Fractions- Add and Subtract

w/Mixed Numbers

Teacher Guidelines ▶ pages 1 – 2

Instructional Pages ▶ pages 3 – 5
Activity Page ▶ page 6
Practice Page ▶ page 7
Grade Level: 5

Homework Page
Answer Key
▶
▶
page 8
pages 9 – 10
 Classroom Procedure: Approximate Grade Level: 5
1. Display fraction addition and subtraction problems with Objectives:
like denominators w/o sums or differences and display the
The students will be able to add and
same but with unlike denominators. Ask students: What
subtract fractions with unlike denomi-
is the same or different about adding/subtracting fractions
nators, including mixed numbers.
with like and unlike denominators?
Common Core State Standards:
2. Allow for responses and discussion. Ask students if they
are aware of any strategies for adding and subtracting CCSS.MATH.CONTENT.5.NF.A.1
fractions with unlike denominators
Class Sessions (45 minutes):
3. Distribute Fractions- Add and Subtract w/Mixed Numbers
At least 2 class sessions.
content pages. Read and review the information with
the students. Use the additional resources to enhance Teaching Materials/Worksheets:
understanding.
Fractions- Add and Subtract w/Mixed
4. Distribute Activity page. Read and review the instructions. Numbers content pages (3), Activity
Pair students. Ensure that students must show both page, Practice page, Homework page
examples of adding and subtracting mixed numbers.
Encourage adding color to the posters, arrows, and other Student Supplies:
helpful text to assist viewers in learning how to add/subtract Colored pencils, poster paper, handouts
mixed numbers.
Prepare Ahead of Time:
5. Once completed, the students may share their posters
with the class. Pair students for activity. Copy hand-
outs.
6. Distribute Practice page. Check and review the students’
responses. Options for Lesson:

7. Distribute the Homework page. The next day, check and Students may work alone or in groups
review the students’ responses. for the activity. Students vote for the
best poster, most colorful, neatest, etc.
8. In closing, ask students: Which of the strategies will you Students create addition/subtraction
use the most when adding and subtracting mixed numbers problems of mixed numbers to share
and fractions? Why? Can you think of another strategy? with other class members and include
Share it with the class. answer keys. Use hands-on manipula-
9. Allow for responses and discussion. Students may meet tives for students to better understand
in pairs to discover a new strategy. the concept of borrowing or regrouping
a whole number.

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 Teacher Notes
The lesson introduces students to strategies for adding and subtracting fractions with unlike denominators,
including mixed numbers. There is more than one strategy to add and subtract fractions, and the students
may use the strategy that works best for them. The lesson may be used in conjunction with other lessons
related to fractions and mixed numbers.
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Additional Resources:
Content:
https://www.georgebrown.ca/uploadedFiles/TLC/_documents/Adding%20and%20Subtracting%20Mixed%20
Numbers%20and%20Improper%20Fractions.pdf
https://betterlesson.com/browse/common_core/standard/269/ccss-math-content-5-nf-a-1-add-and-subtract-
fractions-with-unlike-denominators-including-mixed-numbers-by-replacing-given-fracti
https://www.khanacademy.org/commoncore/grade-5-NF (Interactive)
Worksheets:
https://www.education.com/common-core/CCSS.MATH.CONTENT.5.NF.A.1/worksheets/
https://www.biglearners.com/common-core/worksheets/grade-5/math/number-operations-fractions/5.nf.a.1
https://www.mathworksheetsland.com/5/
Videos:
https://www.opened.com/search?standard=5.NF.A.1 (Links to…)
https://www.youtube.com/watch?v=__neKZ85nPo (3:45)
https://www.youtube.com/watch?v=pmJHyJ0zpw4 (15:00)

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Adding/Subtracting Fractions
You have previously learned how to add and subtract fractions with like and unlike denominators. When
adding and subtracting fractions with unlike denominators, it is important to find common denominators, or
often called a lowest common denominator or LCD. Without a common denominator, the numerators of the
fractions cannot be added together.
In addition, there is more than one strategy you can use to add and subtract fractions with unlike denominators.
Review the following two strategies for adding and subtracting fractions with unlike denominators:

