CHAPTER 3: FRACTIONS

A man is like a fraction whose numerator is what he is and whose denominator is what he thinks of
himself; the larger the denominator, the smaller the fraction. – Leo Tolstoy

Objectives:

1. Name the different types of fractions

2. Convert between improper fractions and mixed numbers
3. Use equivalent fractions to compare the size of fractions
4. Order fractions in simple and mixed forms in ascending or descending order
5. Reduce fractions to lowest terms
6. Add similar and dissimilar fractions
7. Subtract similar and dissimilar fractions
8. Solve problems involving addition and/or subtraction of fractions using appropriate problem solving
strategies
9. Multiply a fraction and a whole number and another fraction
10. Solve problems involving multiplication with or without addition or subtraction of fractions
11. Divide simple fractions as well as whole numbers, by a fraction and vice versa
12. Solve problems involving division of fractions and whole numbers

3.1. FRACTION CONCEPTS

Fractions are commonly used in everyday language to express part of a whole number. It
represents equal parts of a whole or a collection. Many recipes use fractions to express the quantity of
ingredients required. In general conversation, people will talk about one fifth of a pie rather than the
decimal equivalent to 0.20 of a pie. People may cut apples into quarters and eat three eights of a pizza.
Footballers get to have a rest at a half time and a block of chocolate can easily be broken into fraction
amounts. The word fraction has been derived from the Latin word “fractus” which means “broken”.

Fraction consists of a numerator (part) on top of a denominator (total) separated by a horizontal

line. The numerator tells how many equal parts of the whole collection are taken while the denominator
shows how many equal parts the whole is divided into or the total number of equal parts which are there in
a collection.
 The bar between the numerator and the denominator is called the vinculum. The vinculum can
represent the operation division. Division by 0 is not possible (share among 0 people!), it is undefined, it
doesn‟t make sense. Similarly, a fraction that has a denominator of 0 is also undefined. The definition of a
fraction includes this:

A fraction is defined as where a and b are integers, b ≠ 0 (b not equal to 0).

Any integer can be written as a fraction. The denominator is always 1. The integer 4 as a fraction is
, likewise, −2 can be written as a fraction

3.1.1. Naming Fractions

When saying fractions, the format is: numerator denominator, with the denominator usually having
the suffix ths. Fractions with denominators 2, 3 and 4 are given special names.

For example:

An alternative naming system is saying numerator over/on denominator. For example: can be as five
over seven or five on seven.

3.1.2. Equity in fraction amounts

When an object is cut into two parts, each part can only represent a half if the two parts are the
same size. The saying, „Cut the cake into halves and I‟ll take the greatest half‟, is
impossible if the cake was originally cut exactly into halves.

Fractions on a calculator

3.1.3. Types of Fraction

1. Unit Fractions
Fractions with 1 as their numerator
 2. Proper Fractions
Fractions in which the numerator is less than the denominator

3. Improper Fraction
Fractions in which the numerator is more than or equal to the denominator

4. Mixed Fractions
Mixed fractions consist of a whole number along with a proper fraction

3.1.4. Changing Mixed number to an Improper Fraction

It is important to be able to change a mixed number to an improper fraction. Let‟s look at the example
below and change the mixed number to an improper fraction. Using the denominator of the fraction part
(quarters), one whole is the same as four quarters, there are 4+4+4+1 quarters, which is 13quarters.

The examples above explain how to change a mixed number to an improper fraction using diagrams,
however a quicker method is to:
1. Multiply the whole number and the denominator of the fraction.
2. Add this to numerator of the fraction.
3. The improper fraction is the answer from step 2 over the denominator already used.
When changing an improper fraction back to a mixed number, divide by the denominator. Remember
that the denominator tells us how many pieces make up a whole. So when you divide the numerator by the
denominator, the whole number part of the answer is the number of whole numbers and the remainder is
written as a fraction.

