BEAMS - Unit 2 Fractions

Basic Essential
Additional Mathematics Skills
UNIT 2
FRACTIONS
Unit 1:
Negative Numbers
Curriculum Development Division

Ministry of Education Malaysia
TABLE OF CONTENTS
Module Overview 1
Part A: Addition and Subtraction of Fractions 2

1.0 Addition and Subtraction of Fractions with the Same Denominator 5
1.1 Addition of Fractions with the Same Denominators 5
1.2 Subtraction of Fractions with The Same Denominators 6
1.3 Addition and Subtraction Involving Whole Numbers and Fractions 7
1.4 Addition or Subtraction Involving Mixed Numbers and Fractions 9
2.0 Addition and Subtraction of Fractions with Different Denominator 10
2.1 Addition and Subtraction of Fractions When the Denominator
of One Fraction is A Multiple of That of the Other Fraction 11
2.2 Addition and Subtraction of Fractions When the Denominators
Are Not Multiple of One Another 13
2.3 Addition or Subtraction of Mixed Numbers with Different
Denominators 16
2.4 Addition or Subtraction of Algebraic Expression with Different
Denominators 17
Part B: Multiplication and Division of Fractions 22

1.0 Multiplication of Fractions 24
1.1 Multiplication of Simple Fractions 28
1.2 Multiplication of Fractions with Common Factors 29
1.3 Multiplication of a Whole Number and a Fraction 29
1.4 Multiplication of Algebraic Fractions 31
2.0 Division of Fractions 33
2.1 Division of Simple Fractions 36
2.2 Division of Fractions with Common Factors 37
Answers 42
Basic Essential Additional Mathematics Skills (BEAMS) Module
UNIT 2: Fractions
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils’ understanding of the concept

of fractions.
2. It serves as a guide for teachers in helping pupils to master the basic

computation skills (addition, subtraction, multiplication and division)
involving integers and fractions.
3. This module consists of two parts, and each part consists of learning
PART 1
objectives which can be taught separately. Teachers may use any parts of the
module as and when it is required.

Ministry of Education Malaysia 1
UNIT 2: Fractions
PART A:
ADDITION AND SUBTRACTION
OF FRACTIONS
LEARNING OBJECTIVES
Upon completion of Part A, pupils will be able to:
1. perform computations involving combination of two or more operations

on integers and fractions;
2. pose and solve problems involving integers and fractions;
3. add or subtract two algebraic fractions with the same denominators;
4. add or subtract two algebraic fractions with one denominator as a

multiple of the other denominator; and
5. add or subtract two algebraic fractions with denominators:
(i) not having any common factor;

(ii) having a common factor.

UNIT 2: Fractions
TEACHING AND LEARNING STRATEGIES
Pupils have difficulties in adding and subtracting fractions with different

denominators.
Strategy:
Teachers should emphasise that pupils have to find the equivalent form of
the fractions with common denominators by finding the lowest common
multiple (LCM) of the denominators.

UNIT 2: Fractions
LESSON NOTES
Fraction is written in the form of:
a numerator
b denominator
Examples:
2 4
,
3 3
Proper Fraction Improper Fraction Mixed Numbers
The numerator is smaller The numerator is larger A whole number and

than the denominator. than or equal to the denominator. a fraction combined.
Examples: Examples: Examples:
2 9 15 108 2 17 , 8 56
, ,
3 20 4 12
Rules for Adding or Subtracting Fractions
1. When the denominators are the same, add or subtract only the numerators and
keep the denominator the same in the answer.
2. When the denominators are different, find the equivalent fractions that have the
same denominator.
Note: Emphasise that mixed numbers and whole numbers must be converted to improper
fractions before adding or subtracting fractions.

UNIT 2: Fractions
EXAMPLES
1.0 Addition And Subtraction of Fractions with the Same Denominator
1.1 Addition of Fractions with the Same Denominators
Add only the numerators and keep the

1 4 5
i)   denominator same.
8 8 8
1  4  5
8 8 8

1 3 4 denominator the same.
ii)  
8 8 8
1 Write the fraction in its simplest form.