Strategy 1: Find the LCD or lowest common denominator. 3/4 + 5/6

The LCD/LCM of 4 and 6 is in bold:

Identify the LCD, which is also the lowest common mul- Multiples of 4: 4, 8, 12, 16, 20, 24
1 tiple of the two (or more) denominators.
Multiples of 6: 6, 12, 18, 24, 30

2 Use the LCD to create equivalent fractions. 3/4 = 9/12 5/6 = 10/12

3 Add the two (or more) equivalent fractions and change

the sum (or difference) to a mixed number, reduce if 9/12 +10/12 = 19/12 = 1 7/12
necessary.

Strategy 2: Cross multiply. 3/4 + 5/6

1 Multiply the two denominators (4 x 6), which will be the
new denominator.
3/4 + 5/6 = □/24
Cross multiply the numerators and denominators (3 x 6)
2 and (4 x 5). Add them together for the new numerator.
3/4 + 5/6 = 18 + 20 / 24  = 38/24
Reduce if necessary and change the sum (or difference) to
3 a mixed number if necessary. 38/24 = 19/24 = 1 7/12
Use either of the two strategies to add or subtract fractions with unlike denominators. The strategies will also
be useful when adding/subtracting fractions with mixed numbers or adding/subtracting mixed numbers with
other mixed numbers.

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Fractions and Mixed Numbers
As you know a mixed number is simply a fraction that includes a whole number. For example, you may have
eaten one whole piece of pie and then later ate one-half of a piece of pie. In all, you would have eaten 1
and ½ pieces of pie which can be expressed as a mixed number: 1 1/2.
Later, during the rest of the week, you eat two and three-quarter pieces of pie, which can be expressed as
another mixed number: 2 3/4. How much pie have you eaten all together? You can simply add the two mixed
numbers together using one of the following strategies.

Addition Strategy 3: Add whole numbers and fractions. 1 1/2 + 2 3/4

1 Add the whole numbers (1+3) and then add. 1+2=3
Add the fractions (+ ) using one of the two strategies from
2 1/2 +  3/4 = 4 + 6/8 = 10/8 = 12/8 = 11/4
above. (Strategy 2 from above is used here.)

Add the sum of the two (or more) fractions to the whole
3 number(s) (3 + 1). 3+1=3

Addition/Subtraction Strategy 4: Subtract whole numbers and fractions. 23/4 − 11/2

1 Change the mixed numbers to improper fractions. 2 3/4 = 11/4 and 11/2 = 3/2
Subtract using the new improper fractions using one of the
2 strategies from above.
11/4 − 3/2  =  22 − 12 / 8 = 10/8 = 1 2/8 = 11/4

The same strategy used to subtract two mixed numbers is used for adding mixed numbers as well. Strategy 2
and strategy 4 are the best strategies to use when subtracting mixed numbers and fractions. This is because
borrowing or regrouping numbers would not be necessary.
However, when working with larger whole numbers or subtracting a fraction from a whole number, you may
want to use one of the following strategies.

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Subtraction Strategy 5: Subtract whole numbers and fractions. 15 − 8 2/3
Borrow 1 (or regroup) from the whole number (15) by
Borrow 1 from 15 and regroup 15 to:
1 creating a fraction using the same denominator used in the
mixed number (3). 3/3 = 1 so 15 = 14 3/3
Use the regrouped mixed number for the subtraction
2 problem. It is now a simple subtraction problem now with 14 3/3  − 8 1/3 = 6 2/3
like denominators.

Subtraction Strategy 6: Subtract mixed numbers and mixed numbers. 150 1/2− 80 2/3
Since 2/3 is larger than 1/2 it cannot be subtracted from 1/2.

Borrow 1 (or regroup) from the whole number (150) by

Borrow 1 from 150 and regroup:
1 creating a fraction using the same denominator used in
2/2 = 1 so 150 = 149 2/2 + 1/2 = 149 3/2
the fraction (2).

