MATHEMATICS 6

Name: _________________________________ Grade Level: _____

Date: __________________________________ Score: ___________

Learning Activity Sheet

Addition of Simple Fractions and Mixed Numbers

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on adding simple fractions and
mixed numbers.

The process of adding simple fractions and mixed numbers without or with
regrouping applies a series of steps starting from making dissimilar fractions similar, adding
similar fractions and simplifying the sum if possible.

The examples below show how to add simple and mixed fractions:

Example 1: Simple + Simple

1 1
Add: + 2 = _________
7

Step 1
1
Align the fractions
7
1
+ 2
_____________

Step 2
1 2 2 Make the fractions similar by finding the
x =
7 2 14 LCD or the Least Common Denominator.
1 7 7
+ x7 = The LCD of 7 and 2 is 14.
2 14
_____________________

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Step 3
2 Once, the fractions are similar, you may
14 now add the numerators and just copy the
7 denominator.
+ 14
_____________________
9 Since 2 + 7 = 9, the numerator in the
14 answer is 9.

𝟗 Then, copy the denominator 14.

Answer:
𝟏𝟒

Example 2: Simple + Mixed

2 1
Add: + 1 4 = _________
5

Step 1
2
Write the fraction and whole number in
5 separate columns. Whole numbers on the
1
+1 left and fractions on the right.
4
_____________

Step 2
2 4 8 Make the fractions similar by finding the
x4 =
5 20 LCD or the Least Common Denominator.
1 5 5
+ 1 x = 1 20 The LCD of 5 and 4 is 20.
4 5
_____________________

Step 3 Add the fractions by adding numerators

8 and just copy the denominator.
20
Just bring down 1 since there is no other
5
+ 1 20 whole number to add it with.
____________________
Since 8 + 5 = 13, the numerator in the
answer is 13.
13
1 20
Then, copy the denominator 20.

𝟏𝟑
Answer: 𝟏
𝟐𝟎

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Example 3: Mixed + Mixed
4 1
Add: 2 + 3 = _________
5 2

Step 1
4
2 Write the fraction and whole number in
5 separate columns. Whole numbers on the
1
+3 left and fractions on the right.
2
_____________

Step 2
4 Make the fractions similar by finding the
x 22 = 2 8
2
5 10 LCD or the Least Common Denominator.
1 5 5
+ 3 x = 3 The LCD of 5 and 2 is 10.
2 5 10
_____________________

Step 3 Add the fractions by adding numerators

8
2 and just copy the denominator.
10
5
+ 3 10
Add the whole numbers as well.
_____________________
13
Since 8 + 5 = 13, the numerator in the
5 answer is 13. Then, copy the denominator
10
20.

2 + 3 = 5, so the whole number is 5.

Step 4
13 Change the improper fraction to mixed
5
10 number.
_____________________
3 13 3
5 + 1 is equal to 1
10 10 10

Add the whole numbers then copy the

𝟑
Answer: 𝟔 𝟏𝟎 fraction.

5 + 1 = 6, so the whole number is 6.

Note: Practice Personal Hygiene protocols at all times. 8

Learning Competency: Adds simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)

Exercise 1

Direction: Find your way from the START problem by shading the box of the addends
and the arrow of its correct answer. Then, proceed to the problem the correct arrow is
pointing at until you reach the FINISH box.

START
1 1 𝟏 1 1 𝟏 2 1 𝟏𝟏 7 1
+ 𝟐 + 𝟒 + 𝟏𝟐 +
4 2 4 4 3 6 12 6

𝟑 𝟏 𝟑
𝟒 𝟐 𝟗 𝟒
𝟓

1 1 𝟑 1 3 𝟏𝟏 2 1 4 1
+ 𝟒 + 𝟏𝟐 + +
3 2 6 4 3 12 9 4

𝟐 𝟑
𝟓 𝟗 𝟑𝟔
𝟏𝟎

3 2 2 1 3 2 2 5
+ 𝟏𝟏 + + 𝟕 +
5 3 5 2 8 5 5 6
𝟏𝟓 𝟓
𝟑 𝟑𝟏 𝟕
𝟕 𝟒𝟎 𝟏𝟏

5 1 2 2
+ 𝟏𝟕 + 𝟏 FINISH
6 9 5 3 𝟏
𝟏𝟖 𝟏𝟓

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Exercise 2

Write True if the number sentence is correct and False if it is not.

1 1 2 3 2 7
________ 6. + = ________ 11. + =
2 5 7 10 5 10

3 1 19 1 3 31
________ 7. + 5 = 20 ________ 12. +4=
4 9 36

1 2 9 1 1 2
________ 8. +7= ________ 13. +5=
3 21 8 13

3 1 4 3 1 16
________ 9. +6= ________ 14. +3=
5 11 7 21

2 1 3 3 1 5
________ 10. +8= ________ 15. +4=
3 24 8 8

Exercise 3

Direction: Add the following simple mixed fractions. Show your solution. Simplify the answer if
possible.