2

1 5 6
iii)   denominator the same.
f f f

UNIT 2: Fractions
1.2 Subtraction of Fractions with The Same Denominators
Subtract only the numerators and keep

5 1 4
i)   the denominator the same.
8 8 8
1
 Write the fraction in its simplest form.
2
4 1
5
 1 
8

2
8 8

1 5 4
ii)   the denominator the same.
7 7 7

3 1 2
iii)   the denominator the same.
n n n

UNIT 2: Fractions
1.3 Addition and Subtraction Involving Whole Numbers and Fractions
1
i) Calculate 1  .
8
1
1 +
8
9
8 1 
 + 8
8 8
1
 1
8
 First, convert the whole number to an improper fraction with the

same denominator as that of the other fraction.
 Then, add or subtract only the numerators and keep the denominator
the same.
1 28 1 2 20 2 1 12 1
4    4    4 y  y
7 7 7 5 5 5 3 3 3
29 18 12  y
  
7 5 3
1 3
 4  3
7 5

UNIT 2: Fractions
 First, convert the whole number to an improper fraction with

the same denominator as that of the other fraction.
 Then, add or subtract only the numerators and keep the
denominator the same.
5 2n 5 2 2 3k
2     3 
n n n k k k
2n  5 2  3k
 
n k

UNIT 2: Fractions
1.4 Addition or Subtraction Involving Mixed Numbers and Fractions

1 4
i) Calculate 1  .
8 8
1 + 4
1
8 8
 9 + 4  13 5
 1
8 8 8 8
 First, convert the mixed number to improper fraction.

 Then, add or subtract only the numerators and keep the

1 5 15 5 2 4 29 4 3 x 11 x
2    3    1   
7 7 7 7 9 9 9 9 8 8 8 8
20 6 25 7 11  x
= = 2 = = 2 =
7 7 9 9 8

UNIT 2: Fractions
2.0 Addition and Subtraction of Fractions with Different Denominators
1 1
i) Calculate  . The denominators are not the same.
8 2 See how the slices are different in
sizes? Before we can add the
fractions, we need to make them the
same, because we can't add them
together like this!
1 + 1  ?
8 2
To make the denominators the same, multiply both the numerator and the denominator of
the second fraction by 4:
4
1 4
 Now, the denominators
2 8 are the same. Therefore,
we can add the fractions
4
together!
Now, the question can be visualized like this:
1 + 4  5
8 8 8

UNIT 2: Fractions
Hint: Before adding or subtracting fractions with different denominators, we must

convert each fraction to an equivalent fraction with the same denominator.
2.1 Addition and Subtraction of Fractions When the Denominator of One Fraction is
A Multiple of That of the Other Fraction
Multiply both the numerator and the denominator with an integer that makes the
denominators the same.
Change the first fraction to an equivalent

1 5 fraction with denominator 6.
(i)  (Multiply both the numerator and the
3 6
denominator of the first fraction by 2):
2 5 2
 
6 6 1

2
3 6
7 2

6
1 Add only the numerators and keep the
=1
6 denominator the same.
Convert the fraction to a mixed number.
Change the second fraction to an equivalent

7 3 fraction with denominator 12.
(ii)  (Multiply both the numerator and the
12 4 denominator of the second fraction by 3):
7 9 3
  3 9
12 12 
4 12
2 3
 
12
Subtract only the numerators and keep the
1
  denominator the same.
6
Write the fraction in its simplest form.

UNIT 2: Fractions
Change the first fraction to an equivalent

1 9
(iii)  fraction with denominator 5v.
v 5v (Multiply both the numerator and the
denominator of the first fraction by 5):
5 9 5
  1 5
5v 5v 
v 5v
5
14

5v Add only the numerators and keep the

UNIT 2: Fractions
2.2 Addition and Subtraction of Fractions When the Denominators Are Not Multiple of
One Another
Method I Method II
1 3 1 3
 
