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Standards fractions!

FRACTIONS!
 Fractions – Basic Syllabus
 Basic Fractions  Comparing Fractions
 Equivalent Fractions  Converting Fractions
 Adding Fractions  Reducing Fractions
 Subtracting Fractions  Relationships
 Multiplying Fractions
 Dividing Fractions
 Comparing Fractions
 Equivalent Fractions
 Comparing - Like Denominators
 Comparing - Unlike Denominators
 Comparing – Unlike numerators and
denominators
 Converting Fractions
 Converting to Mixed Numbers
 Converting from Mixed Numbers
Reducing Fractions
 Prime and Composite Numbers
 Factors
 Greatest Common Factor
 Least Common Denominator
 Least Common Multiple
 Simplifying
 Relationships
 Relating mixed fractions to improper
fractions

 Relating improper fractions to mixed

fractions.
 Addition and Subtraction
 Addition/Subtraction
 Addition/Subtraction - Like Denominators
 Addition/Subtraction - Unlike Denominators
 Addition/Subtraction - Mixed Numbers

Multiplication and Division

 Concept Map

What are What are

fractions? fractions?
 What are fractions?
• Fractions are for counting PART of something
• a number that is not a whole number, formed by
dividing one quantity into another.
• The numerator
tells how many
fractional pieces
there are.
• The denominator
tells us how many
pieces something
is cut into.
 3 divided by 7

3 splits by 7
 2/3
How do we know that the given is 2/3?
2
means 2 parts of a whole which has been divided
3
into 3 equal parts.

In the given fraction 2/3, 2 is called the numerator and 3

is the denominator. It is read as “2 over 3” or “two – third”. The
numerator and the denominator may be separated by a slanting
line called a SOLIDUS or SLASH, as in 2/3, or may be written
above and below a horizontal line called VINCULUM.
 Basic Fractions
A fraction is part of an entire object.

1/4 is 1/2 is 3/4 is 4/4 or

pink pink pink one whole
is pink
Write a fraction to represent the shaded portion of
each figure.

7 3
10 5

5
6
1. PROPER FRACTION – a fraction whose numerator is
less than the denominator.
 That is, in a/b if a < b then it is a proper fraction
provided b ≠ 0.

LES
MP
EXA ⅔, ⅛, ⅓, ⅜, ⅞
3 5 7 10 8

4 9 11 13 9
2. IMPROPER FRACTION – a fraction whose numerator is
greater than the denominator.
 That is, if a > b in a/b, then it is an improper
fraction provided b ≠ 0.

PLES
EXAM
7 11 13 17 22

4 9 11 13 9
3. MIXED FRACTION – the sum of a whole number
and a proper fraction.
 Improper fractions are often written as mixed
fractions.

LE S
AMP
EX
3 5 7 10 8
3 , 5 , 12 , 8 , 7
4 9 11 13 9
 y w r i ti n g
fr ac t i onb
ri t t en as a
can b e w r o f 1.
ge r in a to
Any inte d en o m
it with a

P LES
M
EXA a. 12 = 12
1

b. 20 = 20
1
 Equivalent Fractions
 Two fractions are equivalent if they
represent the same number.
The fractions a/b and c/d are equivalent
.
fractions if and only if ad = bc (CROSS
PRODUCTS OF THE FRACTIONS),
where b ≠ 0 and d ≠ 0.
 Equivalent Fractions –
TWO METHODS
7 21
Are and equivalent ?
9 27
1. Simplify each fraction. 2. Cross Multiply.
7
7 21 3 7 6 34
     15  34  6  85
9 27 3 9
15 85 510 = 510
9
 Comparing Fractions
If the denominators of two fractions are the same, the
fraction with the largest numerator is the larger
fraction.

For example:
5/8 is larger than 3/8

all of the pieces are the same and

five pieces are more than three pieces.
Comparing,
cont.
 Comparing Fractions, cont.

If the numerators of two fractions are the same, the

fraction with the smaller denominator is the larger
fraction.

For example:
5/8 is larger than 5/16
Each fraction says there are five pieces. If an
object is divided into 8 pieces, each piece will
be larger than if the object were split into 16
pieces. Therefore five larger pieces are more
than five smaller pieces.
 Adding Fractions

Adding fractions with COMMON

denominators is simple.

Just add the numerators together, and place

the resulting answer in the top of a fraction and use
the existing denominator for the bottom number.
Then reduce the fraction, if possible
For example:
3/8 + 2/8 = 5/8
Adding,
cont.
 Adding Fractions
You can only add together fractions that have the same
denominator, so you must first change one or both of
the fractions so that you end up with two fractions
having a common denominator.

The easiest way to do this, is to simply select the

opposite fraction's denominator to use as a top and
bottom multiplier.

Please look at the example on the next page…

Adding,
cont.
 Adding Fractions
Example:
You have the fractions 2/3 and ¼
 Select the denominator of the second fraction (4) and multiply
the top and bottom of the first fraction (2/3) by that number:
4/4 x 2/3 = 8/12

 Select the denominator of the first fraction (3) and multiply the
top and bottom of the second fraction (1/4) by that number:
3/3 x 1/4 = 3/12

 These two fractions (8/12 and 3/12) have common denominators -

the number 12 on the bottom of the fraction.