Exercises:
A. Work on the following exercises on your own.
a. Draw a picture associated with the fraction .
b. Draw a picture association with the fraction . Is your picture really the amount of pie an
individual would receive if three pies are shared among seven kids?
c. Leigh says that “ is three times as big as ”. Is this right? Explain your answer.
d. Draw a picture to the division problem . Describe what you notice about the answer.
e. What does the division problem represent? How much pie does an individual child receive?
f. What does the division problem represent? How much pie does an individual child receive?
g. What does the division problem represent? How much pie does an individual child receive?

B. Change the following mixed numbers to improper fraction

1. 2 4. 10
2. 5 5. 3
3. 8

C. Change the following improper fraction to mixed numbers

1. 4.
2. 5.
3.
 3.1.5. Equivalent fractions
As background skills for addition and subtraction of fractions, the ability to make equivalent
fractions is essential. Imagine you have a pizza with two pieces remaining of the original eight. This is two
eights of a pizza, and it is also one quarter!

All of these fractions are equivalent. In each diagram there is the same amount it has just been cut
into smaller pieces. Here‟s another example:

Suppose 6 pies are to be shared equally among 3 children. This yields 2 pies per kid. We write =
2.

What happens if we double the number of pie and double the number of kids? Nothing! The
amount of pie per child is still the same. And tripling the number of pies and the number of children also
does not change the final amount of pies per child, nor does quadrupling each number.

3.1.5.1. Equivalent Fractions – Multiplying

Any fraction can be changed into an equivalent fraction by multiplying both the numerator and
denominator by the same number.
 You can see from the above examples that each fraction has an infinite number of fractions that
are equivalent to it.

3.1.5.2. Equivalent Fractions – Dividing(Reducing)

Equivalent fractions can also be created if both the numerator and denominator can be divided by
the same number (a factor) evenly. This process is called “reducing a fraction” by dividing a common factor
(a number which divides into both the numerator and denominator evenly).

3.2.Simplifying a Fraction (Reducing to its Lowest Terms)

It is usual to reduce a fraction until it can‟t be reduced any further. A simplified
fraction has no common factors which will divide into both numerator and
denominator. Notice that, since 27 and 81 have a common factor of 9, we find that
is an equivalent fraction. But this fraction has a factor of 3 common to both
numerator and denominator. So, we must reduce this fraction again. It is difficult to
see, but if we had known that 27 was a factor (divides into both parts of the fraction
evenly), we could have arrived at the answer in one step.

Exercises:
A. Find the missing part of these equivalent fractions (multiplying)

1. 4.

2. 5.

3.
 B. Find the missing part of these equivalent fractions (reducing)
1. 4.

2. 5.

3.

C. Put a check (√) before each item if the given fraction is in its lowest term, otherwise, put a
cross (x).
1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

D. Reduce each fraction to its lowest term

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

E. Read and solve the following problem. Express your answer in lowest term.

1. Every Saturday, Mother and Claire go to the market. On each marketing day, they spend 3
hours including the travel time. What fraction of the day is used in marketing every Saturday?
2. Century is what part of the Millennium?
3. A farmer planted of his farm with pechay. How many thirds of the farm was planted with
pechay?

3.3.Comparing Fractions

In the diagram on the right, it is easy to see that is larger than (since 7 is
larger than 3). However it is not easy to tell that is larger than . In order to compare
fractions, we must have the same (common) denominators. This process is called
“Finding the Least Common Denominator” as is usually abbreviated as finding the
LCD or LCM (lowest common multiple).
 Which is larger: or ?

In order to compare these fractions, we must change both fractions to equivalent fractions with a
common denominator. To do this, take the largest denominator (8) and examine multiples
of it, until the other denominator (6) divides into it. Notice that, when we multiply 8 x 3, we get 24, which 6
divides into it. Now change the fractions to 24th s.

8 = 8, 16, 24
6= 6, 12, 18, 24

When we change these fractions to equivalent fractions with an LCD of 24, we can easily see that
is larger than .