6 4 6 4
(i) Find the Least Common Multiple (LCM) (i) Multiply the numerator and the
denominator of the first fraction with
of the denominators.
the denominator of the second fraction
and vice versa.
2) 4 , 6
2) 2 , 3
1 4 3 6
3) 1 , 3 = 
- , 1 6 4 4 6
LCM = 2  2  3 = 12 4 18
= 
24 24
The LCM of 4 and 6 is 12.
22
=
(ii) Change each fraction to an equivalent 24
fraction using the LCM as the
denominator. 11 Write the fraction in its
=
(Multiply both the numerator and the 12 simplest form.
denominator of each fraction by a whole
number that will make their
denominators the same as the LCM
value).
 This method is preferred but you
must remember to give the
1 2 33 answer in its simplest form.
= 
6 2 43
2 9
= 
12 12
11
=
12

UNIT 2: Fractions
EXAMPLES
2 1
1. 
3 5
2 5 1 3
Multiply the first fraction with the second denominator
= + and
3 5 5 3 multiply the second fraction with the first denominator.
Multiply the first fraction by the
denominator of the second fraction and
10 3
  multiply the second fraction by the
15 15 denominator of the first fraction.
13
= Add only the numerators and keep the
15
5 3
2. 
6 8
8 6
5 3
= –
6 8
8 6
40 18
=  multiply the second fraction by the
48 48 denominator of the first fraction.
22 Subtract only the numerators and keep

= the denominator the same.
48
11 Write the fraction in its simplest form.

=
24

UNIT 2: Fractions
2 1
3. g 
3 7
2g  7 1 3
= 
3 7 7 3 Multiply the first fraction by the
multiply the second fraction by the
14 g 3
=  denominator of the first fraction.
21 21
Write as a single fraction.
14 g  3
=
21
2g h
4. 
3 5
5 3
2g h
 
3 5
5 3 Multiply the first fraction by the
10 g 3h multiply the second fraction by the
  denominator of the first fraction.
15 15
Write as a single fraction.
10 g  3h

15
6 4
5. 
c d
6 d 4 c
= 
c d d c
6d 4c multiply the second fraction by the
 
cd cd denominator of the first fraction.
6d  4c Write as a single fraction.

=
cd

UNIT 2: Fractions
2.3 Addition or Subtraction of Mixed Numbers with Different Denominators
1 3
1. 2  2 Convert the mixed numbers to improper fractions.
2 4
Convert the mixed numbers to improper fractions.
5 11
= 
2 4
5 2 11 Change the first fraction to an equivalent fraction

= 
2 2 4 with denominator 4.
(Multiply both the numerator and the denominator
10 11 of the first fraction by 2)
= 
4 4
=
1
5 Change the fraction back to a mixed number.
4
5 3
2. 3  1 Convert the mixed numbers to improper fractions.
6 4
23 7
=  Convert the mixed numbers to improper fractions.
6 4
The denominators are not multiples of one another:
23  4 7 6
= 
6 4 4 6  Multiply the first fraction by the denominator
of the second fraction.
92 42  Multiply the second fraction by the
=  denominator of the first fraction.
24 24

=
25
= Write the fraction in its simplest form.
12
1 Change the fraction back to a mixed number.

= 2
12

UNIT 2: Fractions
2.4 Addition or Subtraction of Algebraic Expression with Different Denominators

m m
1.  The denominators
areare
notnot multiples
of of one another
m2 2 The denominators multiples one another:
Multiply the first fraction with the second denominator
Multiply the second fraction with the first denominator
2  ( m2)  Multiply the first fraction by the denominator
m m
=  of the second fraction.
m2 2 2  ( m2)  Multiply the second fraction by the
denominator of the first fraction.
2m mm  2
=  Remember to use
2m  2 2m  2 brackets
2m  m(m  2) Write the above fractions as a single fraction.

