# Adding Unlike Fractions Chapter 6 - PowerPoint PPT Presentation

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Adding Unlike Fractions Chapter 6. Miss Valora 6 th grade. Adding and Subtracting fractions :. When adding and subtracting fractions is the same as adding and subtracting whole numbers. Example:

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## Adding Unlike Fractions Chapter 6

### Adding and Subtracting fractions :

• When adding and subtracting fractions is the same as adding and subtracting whole numbers.

• Example:

• A family drinks a gallon of milk during the first part of the week and then drinks 3 quarts of milk during the second part of the week. How much milk did the family during for the entire week?

• Which operation should be used to find the total amount of milk consumed by the family for the entire week?

### Example 1

A family drinks a gallon of milk during the first part of the week and then drinks 3 quarts of milk during the second part of the week. How much milk did the family during for the entire week?

Which operation should be used to find the total amount of milk consumed by the family for the entire week?

Is it correct to say the family drank 4 gallons of milk during the week?

Is it correct to say the family drank 4 quarts of milk during the week?

### Example 1 continued:

• What do we need to do in order to add 1 gallon of milk to 3 quarts of milk?

• Change gallons into quarts

• 4 quarts= a gallon

+

+

I can now + the quarts together because the partitions are the same size.

### Example 2:

• A runner ran a normal pace for the first 50 yards of a race and then slowed down the next 30 feet of the race. She then sprinted for the remainder of the race. How far did she run without sprinting?

Remember we are adding parts of a whole!

• Are the parts being added elated to the same whole? Explain.

• What was necessary before you can add the parts together.

• How were the parts partitioned?

### Example 2 continued:

• A runner ran a normal pace for the first 50 yards of a race and then slowed down the next 30 feet of the race. She then sprinted for the remainder of the race. How far did she run without sprinting?

30 ft

50 yards

----------------------------------------------+-------------------

180 ft without sprinting.

150 ft

+

30 ft

=

Remember parts need to be related to the same whole!!!

### Whole numbers on a number line.

• Why can we add ___ and ____ and get ___ for an answer?

• Do they refer to the same whole?

• Are the partitions for both parts the same size? Explain.

5

2

7

Two parts of a whole

Distance from 0 to 1

Yes, because the are whole numbers pertaining to the whole.

0

1

2

3

4

5

6

7

8

9

10

### Subtracting Whole Numbers:

• Does the same reason apply to subtracting whole numbers?

• Do they refer to the same whole?

• Are the partitions for both parts the same size? Explain.

Yes, because the partitions are the same size from the whole!!

10-7=3

0

1

2

3

4

5

6

7

8

9

10

### You need to Understand…

These are the keys that you need to understand!

• The parts to be added or subtracted need to refer to the same_________.

• The parts being added or subtracted need to have partitions of the same ________.

• The answers will be partitioned the same way as the _____________.

whole

size

parts

• Do the principles pertain to adding and subtracting fractions? Explain.

• Do they refer to the same whole?

• Are the partitions for both parts the same size? Explain.

• What happens when we add fractions that (a) refer to the same whole and (b) have partitions of the same size?

### Example 1:

Do they refer to the same whole?

Are the partitions for both parts the same size? Explain

+

### Example 2:

• A recipe asks for 2/3 cup of oil to bake a cake and 1 cups of oil to bake a pan of brownies. You have 2 cups of oil. Is this enough to bale both the cake and the brownies?

• What is the whole?

The whole is 1 cup of oil.

1cup

+

1/3

+

2/3

=

1cup

+

1cup

### Example 3:

• At Vernal Middle School, 450 students attended parent-teacher conference in the Fall. This was 5/6 of all the students at the school. Only 2/6 of students attended the conference in the Spring.

• How many more or fewer(circle one) students attended the conferences in the Spring?

• How many students attended the Spring conference?

### Example 3 continued:

• How many more or fewer(circle one) students attended the conferences in the Spring?

• What fraction would measure the fewer students attending in the Spring?

• How many students attended in the Fall?

-

450 or 5/6 students

Is the whole defined?

### Example 3 continued:

What is the whole?