Session 18: Addition and subtraction of fractions

Introduction  Activity (3040 minutes)

• Fraction Strip Match-Up

• 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 twoto 1/4 strips over one 1/2 strip to see they are equal.
• Match three 1/6 strips to one 1/2 strip.
  

RecordWorksheet Discoveries:

On a worksheet, students write equivalent fraction pairs they findTime (e.g.,10 1/2 = 2/4 = 3/6).


Introduce addition and subtraction of fractions with the same denominator using fraction strips and real-world examples.minutes)





 Model a few problems on the board:

E.g., 2/5 + 1/5 = 3/5

E.g., 4/6 - 2/6 = 2/6

Then give some individual activity for students

Hook Question:

“Can we add 1/2 and 1/3 the way they are? Why or why not?”

Briefly discuss: The denominators are different — they don’t represent the same-sized parts.

Explain that we need like denominators (common denominator) to combine or compare.

Example 1: Convert 1/2 and 1/3

Find Least Common Denominator (LCD): 6

Convert:

1/2 = 3/6

1/3 = 2/6


Now: 3/6 + 2/6 = ⅚

Use fraction strips to show how 1/2 and 1/3 can be represented as sixths.

Example 2 (student practice):

Convert 3/4 and 2/3 to like fractions.

LCD = 12

3/4 = 9/12

2/3 = 8/12

Give students 1–2 practice problems to solve on whiteboards or in notebooks. Example:

Convert 2/5 and 1/2 to like fractions

Convert 5/6 and 1/4 to like fractions

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.”

Model with Visuals:

1/2 + 1/3

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 atwo set of fraction cards and fraction strips.





3.Challenge

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