=
2(m  2)
2m  m 2  2 m Expand:
=
2(m  2)
m (m – 2) = m2 – 2m
m2
=
2(m  2)
y y 1
2.  The denominators are not multiples of one another:
y 1 y The denominators are not multiples of one another
Multiply
Multiplythe first fraction
the first with the
fraction bysecond denominator
the denominator
y y y  1 ( y 1) Multiply the second fraction with the first denominator
of the second fraction.
= 
y 1  y y  ( y 1)  Multiply the second fraction by the
denominator of the first fraction.
y 2  ( y  1)( y  1) Write the fractions as a single fraction.

=
y ( y  1)
Expand:
y 2  ( y 2  1) (y – 1) (y + 1) = y2 + y – y – 12
=
y ( y  1)
= y2 – 1
y2  y2  1
= Expand:
y ( y  1) – (y2 – 1) = –y2 + 1
1
=
y ( y  1)

UNIT 2: Fractions
3 5n
3.  The denominators are not multiples of one another:
8n 4n 2
 Multiply
The denominators are not multiples
the first fraction of one another
by the denominator
3  4n 2 5  n  8n Multiply the first fraction
of the second fraction. with the second denominator
=  Multiply the second fraction with the first denominator
 Multiply the second fraction by the
8n  4n 2 4 n 2  8n denominator of the first fraction.
12n 2 8n (5  n)
= 
8n(4n ) 8n(4n 2 )
2
12 n 2  8n (5  n) Write as a single fraction.

=
8n(4n 2 )
Expand:
12 n 2  40 n  8n 2
= – 8n (5 + n) = –40n – 8n2
8n(4n 2 )
4n 2  40 n Subtract the like terms.
=
8n ( 4 n 2 )
4n (n  10 ) Factorise and simplify the fraction by canceling

= out the common factors.
4n(8n 2 )
n  10
=
8n 2

UNIT 2: Fractions
TEST YOURSELF A
Calculate each of the following.
2 1 11 5
1.   2.  
7 7 12 12
2 1 2 5
3.   4.  
7 14 3 12
2 4
5.   1 5
7 5 6.  
2 7
2
7. 2 3 2 7
13 8. 4  2 
5 9
2 1 11 5
9.   10.  
s s w w

UNIT 2: Fractions
2 5
11.
2 1
  12.  
a 2a f 3f
1 5
13.
2 4
  14.  
a b p q
p 1
5 2 2 3 16.  (2  p) 
15. m  n  m  n  2
7 5 7 5
2 x  3 y 3x  y 12  4 x 5
17.   18.  
2 5 2x x
x x 1
19.   x x4
x 1 x 20.  
x2 x2

UNIT 2: Fractions
6x  3 y 4x  8 y 2 4n
21.   22.  
2 4 3n 9n 2
r 5  2r 2 p3 p2
23.   24.  
5 15 r p2 2p
2n  3 4n  3 3m  n n  3
25.   26.  
5n 2 10n mn n
5m mn m3 nm

27.   28.  
5m mn 3m mn
3 5n
29.   p 1 p
8n 4n 2 30.  
3m m

UNIT 2: Fractions
PART B:
MULTIPLICATION AND DIVISION
OF FRACTIONS
LEARNING OBJECTIVES
Upon completion of Part B, pupils will be able to:
1. multiply:
(i) a whole number by a fraction or mixed number;
(ii) a fraction by a whole number (include mixed numbers); and
(iii) a fraction by a fraction.
2. divide:
(i) a fraction by a whole number;
(ii) a fraction by a fraction;
(iii) a whole number by a fraction; and
(iv) a mixed number by a mixed number.
3. solve problems involving combined operations of addition, subtraction,

multiplication and division of fractions, including the use of brackets.

UNIT 2: Fractions
TEACHING AND LEARNING STRATEGIES
Pupils face problems in multiplication and division of fractions.
Strategy:
Teacher should emphasise on how to divide fractions correctly. Teacher should

also highlight the changes in the positive (+) and negative (–) signs as follows:
Multiplication Division
(+)  (+) = + (+)  (+) = +
(+)  (–) = – (+)  (–) = –
(–)  (+) = – (–)  (+) = –
(–)  (–) = + (–)  (–) = +

UNIT 2: Fractions
LESSON NOTES
1.0 Multiplication of Fractions
Recall that multiplication is just repeated addition.

