Add and Subtract Mixed Numbers and Fractions Word Problems

The process of adding with mixed numbers involves:

• Converting mixed numbers to improper fractions, adding them, and converting back to mixed numbers if necessary.

• Adding the whole numbers and fractions separately without any conversion.

• Converting mixed numbers to decimals and then adding them.

• Adding only the fractional parts and ignoring the whole numbers.

Answer explanation

The correct process for adding mixed numbers is to convert them to improper fractions, perform the addition, and then convert back to mixed numbers if needed. This ensures accuracy in the calculation.

Tags

CCSS.7.NS.A.1C

Explain how to add fractions with unlike denominators.

• Find a common denominator, convert the fractions, and then add the numerators.

• Add the numerators and denominators directly.

• Multiply the fractions together.

• Subtract the smaller fraction from the larger one.

Answer explanation

To add fractions with unlike denominators, first find a common denominator. Then, convert each fraction to an equivalent fraction with this common denominator. Finally, add the numerators and keep the common denominator.

Tags

CCSS.5.NF.A.1

CCSS.5.NF.A.2

The method for subtracting with mixed numbers is:

• Convert to improper fractions, subtract, and simplify.

• Subtract whole numbers and fractions separately.

• Use a calculator.

• Add the numbers instead.

Answer explanation

To subtract mixed numbers, first convert them to improper fractions. Then, subtract the fractions and simplify the result. This method ensures accuracy in handling both whole numbers and fractions.

Tags

CCSS.7.NS.A.1C

How can you estimate in word problems with fractions?

• By rounding fractions to the nearest whole number

• By converting fractions to decimals

• By using a calculator

• By ignoring the fractions

Answer explanation

Rounding fractions to the nearest whole number simplifies calculations, making it easier to estimate answers in word problems. This method provides a quick way to gauge the result without needing precise calculations.

Take your time and solve.

• 2 more pounds

• 1 1/8 more pounds

• 2 1/4 more pounds

• 1 7/8 more pounds

Tags

CCSS.7.NS.A.3

The fifth grade math teachers ordered pizza for lunch. Ms. Swander ate 1/3 of the pizza. Mr. Bertke ate 5/12 of the pizza. How much more pizza did Mr. Bertke eat than Ms. Swander? Simplify answer when possible.

Mathematical Equivalence

OFF

Tags

CCSS.5.NF.A.1

CCSS.5.NF.A.2

• Add

• Subtract

• Multiply

• Divide

Tags

CCSS.7.EE.B.3

Kayla ate 3/12 of a watermelon. Jordyn ate 1/12 of the watermelon. Then April ate 1/4 of the watermelon. How much of the watermelon did they eat? Simplify answer when possible.

Mathematical Equivalence

OFF

Tags

CCSS.5.NF.A.1

CCSS.5.NF.A.2

Ms. Song cuts a board that is 16 feet long into 3 equal pieces.  Then she realizes that the pieces she cut each need to be 1¼ feet longer than what she first thought.  How long does each piece of board need to be?

• 6 7/12 feet

• 6 1/12 feet

• 5 7/12 feet

• 5 1/12 feet

Tags

CCSS.7.EE.B.3