Use the regrouped mixed number for the subtraction

2 problem. The new subtraction problem can be solved 149 3/2 − 80 2/3
using Strategy 1 for adding/subtracting fractions.
Find the lowest 14 3/2 = 9/6 As you practice adding and subtracting fractions
common denominator
− 80 2/3 = 4/6 with other fractions or fractions and mixed or whole
3 (6) and find equivalent numbers, you will select one or more strategies to
fractions and then 69 5/6 use. Regardless of the strategy, you must carefully
subtract as usual. follow the steps involved.
Furthermore, in all problems with unlike denominators, you will need to find a common denominator. You
must understand the use of multiples and how to find equivalent fractions. Finally, it is important to multiply
correctly, so it is vital for you to know your multiplication facts.

Which of the strategies will you use the most when adding
and subtracting mixed numbers and fractions? Why? Can
you think of another strategy? Share it with the class.

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 Activity Name __________________________ Date _________

Work with your partner to create a poster. One-half of the poster will include a strategy for adding two
mixed numbers, and the other half of the poster will include a different strategy for subtracting two
mixed numbers with regrouping/borrowing. You must use text, pictures if necessary, arrows, labels,
etc. The viewer of the poster should clearly understand how to add and subtract mixed numbers.
Use the space below for your rough draft.

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 Practice Name __________________________ Date _________

Solve each using one or more of the strategies you have learned.

21/2 + 43/5 9 + 2 1/2 1/4 − 1/8

5 5/16 − 2 1/8 4 − 11/2 5 5/8 + 1 1/2

8 1/16− 4 7 1/4 + 2 3/4 7 7/8 − 2 1/4

9 1/16 + 3 1/8 10 1/3 − 4 5/6 12 − 7/10

2 1/3 − 7/8 12 3/4 − 5 1/2 3 3/10 + 7 1/5

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 Homework Name __________________________ Date _________

Read, solve, explain.

A baker is making two cakes for a wedding. He will be using 4 cups of flour for one cake and 2 cups of flour
for the second cake. His assistant decided that less than 7 cups of flour will be needed for the cakes. Is the
assistant correct? Explain using pictures, words, and numbers.

A road construction company is paving a road. During the first week, the company paved 21 miles, and
during the second week, they paved about 17 miles? How much more of the road was paved the first week
than during the second week? Explain using pictures, words, and numbers.

Solve.

4 3/8 + 1 2/3 + 2 5/6 2 1/5 − 1 + 1/8 5 1/5 − 3 3/4 − 7/8

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 Practice Answer Key
Name __________________________ Date _________

Solve each using one or more of the strategies you have learned.

21/2 + 43/5 9 + 2 1/2 1/4 − 1/8

6 14/15 11 1/5 1/8

5 5/16 − 2 1/8 4 − 11/2 5 5/8 + 1 1/2

3 3/16 2 1/2 7 1/8

8 1/16− 4 7 1/4 + 2 3/4 7 7/8 − 2 1/4

4 1/16 4 1/2 5 5/8

9 1/16 + 3 1/8 10 1/3 − 4 5/6 12 − 7/10

12 1/8 5 1/2 11 3/10

2 1/3 − 7/8 12 3/4 − 5 1/2 3 3/10 + 7 1/5

1 11/24 7 1/4 10 1/2

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 Homework Answer Key
Name __________________________ Date _________

Read, solve, explain.

A baker is making two cakes for a wedding. He will be using 4 cups of flour for one cake and 2 cups of flour
for the second cake. His assistant decided that less than 7 cups of flour will be needed for the cakes. Is the
assistant correct? Explain using pictures, words, and numbers.
Mixed numbers will be added together. The total needed is less than 7 cups or 6 11/12 cups. (Pictures,
words, numbers will vary.)

A road construction company is paving a road. During the first week, the company paved 21 miles, and
during the second week, they paved about 17 miles? How much more of the road was paved the first week
than during the second week? Explain using pictures, words, and numbers.
21 1/5 − 17 3/4 = 3 9/10 more miles of road were paved during the first week than the second week. (Pic-
tures, words, numbers will vary.)

Solve.

4 3/8 + 1 2/3 + 2 5/6 2 1/5 − 1 + 1/8 5 1/5 − 3 3/4 − 7/8

8 2/3 1 3/40 23/40

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