= =

Which is larger: or or ?

Find the LCD by examining the multiples of 15. Notice that, when we multiply 15 x 4 we find that
60 is the number that all denominators divide into. Another way is to find the LCM (least common multiple)
of 5, 15 and 12.
5 = 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60
15 = 15, 30, 45, 60
12 = 12, 24, 36, 48, 60

Then convert , , and to their equivalent fractions using 60 as their denominator.

So, is the largest fraction.

Exercises
Which is the largest fraction? (Find their LCD first).

1. or 4. or or

2. or 5. or

3. or 6. or or
3.4.Ordering Fractions

If we think about fractions as “portions of a segment,” then we can talk about their locations on a
number line.We can start to treat fractions like numbers. In the back of our minds, we should remember
that fractions are always relative to some unit. But on a number line, the unit is clear: it is the distance
between 0 and 1.

This measurement model makes it much easier to tackle questions about the relative size of
fractions based on where they appear on the number line. We can mark off different fractions as parts of
the unit segment. Just as with whole numbers, fractions that appear farther to the right are larger.

3/5 and 5/8 are very close, but 5/8 is just a bit bigger.

Fraction Intuition
Greater than 1: A fraction is greater than 1 if its numerator is greater than its denominator. How can we
see this? Well, the denominator represents how many pieces in one whole (one unit). The numerator
represents how many pieces in your portion. So if the numerator is bigger, that means you have more than
the number of pieces needed to make one whole.

Greater than : A fraction is greater than if the numerator is more than half the denominator. Another
way to check (which might be an easier calculation): a fraction is greater than if twice the numerator is
bigger than the denominator.
Why? Well, if we double the fraction and get something bigger than 1, then the original fraction must be
bigger than .

Same denominators: If two fractions have the same denominator, just compare the numerators. The
fractions will be in the same order as the numerators. For example, . Why? Well, the pieces are the
same size since the denominators are the same. If you have more pieces of the same size, you have a
bigger number.
Same numerators: If the numerators of two fractions are the same, just compare the denominators. The
fractions should be in the reverse order of the denominators. For example, . The justification for this
one is a little trickier: The denominator tells you how many pieces make up one whole. If there are more
pieces in a whole (if the denominator is bigger), then the pieces must be smaller. And if you take the same
number of pieces (same numerator), then the bigger piece wins.

Numerator = denominator -1: You can easily compare two fractions whose numerators are both one less
than their denominators. The fractions will be in the same order as the denominators. Think of each fraction
as a pie with one piece missing. The greater the denominator, the smaller the missing piece, so the greater
the amount remaining. For example, , since = 1 - and .

Numerator = denominator − constant: You can extend the test above to fractions whose numerators are
both the same amount less than their denominators. The fractions will again be in the same order as the
denominators, for exactly the same reason. For example, , because both are four “pieces” less than
one whole, and the pieces are smaller than the pieces.

Equivalent fractions: Find equivalent fractions that lets you compare numerators or denominators, and
then use one of the above rules.

3.5.Adding Fraction

3.5.1.Adding similar fractions

Let‟s take a look at the problem below:

The Supreme Pupil Government (SPG) of Bilad School was able to collect kg of plastic bottles
and kg of disposable spoons and forks for their project “Pera Mula sa Basura”. How many kilograms of
items did the pupils collect in all? How many kilograms more of plastic bottles than disposable spoons and
forks were collected?

Find +

parts is shaded

part is shaded

parts is shaded

So, + =

Notice that and are similar fractions.

When adding similar fractions, the numerators are the only ones being added and the sum must be
written above the common denominator.

To find the answer to the second question, subtract from .

- =

Answer: There was kg more of plastic bottles collected than disposable spoons and forks.

