# Session 18: Addition and subtraction of fractions

<div align="left" dir="ltr" id="bkmrk-session-title-additi"><table style="width: 112.97619%; height: 464.59375px;"><colgroup><col style="width: 36.309524%;" width="199"></col><col style="width: 63.571429%;" width="434"></col></colgroup><tbody><tr style="height: 29px;"><td style="height: 29px;">**Session Title**

</td><td style="height: 29px;">**Addition and subtraction of fractions**

</td></tr><tr style="height: 134.828125px;"><td style="height: 134.828125px;">Objective

</td><td style="height: 134.828125px;">1. Students will understand and solve addition and subtraction problems with like and unlike denominators.
2. Students will represent and simplify fraction operations visually and numerically.
3. Students will explore and identify equivalent fractions using fraction strips.

</td></tr><tr style="height: 53.234375px;"><td style="height: 53.234375px;">Concept

</td><td style="height: 53.234375px;">- To understand how to add and subtract like and unlike denominators.

</td></tr><tr style="height: 120.421875px;"><td style="height: 120.421875px;">Materials Required

</td><td style="height: 120.421875px;">1. Blackboard
2. Fraction manipulatives (circles, bars, or strips)
3. Paper plates (for fraction pizza activity)
4. Colored pencils or markers
5. Pre-cut fraction cards (e.g., ½, ⅓, ¼, ⅙, etc.)

</td></tr><tr style="height: 86.03125px;"><td style="height: 86.03125px;">Methodology

</td><td style="height: 86.03125px;">- Start with basic concepts of fractions
- Provide clear step by step explanations and examples through activity.

</td></tr><tr style="height: 41.078125px;"><td style="height: 41.078125px;">Session Duration

</td><td style="height: 41.078125px;"> 90 Minutes

</td></tr></tbody></table>

</div>### Introduction Activity (40 minutes)

**Create Fraction Strips: (15 minutes)**

- Give each student (or group) colored strips of paper.

Have them fold and cut the strips to show different fractions:

- 1 strip = whole
- Fold in 2 = halves
- Fold in 3 = thirds
- Fold in 4, 6, 8 = corresponding fractions

**Label the Strips:**

- Students write the fraction name on each part of the strip (e.g., “1/2”, “1/4”)

**Explore Equivalents: (15 minutes)**

- Students lay out their strips and compare lengths.
- They find and stack strips that are the same total length. For example:
- Place to 1/4 strips over one 1/2 strip to see they are equal.
- Match three 1/6 strips to one 1/2 strip.

**Worksheet Time (10 minutes)**

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXdPDI9Kgr79sYDWVx8nxI8xtFakazzzJ4U18qXJ2OkNjwvlLkUO3k4DqqsNMQztjDOeRkz8BUst1S1fkvZy3lve-6DBCBiIHagwUn9MX9WQ487wZG1Cv9VX5YzhoIC_1V6IjJILV3jFty_xfE46LO0?key=u4GAJT4pDuLFlA1JJ0nV4D8M)

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXetgz0HIXEohhrTN7IXHiIlRAHGH0kwrga-fXwvWxz5yZKUtsWimY6F1LvzJ615Mi9eeSVUS9FV5we63lqeGK9sCYKX39z-gpb3Ohp59PBjnE-hhN2NwRld11McCeqEn_9qRgGpX1R37KNL3OxFEJA?key=u4GAJT4pDuLFlA1JJ0nV4D8M)

### Main Activity (35 minutes)

**Discussion (10 minutes)**

**Ask:** “Can we add 1/2 and 1/3 as they are?” (No)

Show visually with fraction strips that they are different-sized parts.

**Explain:** “To add or subtract fractions, we need to make the pieces the same size — we need a common denominator.”

Find the Least Common Denominator (6)

**Convert:** 1/2 = 3/6, 1/3 = 2/6 → 3/6 + 2/6 = 5/6

**"Fraction Friends Challenge" (25 minutes)**

1\. Group students in pairs or small groups.

2\. Each group gets two set of fraction cards

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXc8UTP4CqoD3UTRPjPCQkLDFpwL2oxiW6a7wPwZxGQ_XC0TOpXpWWjqxkKPghwyAh79DGiLgwlL2CY5Gmho7ptEgv1A_pxTFLSmGk2TEqX7oTtZQBfKkv8Mx7GcOh23Lcw9-gzzAtYi7MOdcCddvaw?key=u4GAJT4pDuLFlA1JJ0nV4D8M)

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXc2kpW6No2-LXjHtA42EZHqBG-MrVBDuwK45ZExOTXTDtfJ-5-iv5geQSyaVxdzOFf6hfVD-MaQDaMibJHoOF5XyF8mFDhU3IE8IqthbwgxDx-15wqGz2Dq0_5w-kBjVNlr5yNz_hVYZS247O2Csw?key=u4GAJT4pDuLFlA1JJ0nV4D8M)

**Challenge**

- Pick two cards, find a common denominator, and solve.
- Each person solves it on their own first.
- Then compare answers and explain how they got it.
- Use fraction strips to physically represent their answer and confirm visually

### Review Questions (5 minutes)

- 1/2 + 2/4 =
- 3/6 -2/6 =

### Follow-up Tasks (10 minutes)

1. ½+3/3
2. 4/8+6/4
3. 5/10+3/2

### Expected Learning Outcome:

**Knowledge building:**

- To understand how to add and subtract like fractions
- Expert in the conversion of unlike fractions to like
- To understand how to add and subtract unlike fractions.

**Skill Building:**

- Collaborate with a peer
- Respectful communication and empathy
- Logical thinking
- Problem solving

**Resources**

[https://drive.google.com/file/d/1PTdWkV6p0GqVwmCJTN1luKZ\_O5zkiHsb/view?usp=drivesdk](https://drive.google.com/file/d/1PTdWkV6p0GqVwmCJTN1luKZ_O5zkiHsb/view?usp=drivesdk)

[https://drive.google.com/file/d/1PXe1puienAKC\_nuBOUKZjgR0ccxS1fHW/view?usp=drivesdk](https://drive.google.com/file/d/1PXe1puienAKC_nuBOUKZjgR0ccxS1fHW/view?usp=drivesdk)

[https://drive.google.com/file/d/1P\_gwz13eUmlkTsmpfX3seHM2qI1Md7h6/view?usp=drivesdk](https://drive.google.com/file/d/1P_gwz13eUmlkTsmpfX3seHM2qI1Md7h6/view?usp=drivesdk)

[https://drive.google.com/file/d/1PVE\_vjFamnDA4F-6H\_5biDMsznDMLoWn/view?usp=drivesdk](https://drive.google.com/file/d/1PVE_vjFamnDA4F-6H_5biDMsznDMLoWn/view?usp=drivesdk)