Consider the following:
2  3
First, let’s assume this box as 1 whole unit.
Therefore, the above multiplication 2 3 can be represented visually as follows:
2 groups of 3 units
3 + 3 = 6
This means that 3 units are being repeated twice, or mathematically can be written as:
23  3  3
6
Now, let’s calculate 2 x 2. This multiplication can be represented visually as:
2 groups of 2 units
2 + 2 = 4
This means that 2 units are being repeated twice, or mathematically can be written as:
2 2  2  2
4

UNIT 2: Fractions
Now, let’s calculate 2 x 1. This multiplication can be represented visually as:
2 groups of 1 unit
1 + 1 = 2
This means that 1 unit is being repeated twice, or mathematically can be written as:
2 1  1  1  2
It looks simple when we multiply a whole number by a whole number. What if we

have a multiplication of a fraction by a whole number? Can we represent it visually?
1
Let’s consider 2  .
2
1
Since represents 1 whole unit, therefore unit can be represented by the
2
following shaded area:
1
Then, we can represent visually the multiplication of 2 as follows:
2
1
2 groups of unit
2
1 1 2
+ = 1
2 2 2
1
This means that unit is being repeated twice, or mathematically can be written as:
2
1 1 1
2  
2 2 2
2

2
1

UNIT 2: Fractions
1 1
Let’s consider again  2. What does it mean? It means ‘ out of 2 units’ and the
2 2
visualization will be like this:
1 1
out of 2 units 2 1
2 2
1 1
Notice that the multiplications 2 and  2 will give the same answer, that is, 1.
2 2
1
How about 2?
3
1
Since represents 1 whole unit, therefore unit can be represented by the
3
following shaded area:
1
The shaded area is unit.
3
1
Then, we can represent visually the multiplication  2 as follows:
3
1 1 2
+ =
3 3 3
1
This means that unit is being repeated twice, or mathematically can be written as:
3
1 1 1
2 
3 3 3
2

3

UNIT 2: Fractions
1 1
Let’s consider  2 . What does it mean? It means ‘ out of 2 units’ and the visualization
3 3
will be like this:
1 1 2
out of 2 units 2 
3 3 3
1 1 2
Notice that the multiplications 2 and  2 will give the same answer, that is, .
3 3 3
Consider now the multiplication of a fraction by a fraction, like this:
1 1

3 2
1 1
This means ‘ out of units’ and the visualization will be like this:
3 2
1 1 1 1 1
out of units  
1 3 2 3 2 6
unit
2
Consider now this multiplication:
2 1

3 2
2 1
This means ‘ out of units’ and the visualization will be like this:
3 2
1
unit
2
2 1 2 1 2
out of units  
3 2 3 2 6

UNIT 2: Fractions
What do you notice so far?

The answer to the above multiplication of a fraction by a fraction can be obtained by
just multiplying both the numerator together and the denominator together:
1 1 1 2 1 2
   
3 2 6 3 3 9
1 1 1
So, what do you think the answer for  ? Do you get as the answer?
4 3 12
The steps to multiply a fraction by a fraction can therefore be summarized as follows:
Steps to Multiply Fractions: Remember!!!
1) Multiply the numerators together and (+)  (+) = +

multiply the denominators together. (+)  (–) = –
(–)  (+) = –
2) Simplify the fraction (if needed). (–)  (–) = +
1.1 Multiplication of Simple Fractions

Examples:
2 3 6 2 3 6
a)   b)    
5 7 35 7 5 35
6 2 12 6 2 12
c)     d)    
7 5 35 7 5 35
Multiply the two numerators together and the two denominators together.

