Grade 6 › U04 Fractions

NUMBER · GRADE 6 · ALBERTAOUTCOME AB-MAT6-N6

F5 · Adding Fractions: One Common Unit First

Learning goal

“I can add two fractions by first rewriting them with a common denominator, then adding the numerators — and I can say why adding straight across is wrong.”

Common denominator — the same denominator for both fractions, so both name the same size of part.
Relating factor — the number one denominator is multiplied by to reach the common denominator (from F4).
Sum — the result of an addition.
Simplify — rewrite a fraction in lowest terms by dividing numerator and denominator by the same number.
Worked example

1/2 + 1/4. Step 1: The parts are different sizes — halves and quarters cannot be counted together yet. Step 2: 4 is a multiple of 2, so the denominators are related. Relating factor: 2 × 2 = 4. Rewrite 1/2 = 2/4. The amount did not change — only the size of the parts. Step 3: Now both fractions name quarters. Add the numerators, keep the denominator: 2/4 + 1/4 = 3/4. Model: a bar split in quarters with 2 quarters + 1 quarter shaded, beside a 0–2 number line marked in quarters: jump 2/4 from 0, then jump 1/4 more, land on 3/4. The denominator names the size of the parts — we never add denominators, because we are counting parts, not changing their size.

Check yourself — explain it

Why do we change 1/2 into 2/4 before adding?

Paired problem — example still visible

1/6 + 1/3 → 1/3 = 2/6, so 1/6 + 2/6 = 3/6 = 1/2

Faded completion — last step is yours

“3/8 + 1/4: 1/4 = 2/8, so 3/8 + 2/8 = ___” → 5/8

Ready to practise?

10 scored questions with a 3-rung hint ladder. Mastery needs 8/10 plus both gate questions.