Addition and Subtraction of Fractions Worksheets

Finding the LEAST COMMON DENOMINATOR (LCD)

When adding and subtracting fractions, there must be a common denominator so
that the fractions can be added or subtracted. Common denominators are the
same number on the bottom of fractions.

There are several methods for finding the common denominator. The following is
one in which we will find the least common denominator or LCD. Each set of
fractions has many common denominators; we will find the smallest number that
one or both fractions will change to.

1 2
Ex. Suppose we are going to add these fractions:
2 3
Step 1: Start with the largest of the denominators
Ex: 3 is the largest
Step 2: See if the other denominator can divide into the largest without getting a
remainder. If there is no remainder, then you have found the LCD!
Ex. 3 divided by 2 has a remainder of 1
Step 3: If there is a remainder, multiply the largest denominator by the number 2
and repeat step 2 above. If there is no remainder, then you have found the LCD!
If there is a remainder, keep multiplying the denominator by successive numbers
(3, 4, 5, etc.) until there is no remainder. This process may take several steps but
it will eventually get to the LCD.
Ex. 3 x 2 = 6; 2 divides evenly into 6; therefore, 6 is the LCD.

11
Ex. 1:
2 4
Step 1: 4 is the largest denominator
Step 2: 4 divided by 2 has no remainder, therefore 4 is the LCD!

11
Ex. 2:
5 6
Step 1: 6 is the largest denominator
Step 2: 6 divided by 5 has a remainder.
Multiply 6 x 2 = 12.
 12 divided by 5 has a remainder
6 x 3 = 18.
18 divided by 5 has a remainder
6 x 4 = 24
24 divided by 5 has a remainder
6 x 5 = 30
30 divided by 5 has NO remainder, therefore 30 is the LCD!
Note: You may have noticed that multiplying the denominators together also gets
the LCD. This method will always get a common denominator but it may not get a
lowest common denominator.

Exercise 1
Using the previously shown method, write just the LCD for the following sets of
fractions (Do Not Solve)
1 1 2 2 5 1
1) , 2) , 3) ,
2 3 5 3 8 2

1 1 1 2 4 1
4) , 5) , 6) ,
4 3 7 5 9 3

3 1 7 3 3 2
7) , 8) , 9) ,
4 2 8 5 10 3

13 4 1 2 5 3 5 7
10) , 11) , , 12) , ,
15 5 2 3 6 4 8 16

3 1 1 1 1 1 3 1 1
13) , , 14) , , 15) , ,
8 6 3 7 2 3 8 5 3

Getting equivalent Fractions and Reducing Fractions

Once we have found the LCD for a set of fractions, the next step is to change
each fraction to one of its equivalents so that we may add or subtract it.
An equivalent fraction has the same value as the original fractionit looks a little
different!
Here are some examples of equivalent fractions:
1 2 1 3 1 4 1 5
etc.
2 4 2 6 2 8 2 10

2 4 2 6 2 8 2 10
etc.
3 6 3 9 3 12 3 15
An equivalent fraction is obtained by multiplying both the numerator and
denominator of the fraction by the same number. This is called BUILDING.
Here are some examples:
5x3 15
5 and 8 were both multiplied by 3
8x3 24

7x2 14
7 and 12 were both multiplied by 2
12x2 24

1x17 17
1 and 3 were both multiplied by 17
3x17 51
Note: the numbers used to multiply look like fraction versions of 1.

An equivalent fraction can also obtained by dividing both the numerator and
denominator of the fraction by the same number. This is called REDUCING.
Here are some more examples:
10 2 5
10 and 12 were both divided by 2
12 2 6

84 2
8 and 12 were both divided by 4
12 4 3

200 25 8
200 and 225 were both divided by 25
225 25 9

Exercise 2
Find the number that belongs in the space by building or reducing equivalent
fractions.
1 2 5
1) 2) 3)
2 10 3 15 6 12

3 2 5
4) 5) 6)
4 12 5 20 7 21
 3 6 8
7) 8) 9)
6 2 8 4 10 5

12 5 7
10) 11) 12)
24 2 30 6 14 2

2 7 10
13) 14) 15)
7 35 42 6 15 3

1 1 20
16) 17) 18)
8 24 3 24 22 11

21 17 10
19) 20) 21)
42 2 51 3 30 3

Simplifying Improper Fractions

An improper fraction is one in which the numerator is larger than the
denominator. If the answer to an addition, subtraction, multiplication, or division
fraction is improper, simplify it and reduce if possible.
4
Ex. 1: is an improper fraction. Divide the denominator into
3
numerator.
1
3 4 11
3
3
1

10
Ex. 2: is an improper fraction. Divide to simplify. Reduce.
8
 1
10 8 2 1
10 1 1
8 8 4
8
2

136
Ex. 3: is an improper fraction. Divide to simplify. Reduce.
20
6
136 20 16 4
136 6 6
20 20 5
120
16

Exercise 3
Simplify the following fractions. Reduce if possible.
6 5 7
1) = 2) = 3) =
5 4 3