UNIT 2: Fractions
1.2 Multiplication of Fractions with Common Factors
12 5 12  5 
 or  
7 6 7 6 
First Method: Second Method:
(ii) Multiply the two numerators (i) Simplify the fraction by canceling
together and the two out the common factors.
denominators together:
2 12 5

7 61
12 5 60
 =
7 6 42 (i) Then, multiply the two
numerators together and the two
denominators together, and
(ii) Then, simplify. convert to a mixed number, if
needed.
6010 10 3
 1
42 7 7 2
7 12 5 10 3
  1
7 6 7 7
1
1.3 Multiplication of a Whole Number and a Fraction
2   5 
1
Remember
2= 2
 6
1
2  31 
=   Convert the mixed number to improper
1  6  fraction.
Simplify by canceling out the common

 31 
12
factors.
=  
1  6 
3
Multiply the two numerators together and
the two denominators together.
31
=  Remember: (+)  (–) = (–)
3
1
=  10 Change the fraction back to a mixed number.
3

UNIT 2: Fractions
EXAMPLES
5 15
1. Find  
12 10
1
5 15 5 Simplify by canceling out the common factors.
Solution:  
12 10 2
4
Multiply the two numerators together and the
two denominators together.
5
= 
8 Remember: (+)  (–) = (–)
21 2
2. Find  Simplify by canceling out the common
6 5
factors.
21 2 1
Solution :  21
3
6 5 Note that can be further simplified.
3
21 2 1
= 7  Simplify further by canceling out the
6 5 common factors.
3
1
7
 Multiply the two numerators together and
5
the two denominators together.
2
= 1
5 Remember: (+)  (–) = (–)
Change the fraction back to a mixed

number.

UNIT 2: Fractions
1.4 Multiplication of Algebraic Fractions
2 5x
1. Simplify 
x 4
2 5x 1
Solution : 1  Simplify the fraction by canceling out the x’s.
x 4
1 2
Multiply the two numerators together and

5 the two denominators together.
=
2
1 Change the fraction back to a mixed
= 2 number.
2
n 9 
2. Simplify   4m 
2 n 
n 9 
Solution:   4m 
2 n 
Simplify the fraction by canceling the
1 2 common factor and the n.
n9 n  4m 
=     
2  n 1 1
2  1 
Multiply the two numerators together
9 n ( 2m)
=  and the two denominators together.
2 1
9
=  2nm Write the fraction in its simplest form.
2

UNIT 2: Fractions
TEST YOURSELF B1
9 25 45 3 14
1. Calculate   2. Calculate –     
5 27 12 7 20
 11  1 1 
3. Calculate 2    4. Calculate  4 
4 3 5 
 m n
5. Simplify  3    6. Simplify (5m) 
 k  2
1  3x  n
7. Simplify 1   8. Simplify (2a  3d ) 
6  14  2
2  9  x 1
9. Simplify   5x  y 10. Simplify  20   
3  10  4 x

UNIT 2: Fractions
LESSON NOTES
2.0 Division of Fractions
Consider the following:

6  3
First, let’s assume this circle as 1 whole unit.
Therefore, the above division can be represented visually as follows:
6 units are being divided into a group of 3

units:
6  3  2
This means that 6 units are being divided into a group of 3 units, or mathematically
can be written as:
6  3  2
The above division can also be interpreted as ‘how many 3’s can fit into 6’. The answer is
‘2 groups of 3 units can fit into 6 units’.
Consider now a division of a fraction by a fraction like this:
1
1 1 How many is in
 . 8
2 8 1
?
2

UNIT 2: Fractions
This means ‘How many is in ?
1 1
8 2
The answer is 4:
Consider now this division:

1 3
3 1 How many is in ?
 . 4 4
4 4
This means ‘How many is in ?
1 3
4 4
But, how do you

The answer is 3:
calculate the answer?

UNIT 2: Fractions
Consider again 6  3  2.
Actually, the above division can be written as follows:
6 These operations are the same!