3.5.2.Adding when one denominator is a multiple of the other

Add and

Notice that the denominators are not common. Also notice that 27 is a multiple of 9 (since 9 x 3 = 27). This
means that the LCD = 27.
+ = +

3.5.3 Adding Any Fraction

Add and

We must find a common denominator by examining multiples of the largest denominator. We find that the
LCD = 60.

=1
When adding mixed numbers, add the whole numbers and the fractions
separately. Find common denominators and add.

If an improper fraction occurs in the answer, change it to a common

fraction by doing the following.

3.5.4 The language of Addition

Exercises
A. Add the following: (express your answer in lowest terms)

1.

2.

3.

4.

B. Find the sum. Write your answers in lowest terms

1.

2.

3.

4.

5.
 6.

7.

8.

9.

10.

C. Solve the following problem. Express your answer in lowest term.

1. Althea prepared orange juice. She mixed liter of powdered juice and liters of water. What is
the total number of liquid that she mixed?
2. On her way to school, Jasmine travels kilometers by bus and kilometers by tricycle. How far
does she travel from her home to school?
3. Cindy weighs kg more than Marjorie. If Cindy weighs kg, how much does Marjorie weigh?
4. Catherine has kilograms of beef and kilograms of chicken in her refrigerator, How many
kilograms of meat does she have in her refrigerator?
5. Mikka and Rose decided to jog at the Eco Park. Mikka jogs kilometers while Rose jogs
kilometer more than the distance covered by Mikka. How many kilometres did the two travel
altogether?

Key Ideas (Adding Fractions and Mixed Numbers)

1. Convert dissimilar fractions into similar fractions.

2. In converting dissimilar fractions to similar fraction, we need to get the LCD.
3. Add the whole numbers and the fraction parts.
4. Simplify whenever possible.

3.6 SUBTRACTING FRACTIONS

3.6.1 Common Fractions

As in addition, we must have common denominatorsin order to subtract. Find the LCD; change the
fractions to equivalent fraction with the LCD as the denominator. Then subtract the numerators, but keep
the same denominator.

=
3.6.2. Mixed Numbers
When subtracting whole numbers, subtract the whole numbers, and then subtract the fractions
separately.

However, if the common fraction we are subtracting is smaller than the

other common fraction, we must borrow the number “1” from the large whole
number.

To subtract 1 from , first change the common fractions to

equivalent fractions with the LCD. Since is smaller than , borrow from 6.

3.6.3The Language of Subtraction

Exercises
A. Find the difference. Reduce the answer to lowest term whenever possible.
1. 6.

2. 7.

3. 8.

4. 9.

5. 10. 3
 B. Solve each problem.

1. Cindy bought 10 kilograms of ground meat. She used 3 kilograms to make lumpia.
How many kilograms of ground meat were not used in making lumpia?
2. Nenita spent 1 hours doing his Math homework and hours doing her Science
homework. How much time did Nenita spend on doing her Math homework than on her
Science homework?
3. Emily decided to make 30 liters of orange juice for her friends who were practicing for the
stage play. If 28 liters of juice were served, how many liters of juice were left?
4. Marsha planted of her garden with tomatoes, with cabbage, of it with squash, and the
rest of it with other vegetables. What part of her garden remained for the other
vegetables?
5. Delfin weighed himself four times last year. At the start of the year, he weighed 69
kilograms. He gained kilogram during the first quarter, lost kilogram in the second
quarter, lost 2 kilograms in the third quarter and gained 2 kilograms in the last quarter.
Did Delfin gain or lose weight during the year? By how much? What was his weight at the
end of the year?

Key Ideas

Change dissimilar fractions to similar fractions before subtracting. Reduce the answer to lowest terms
whenever possible.

3.7. MULTIPLYING FRACTIONS

3.7.1.Common Fractions

When multiplying fractions, a common denominator is not needed. Simply multiply the numerators and
multiply the denominators separately.
Example 1:

Sometimes, we can reduce the fractions before multiplying.