10 4 6
4) = 5) = 6) =
6 2 4

15 20 19
7) = 8) = 9) =
3 12 4

23 18 17
10) = 11) = 12) =
5 3 5
 37 28 47
13) = 14) = 15) =
9 8 9

106 17 140
16) = 17) = 18) =
4 2 20

162 38 52
19) = 20) = 21) =
10 5 3

Adding and Subtracting of Fractions

When adding or subtracting, there must be a common denominator. If the
denominators are different:
(a) Write the problem vertically (top to bottom)
(b) Find the LCD
(c) Change to equivalent fractions (by building)
(d) Add or subtract the numerators (leave the denominators the same)
(e) Simplify and reduce, if possible

3 1 4
Ex. 1: The denominators are the same. Add the numerators, keep
5 5 5
the denominator. This fraction cannot be simplified or reduced.
1 2

2 4
1 1 1 1
Ex. 2: 2

4
?
4

4
3
4 The denominators are different
numbers. Therefore, change to
5 15 equivalent fractions.

8 24 See page 3
5 1 1 8
Ex. 3: 8

3
?
3

24
7
24
 2 8

3 12
2 3 3 9
Ex. 4: 3

4
?
4

12
17 5
1
12 12
11 11 Simplifying and reducing

15 15 completes addition and
11 1 1 5 subtraction problems.
Ex. 5: 15

3
?
3

15 See page 5
6 2

15 5
Exercise 4
Add or subtract the following fractions. Simplify and reduce when possible.
2 3 9 1 1 3
1) 2) 3)
7 7 14 14 6 6

3 1 2 1 4 1
4) 5) 6)
5 4 3 2 5 2

2 3 5 3 7 2
7) 8) 9)
4 6 6 8 9 3

3 1 3 1 7 2
10) 11) 12)
4 2 5 3 8 3

5 1 9 1 11 5
13) 14) 15)
12 4 11 2 12 6

1 1 5 1 9 1
16) 17) 18)
2 3 6 4 10 3

8 1 14 1 4 3
19) 20) 21)
20 5 15 6 7 8
 6 1 8 2 12 5
22) 23) 24)
12 2 9 3 16 8

3 1 4 6 2 2
25) 26) 27)
7 6 5 10 13 3

Adding and subtracting mixed numbers

A mixed number has a whole number followed by a fraction:
1 5 1 6
1 , 2 , 176 , and 8 are examples of mixed numbers
3 8 2 7
When adding or subtracting mixed numbers, use the procedure from page 7. Note:
Dont forget to add or subtract the whole numbers.
1 1 1
Ex. 1: 1 2 ? Ex. 2: 6 5 ?
2 3 8
1 3 1
11 6
2 6 8
1 2 5
2 2
3 6 1
11
5 8
3
6

1 3 6 1
Ex. 3: 5 ? Ex. 4: 3 1 ?
3 5 9 2
1 5 6 12
5 5 3 3
3 15 9 18
3 9 1 9
1 1
5 15 2 18
14 3 1
5 2 2
15 18 6

The 2 cannot be
When mixed numbers cannot be subtracted because the bottom fraction
6 is larger
1 .
than the top fraction, BORROW so that the fractions can besubtracted
subtracted from
from the
6
each other. One was borrowed from the
3
3 The 4 cannot be subtracted 1 1 5, changed to 6 and then
Ex. 5: 8 - 2 ? Ex. 6: 5 2 ? 6
4 from nothing. One was 6 3
borrowed from the 8 and added to the 1 to make
6
changed to 4 . 8 was 7 . The whole number 5
4
6
changed to a 7.Now the mixed
numbers can be subtracted was changed to a 4. Now
from each other. the mixed numbers can be
subtracted.
 4 1 1 7
8 7 5 5 4
4 6 6 6
3 3 1 2 2
2 2 2 2 2
4 4 3 6 6
1 5
5 2
4 6

Exercise 5
Add or subtract the following mixed numbers. Simplify and reduce when possible.
4 1 2 3 5 11
1) 8 8 = 2) 1 = 3) 16 =
5 10 3 7 8 12

4 2 11 11 2 1
4) 3 6 5 = 5) 1 = 6) 4 1 =
5 3 15 12 3 8

1 1 1 1 2 1
7) 5 2 = 8) 14 2 = 9) 7 1 =
6 3 2 8 5 5

2 1 1 2 4 6
10) 2 = 11) 12 8 = 12) 4 3 =
3 4 7 3 7 7

5 1 1 1
13) 16 2 = 14) 14 2 = 15) 146 8 =
6 3 9 5

5 10 7 3
16) 5 = 17) 6 4 = 18) 11 5 =
6 12 8 5
 2 4 2 3
19) 7= 20) 2 1 = 21) 100 4 =
3 8 3 8

Fraction Word Problems (Addition/Subtraction)

When solving word problems, make sure to UNDERSTAND THE QUESTION. Look
for bits of information that will help get to the answer. Keep in mind that some
sentences may not have key words or key words might even be misleading. USE
COMMON SENSE when thinking about how to solve word problems. The first
thing you think of might be the best way to solve the problem.

