The problem here is to add and|
These two fractions do not have the same denominators (lower numbers), so we must first find a common denominator of the two fractions, before adding them together.

For the denominators here, the 8 and 14, a common denominator for both is 56. With the common denominator, the
becomes a
and the
becomes a
So now our addition problem becomes this...
The problem here is to add and|
Since these two fractions have the same denominators (the numbersunder the fraction bar), we can add them together by simply adding the numerators (the 21 and 36 = 57), while keeping the same denominator (the 56).

Our answer here is:
The fraction is an improper fraction (the numerator is greater than the denominator). While there is nothing incorrect about this, an improper fraction is typically simplified further into a mixed number.

The whole number part of the mixed number is found by dividing the 57 by the 56. In this case we get 1.
The fractional part of the mixed number is found by using the remainder of the division, which in this case is 1 (57 divided by 56 is 1 remainder 1). The final answer is: |

The problem here is to add and|

These two fractions do not have the same denominators (lower numbers), so we must first find a common denominator of the two fractions, before adding them together.

For the denominators here, the 9 and 12, a common denominator for both is 36. With the common denominator, the
becomes a
and the
becomes a
So now our addition problem becomes this...
The problem here is to add and|
Since these two fractions have the same denominators (the numbersunder the fraction bar), we can add them together by simply adding the numerators (the 20 and 21 = 41), while keeping the same denominator (the 36).

And, we just add the whole number parts, or 7 + 2 = 9.
Our answer here is:
The fraction is an improper fraction (the numerator is greater than the denominator). While there is...

...In order to teach students the concept of equivalence when working with fractions with unlike denominators or finding equivalent fractions, there are some skills that the students must already possess. These are as follows:
Students are able to both recognize and write fractions
Students understand the ‘breakdown’ of a fraction where the top is the numerator and the bottom is the denominator
Students must have some understanding...

...Lesson Plan
Grade Level Content Standard: Number Sense
2.1 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation.
Standard Based Objective:
When given division problems with fractions, students will use the rules for dividing fractions to solve problems with 80% accuracy as measure by student work samples by the end of the week....

...several concepts about fractions. One concept students in fourth grade will need to master is learning how to tell if fractions are equivalent with unlike denominators. There are a few prerequisite skills that are necessary in order for the students to understand this concept. The first thing students need to know is what fractions are. Fractions are a way of counting parts of a whole. Secondly, the students need to know how to identify...

...Definition: A Mixed Fraction is a
whole number and a fraction combined,
such as 1 3/4.
1 3/4
(one and three-quarters)
To make it easy to add and subtract them, just convert to Improper Fractions first:
4/43/4
Quick Definition: An Improper fraction has a
top number larger than or equal to
the bottom number,
such as 7/4 or 4/3
(It is "top-heavy")
7/4
(seven-fourths or seven-quarters)
Adding Mixed...

...In Lacsap’s Fractions, En(r) refers to the (r+1)th term in the nth row. The numerator and denominator are found separately, therefore to find the general statement, two different equations, one for the numerator and one for the denominator, must be found. Let M=numerator and let D=denominator so that En(r) = M/D.
To find the numerator for any number of Lacsap’s Fractions, an equation must be made that uses the row number to find the numerator. Because the...

...Fractions are ways to represent parts of a whole. Common fractions are ½ and ¾. These are proper or regular fractions. Some fractions are called mixed numbers. These are represented by a whole number with a fraction (proper fraction). 1 ½ and 2 ¾ are good examples. An improper fraction has a larger number on the top than on the bottom, such as 9/8. I will explain how to convert these...

...grade, learning equivalence in fractions with unlike denominators is something that they can look forward to...or not look forward to. It can be a very tough lesson and something that is hard for the children to understand. They need to have a simple understanding of fractions already. They need to know what they are and how they add up together. Meaning that they need to understand that fractions are a part of a whole...a fraction of...

...Grade 7 Math Test
Fractions, decimals and percents
Part A: Multiple Choice - Circle the letter of the correct answer. (20 marks)
1. Estimate which answer is less than 1.
a) b) c) d)
2. Which quiz mark would be the same as 80%?
a) b) c) d)
3. What is the best estimate for the percentage that is shaded in the diagram?
a) 33% b) 50% c) 66% d) 110%
4. How much is of 35 ?
a) 175 b) 70 c) 14...