-36, students can practice. In addition, students can use the large red
textbook on pages 226, 230 and 236.

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