Here are some KEY WORDS to look for in word problems:

Sum, total, more than: mean to add
Difference, less than, how much more than: mean to subtract

1
Ex. 1: If brand X can of beans weighs 15 ounces and brand Y weighs
2
12 3 ounces, how much larger is the brand X can?
4

1 2 6 means to subtract
15 15 14
2 4 4
3 3 3
12 12 12
4 4 4 Borrow from the
whole number and
3
2 add to the fraction
4
1
Ex. 2: Find the total snowfall for this year if it snowed inch in
10
1 3
November, 2 inches in December and 1 inches in January.
3 4
means to add
 1 6

10 60
1 20
2 2
3 60
3 45 Simplify.
1 1
4 60
71 11
3 4
60 60
Exercise 6
Solve the following add/subtract fraction word problems
3 7
1. Find the total width of 3 boards that 1 inches wide, inch
4 8
1
wide, and 1 inches wide.
2

5 3
2. A 7.15H tire is 6 inches wide and a 7.15C tire is 4 inches
8 4
wide. What is the difference in their widths?

1
3. A patient is given 1 teaspoons of medicine in the morning and
2
1
2 teaspoons at night. How many teaspoons total does the
4
patient receive daily?

1 1
4. 3 feet are cut off a board that is 12 feet long. How long is
3 4
the remaining part of the board?
 3 1
5. 8
of the corn in the U.S. is grown in Iowa. 4
of it is grown in
Nebraska. How much of the corn supply is grown in the two
states?

1 1 2
6. A runner jogs 7 miles east, 5 miles south, and 8 miles west.
5 4 3
How far has she jogged?

1 1
7. If 3 ounce of cough syrup is used from a 9 ounce bottle, how
2 4
much is left?

1
8. I set a goal to drink 64 ounces of water a day. If I drink 10
3
1 5
ounces in the morning, 15 ounces at noon, and 20 ounces at
2 6
dinner, how many more ounces of water do I have to drink to
reach my goal for the day?

9. Three sides of parking lot are measured to the following lengths:

1 3 1
108 feet, 162 feet, and 143 feet. If the distance around the
4 8 2
15
lot is 518 feet, find the fourth side.
16

10. Gabriel wants to make five banners for the parade. He has 75
 feet of
Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6
1) 6 1) 5 1 5 9 1 material.
1) 1 1) 1) 16 1) 4 inches
5 7 10 8 The size
2) 15 2) 10 1 5 2 7 of four of
2) 1 2) 2) 2 2) 1 inches
4 7 21 8
3) 8 3) 10 1 2 13 3 the
3) 2 3) 3) 17 3) 3 teaspoons
3 3 24 4 banners
4) 12 4) 9 2 17 1 11 1
4) 1 4) 4) 16 4) 8 feet
3 20 5 12 are: 12
3
5) 35 5) 8 5) 2 1 1 5
5) 1 5) 1 5) ft.,
6 4 8
6) 9 6) 15 1 3 1 7 1
6) 1 6) 1 6) 3 6) 21 miles 16
2 10 8 60 6
7) 4 7) 1 7) 5 7) 1
7) 2
5 3
7) 5 ounces
3
6 4 ft., 11
4
8) 40 8) 3 2 5 3 1
8) 1
3
8) 1
24
8) 12
8
8) 17 ounces
3 ft., and
1
9) 30 9) 4
9) 4
3
9) 1
4
9) 8
3
9) 104
13
feet 14 ft.
4 9 5 16 2
10) 15 10) 1
10) 43 10) 1 10) 2 5 10) 20 1 How much
5 4 12 4 ft.
11) 6 11) 1 11) 6 material is
11) 4 11) 310
15 21 left for
12) 16 12) 1
12) 32 12) 5 12) 5 the
5 24 7
fifth
13) 24 13) 10
13) 41
9 13) 1
6 13) 14 1
2 banner?
14) 42 14) 1
14) 31 14) 7 14) 11 8
2 22 9
15) 120 15) 2
15) 52 15) 1 15) 154 1
9 12 5
16) 3
16) 26 1 16) 1
6 16) 62
2 3
17) 8
17) 81 17) 7 17) 11
2 12 8
18) 10 18) 7
18) 17 18) 63
30 5
19) 1
19) 16 1 19) 3 19) 72
5 5 3
20) 1
20) 73 20) 23 20) 41
6
5 30
21) 1
21) 17 1 21) 11
56 21) 95 5
3 8
22) 1

23) 2
9
24) 1 3
8
25) 11
42
26) 1
5
27) 32 39