63 
3
1
 6 The reciprocal
3 1
of 3 is .
3
Notice that we can write the division in the multiplication form. But here, we have to
change the second number to its reciprocal.
Therefore, if we have a division of fraction by a fraction, we can do the same, that is,
we have to change the second fraction to its reciprocal and then multiply the
fractions.
Therefore, in our earlier examples, we can have:
1 1
(i)  Change the second fraction to its
2 8
reciprocal and change the sign  to .
1 8
 
2 1
8 The reciprocal

2 1 8
of is .
4 8 1
The reciprocal of a
fraction is found by
inverting the
fraction.

UNIT 2: Fractions
3 1
(ii)  Change the second fraction to its
4 4 reciprocal and change the sign  to .
3 4
 
4 1
3 The reciprocal
1 4
of is .
4 1
The steps to divide fractions can therefore be summarized as follows:
Steps to Divide Fractions: Tips:

1. Change the second fraction to its
reciprocal and change the  sign to .
(+)  (+) = +
2. Multiply the numerators together and (+)  (–) = –
multiply the denominators together. (–)  (+) = –
(–)  (–) = +
3. Simplify the fraction (if needed).
2.1 Division of Simple Fractions
Example:
2 3
 Change the second fraction to its reciprocal
5 7 and change the sign  to  .
2 7
= 
5 3 Multiply the two numerators together and
14 the two denominators together.
=
15

UNIT 2: Fractions
2.2 Division of Fractions With Common Factors
Examples:
10 2
  Change the second fraction to its reciprocal and
21 9
change the  sign to  .
10 9
=  
21 2 Simplify by canceling out the common factors.
10 9
=5   3
7 21 21 Multiply the two numerators together and the
15
=  two denominators together.
7
1 Remember: (+)  (–) = (–)
= 2
7
Change the fraction back to a mixed number.
3
5
6
Express the fraction in division form.
7
3 6
 
5 7 Change the second fraction to its reciprocal
and change the  sign to  .
1
3 7
  Then, simplify by canceling out the common
5 62 factors.
7
 Multiply the two numerators together and the
10

UNIT 2: Fractions
EXAMPLES
35 25
1. Find 
12 6
35 25
Solution : 
12 6
Change the second fraction to its reciprocal
and change the  sign to .
35 61
= 7  Then, simplify by canceling out the common
2 12 25 factors.
7 5
= Multiply the two numerators together and the
10
2 5x
2. Simplify – 
x 4
Change the second fraction to its reciprocal
2 4
Solution : –  and change the  sign to .
x 5x
8 Multiply the two numerators together and the two

= – denominators together.
5x 2
y
3. Simplify x
2
Solution :
Express the fraction in division form.
Method I y
 2
x Change the second fraction to its reciprocal

y
 
1 and change  to  .
x 2
y
  Multiply the two numerators together and the two
2x denominators together.
Remember: (+)  (–) = (–)

UNIT 2: Fractions
Method II
The given fraction.
y
The numerator is also
x
2 a fraction with
denominator x
y
x x Multiply the
the numerator
numerator and
and the
the denominator
denominator of
of the
=  Multiply
2 x given fraction
the given fraction with x by x.
y
x
= x
2 x
y
= 
2x
(1  1 )
4. Simplify r
5
Solution:
1
(1  1 ) r is the denominator of
r
.
r
5
1 r
(1  ) Multiply the given fraction with
r
.
= r  r
5 r
r 1
= Note that:
5r
1
(1  )  r  r  1
r

UNIT 2: Fractions
TEST YOURSELF B2
3 21 5 7 5
1. Calculate    2. Calculate   
7 2 9 8 16
8 4y 16
3. Simplify   4. Simplify
y 3 2
k
2 4m 2m 2
5. Simplify Simplify   
5 x 6.
n 3n
3
4 x
8. Simplify
y 1 1
1
7. Simplify
8 x