Any common factor in either numerator can cancel with the same factor
in the denominator. Multiply after cancelling (reducing).
Note that any whole number (16) has the number “1” understood in its
denominator.

If more than two fractions are multiplied, the same principles apply.

3.7.2.Mixed Numbers

Mixed numbers must be changed to improper fractions before multiplying.

Remember that a mixed number (like 4 ) can be changed to an improper
fraction by multiplying the whole number (2) by the denominator (4) and then
adding the numerator (3).

3.7.3.The language of Multiplication

𝑐𝑎𝑛 𝑏𝑒 𝑤𝑜𝑟𝑑𝑒𝑑

the product of

NOTE: When multiplying, it doesn‟t matter which fraction is first.

EXERCISES

A. Multiply the following fractions. Reduce the answers to lowest terms whenever possible.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.
 B. Solve each problem. Express your answer in lowest term.
1. Jenny has of a tank of gas . She estimates she will use of the tank to get home. What fraction of
the tank of gas does she use?
2. Robert is 168 cm tall and his sister Marie is as tall as him. How tall is Marie?
3. Last year, Ferdie weighed 60kg. This year, he gained more. How many kg. did Ferdie increase in
weight?
4. Mayor has 20 prizes. He decided to give to the winners of the relay of the game. How many of the
prizes are for the relay game?
5. Mr. Dagondon had 20 pcs of lumber that were all of the same length. If each piece of lumber was 3
inches long and he put tem side by side, what would
KeybeIdeas
the total length of all pieces together?

 To multiply a fraction by another fraction, multiply the numerators and the denominators.
 Common factors appearing in the numerator and denominator can already be cancelled even
before actually multiplying.

3.8. DIVIDING FRACTIONS

3.8.1 Dividing Common Fraction

Suppose you have of a pizza and want to share it with a friend. What part of the whole pizza will each of
you receive?

To answer the problem above consider the following diagram:

This diagram shows of a pizza

If we split the third into two equal parts, each part is of a pizza

You and your friend will each get of the whole pizza. You can compute this as follows:

This procedure involves inverting or finding the reciprocal of the divisor. The reciprocal is found by
switching the numerator and denominator. Then, change the division symbol to multiplication.

Note: The product of any number and its reciprocal is 1. Every number except 0 has a reciprocal.
3.8.2.Dividing Mixed numbers
As in multiplication, mixed numbers must be changed to improper fractions.

3.8.3.The Language of Division

𝑐𝑎𝑛 𝑏𝑒 𝑤𝑜𝑟𝑑𝑒𝑑

divide

Note: In multiplication, the order of the fractions was not in important, but in division, this is not the case.
The order of the fraction is important. Consider the following

but

Exercises:
A. Solve for each quotient

1. 6.

2. 7.

3. 8. 10

4. 9.

5. 10.

B. Write a mathematical sentence to solve each problem. Show your solution and express
your final answer in lowest terms.

1. Jester has a piece of wood measuring 1 m. He needs to cut it to pieces measuring m long. How
many pieces of wood did Jester cut?
 2. Leslie had yard of ribbon that she cuts into pieces measuring yard long. How many pieces
did she have?
3. Delfin bought 30 meters of cloth making pant. If each pair of pants requires 4 meters of cloth, how
many pairs of pants can he make?
4. Rene has 5 liters of vinegar. If he repacks this into liters bottles, how many bottles does he
need?
5. Mang Pedro has 20 kilograms of rice. He will repack it in kilograms per bag. How many bags will
he need?

Key Ideas

 To divide a mixed number by a fraction, rename the mixed number as an improper fraction.
Then, multiply the dividend by the reciprocal of the divisor.
 To divide mixed numbers, rename the mixed number as an improper fraction and then apply the
same procedures in dividing two fractions.
 To reduce fractions and mixed numbers to their lowest terms, you need to find the GCF of the
numerator and denominator. Both numerator and denominator will be divided by the GCF.