Add these two new fractions together:

8/12 + 3/12 = 11/12
 Subtracting Fractions
 To subtract two fractions with the same denominator,
subtract the numerators and place that difference over
the common denominator.
Look at a pizza cut into 8
pieces. Each piece is 1/8 of the
pizza. Here we have 7 pieces
or 7/8 of the pizza.
Now take away 3/8 or 3 pieces.
We’re left with 4 pieces!

We just
subtracted the Subtracting,
numerators! cont.
 Subtracting Fractions
To Subtract Fractions with different denominators:

• Find the Lowest Common Denominator (LCD) of the

fractions
Click here to learn more about the LCD

• Rename the fractions to have the LCD

• Subtract the numerators of the fractions
• The difference will be the numerator and the LCD will
be the denominator of the answer.
• Simplify the Fraction
 LEAST COMMON
DENOMINATOR (LCD)
To find the least common denominator, list the multiples of each denominato
(multiply by 2, 3, 4, etc.) then look for the smallest number that appears in
each list.

Example: Suppose we wanted to add 1/5 + 1/6. We would find the least
common denominator as follows...

•Firstlist the multiples of each denominator. LCD, cont.

Multiples of 5 are 10, 15, 20, 25, 30, 35, 40,...
Multiples of 6 are 12, 18, 24, 30, 36, 42, 48,...

•Now,when you look at the list of multiples, you can see that 30 is the
smallest number that appears in each list.

•Therefore, the least common denominator of 1/5 and 1/6 is 30.

 The LCD of 1/5 and 1/6 is 30.
1 1 = 6+5
5 + 6 30
= 11
30
A.

B.
a.

b.

c.

d.
a.

b.
 Fraction Fun!
1). If you eat 1/4 of 2). If you eat 2 pieces of
this pizza how this pizza and your friend
much will be left? eats 1 how many 10ths
did you eat altogether?

Answer
Fraction Fun!
All the children are going
to share the pizza. We
will cut enough pieces
so each child can have
one, and the pieces
should all be the same
size.

If 7 children shared the

pizza equally, what
fraction of the pizza did
each child get?

Answer
 Fraction Fun!

1. What fraction 2. What fraction

of the circle is of the circle is
shaded green? shaded red?

3. What fraction
would you write
for the color
RED?

4. What fraction
would you write Answers
for the color
green?
3/4 left 3/10 eaten

Back to
More
Fun! Question
1/7
Back to
More
Fun! Question
1. 4/6 or 2/3

2. 2/3

3. 3/8

4. 1/8
Back to

Question
 2005
2005 Connecticut
Connecticut Mathematics
Mathematics
Curriculum
Curriculum Framework
Framework
Numerical and Proportional Reasoning –
Quantitative relationships can be expressed
numerically in multiple ways in order to make
connections and simplify calculations using a variety
of strategies, tools and technologies.

How are quantitative relationships

represented by numbers?
Standards 2.1 and 2.2
2.1
2.1
Students
Students should
should understand
understand that
that aa variety
variety of
of numerical
numerical representations
representations can
can
be used to describe quantitative relationships.
be used to describe quantitative relationships.
a.
a. Represent
Represent numbers
numbers inin expanded
expanded and and regrouped
regrouped forms
forms inin the
the base
base ten
ten
place
place value
value system.
system.
b.
b. Recognize that aa fraction
Recognize that fraction with
with the
the same
same numerator
numerator and
and denominator
denominator
represents
represents the
the whole
whole object
object or
or an
an entire
entire set.
set.
c.
c. Use
Use fractions
fractions to
to measure
measure and
and to
to represent
represent points
points on
on aa ruler
ruler or
or number
number
line.
line.
2.2
2.2
Students
Students should
should use
use numbers
numbers and and their
their properties
properties to
to compute
compute flexibly
flexibly and
and
fluently,
fluently, and
and toto reasonably
reasonably estimate
estimate measures
measures and
and quantities
quantities
a.
a. Use
Use strategies
strategies that
that involve
involve place
place value
value patterns
patterns and
and algebraic
algebraic properties
properties
to
to estimate,
estimate, add
add and
and subtract.
subtract.
b.
b. Approximate
Approximate solutions
solutions toto problems
problems involving
involving computation
computation through
through the
the
use
use of
of efficient
efficient methods.
methods.
c.
c. Solve
Solve multiplication
multiplication and and division
division problems
problems using
using rectangular
rectangular arrays,
arrays,
number
number patterns,
patterns, skip
skip counting
counting andand repeated
repeated addends.
addends.
d.
d. Compare
Compare fractions,
fractions, identify
identify equivalent
equivalent fractions,
fractions, add
add and
and subtract
subtract
fractions
fractions with
with like
like and
and unlike
unlike denominators
denominators using
using models
models and
and pictures.
pictures.