UNIT 2: Fractions
3 (1  1 ) 5 1
9. Calculate 4 x
10. Simplify
5 y

x 1 4
9
 1
p
11. Simplify
2 12. Simplify
1
3 1
5

UNIT 2: Fractions
ANSWERS
TEST YOURSELF A:
3 1 5
1. 2. 3.
7 2 14
1 38 3 3
4. 5. or 1 6. 
4 35 35 14
67 2 73 28 3
7. or 5 8. or 1 9.
13 13 45 45 s
6 5 1
10. 11. 12.
w 2a 3f
2b  4a q  5p 15. m  n
13.
ab 14.
pq
3p  3 16 x  17 y 2x  1
16. 17. 18.
2 10 x
1 8x  y
19. 20. 2 21.
x( x  1) 2
7n  4 r 2 1  p2  6
22. 23. 24.
9n 2 3r 2 p2
7 n  4n 2  6 1 m n5
25. 26. 27.
10 n 2 m 5n
n3 n  10 4p 3
28. 29. 30.
3n 8n 2 3m

UNIT 2: Fractions
TEST YOURSELF B1:
5 2 9 1 11 1
1. or 1 2.  or  1 3. or 5
3 3 8 8 2 2
7 2 3m 5mn
4.  or  1 5. 6.
5 5 k 2
x 3 10 3
7. 8. na  nd 9.  x y
4 2 3 5
1
10. 5x 
4
TEST YOURSELF B2:
2 14 5 6
1. 2.  or  1 3. 
49 9 9 y2
6 6
5. 6.
4. 8k 5 x m
1 x2 9
7. 9.
2( y  1) 8.
x 1
20
5x  1 13x 5
10. 11. 12. 
xy 6 4p


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Basic Essential

Additional Mathematics Skills

Curriculum Development Division

Part A: Addition and Subtraction of Fractions 2

Part B: Multiplication and Division of Fractions 22

1. The aim of this module is to reinforce pupils’ understanding of the concept

2. It serves as a guide for teachers in helping pupils to master the basic

Curriculum Development Division

Upon completion of Part A, pupils will be able to:

1. perform computations involving combination of two or more operations

2. pose and solve problems involving integers and fractions;

3. add or subtract two algebraic fractions with the same denominators;

4. add or subtract two algebraic fractions with one denominator as a

5. add or subtract two algebraic fractions with denominators:

(i) not having any common factor;

Curriculum Development Division

TEACHING AND LEARNING STRATEGIES

Pupils have difficulties in adding and subtracting fractions with different

Curriculum Development Division

Fraction is written in the form of:

The numerator is smaller The numerator is larger A whole number and

Examples: Examples: Examples:

Rules for Adding or Subtracting Fractions

Curriculum Development Division

1.0 Addition And Subtraction of Fractions with the Same Denominator

1.1 Addition of Fractions with the Same Denominators

Add only the numerators and keep the

Add only the numerators and keep the

Add only the numerators and keep the

Curriculum Development Division

1.2 Subtraction of Fractions with The Same Denominators

Subtract only the numerators and keep

Subtract only the numerators and keep

Subtract only the numerators and keep

Curriculum Development Division

1.3 Addition and Subtraction Involving Whole Numbers and Fractions

 First, convert the whole number to an improper fraction with the

Curriculum Development Division

 First, convert the whole number to an improper fraction with

Curriculum Development Division

1.4 Addition or Subtraction Involving Mixed Numbers and Fractions

 First, convert the mixed number to improper fraction.

Curriculum Development Division

2.0 Addition and Subtraction of Fractions with Different Denominators

Now, the question can be visualized like this:

Curriculum Development Division

Hint: Before adding or subtracting fractions with different denominators, we must

Change the first fraction to an equivalent

Convert the fraction to a mixed number.

Change the second fraction to an equivalent

Write the fraction in its simplest form.

Curriculum Development Division

Change the first fraction to an equivalent

Curriculum Development Division

Curriculum Development Division

22 Subtract only the numerators and keep

11 Write the fraction in its simplest form.

Curriculum Development Division

6d  4c Write as a single fraction.

Curriculum Development Division

2.3 Addition or Subtraction of Mixed Numbers with Different Denominators

5 2 11 Change the first fraction to an equivalent fraction

50 Add only the numerators and keep the