1 2 5 1
1. + 15 = 6. + 22 =
2 8

1 1 3 2
2. 1 + = 7. 2 + =
3 5 4 7

1 2 1 4
3. 1 + = 8. 3 + =
2 3 2 5

1 1 5 3
4. + 26 = 9. + 37 =
4 6

2 1 1 2
5. + 2 = 10. 3 + =
5 4 9 3

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Exercise 4

Direction: Solve each problem and write the matching letter on the blank above the answer.

“Why couldn’t the shoes go out and play?”

Exercise 5

Direction: Add the fractions. Show your solution. Simplify the answer if possible.

3 1
1. +6=
4

7 5
2.
9
+8=

1 4
3. 1 + =
2 9

4 5
4. + 26 =
5

4 5
5. 1 + 2 =
7 8

Note: Practice Personal Hygiene protocols at all times. 11

 MATHEMATICS 6
Name: ___________________________________ Grade Level: ________
Date: ________________________________ Score: _____________

LEARNING ACTIVITY SHEET

Subtraction of Simple Fractions

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on subtracting simple fractions
and mixed numbers.

The process of subtracting simple fractions and mixed numbers without or with
regrouping applies a series of steps starting from making dissimilar fractions similar,
subtracting similar fractions and simplifying the difference if possible.

The examples below show how to subtract simple and mixed fractions:

Example 1: Simple – Simple

𝟖 𝟐
Subtract: − =
𝟗 𝟑

Step 1
𝟖
𝟗
Write the fraction and whole number in
𝟐 separate columns. Whole numbers on
-
𝟑 the left and fractions on the right.
___________

Step 2 Make the fractions similar by finding the

8 1 8
X = LCD or the Least Common Denominator.
9 1 9
2 3 6
- 3 X 3 = − 9 The LCD of 9 and 3 is 9.
____________________

Step 3
8 8
= Once, the fractions are similar, you may
9 9
2 6 now subtract the numerators and just
- 3 = − 9
copy the denominator.
____________________
2
9

Note: Practice Personal Hygiene protocols at all times. 15

Example 2: Whole - Simple
4
Subtract: 9 − 7 = ____________

Step 1
9 Write the fraction and whole number
4
− in separate columns. Whole numbers
7
_______________ on the left and fractions on the right.

Step 2
7
9 = 8 Borrow 1 from the whole number.
7
Then convert 1 into an equivalent
4 4 fraction with the same denominator to
− = −
7 7 the given fraction.
________________________

Step 3 Subtract the numerators and copy the

7
9 = 8 common denominator.
7
4 4
− = −
7 7 Just bring down 8 since there is no
_____________________ other whole number to subtract it with.
3
8 7

Example 3: Whole – Mixed Number

5
Subtract: 10 − 5 8 = ____________

Step 1
Write the fraction and whole number
10
in separate columns. Whole
5 numbers on the left and fractions on
− 5 8 the right.
_____________

Step 2
8 Borrow 1 from the whole number.
10 = 9 Then convert 1 into an equivalent
8
fraction with same denominator to
5 5
− 5 8 = − 5 8 the given fraction. This will convert
____________________________ the whole number into a mixed
fraction.

Note: Practice Personal Hygiene protocols at all times. 16

Step 3
8
10 = 9 Subtract the fractions, then
8
5 5 subtract the whole numbers.
− 5 8 = − 5 8
_____________________________
3
4 8

Learning Competency: Subtract simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)

Exercise 1
Direction: Solve the riddle using your answers below.

2 1 3 1
D − = I − =
3 6 4 12

1 1 9 1
H − = K − =
2 4 10 2

6 1 5 1
C − = A − =
12 3 8 2

4 3 2 1
E − = P − =
5 15 3 12

2 2 2 2
T − = S − =
5 10 3 9

2 1 1 1 1 1 2 1 2 4
3 5 4 8 2 15 3 6 5 9

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Exercise 2
Direction: Find the difference of the following items. Simplify the answer if possible.

1. 8 - 1=
4

2. 17 - 5=
9

3. 24 - 2=
7

4. 33 - 6=
7

5. 48 - 5=
20

Exercise 3
Direction: Write the missing fraction on the blank to make the number sentence
correct.
1 8
6. 10 − ______ = 7 11. 6 − ______ = 1
12 9

1 3
7. 8 − ______ = 5 12. 4 − ______ = 2
7 10

1 2
8. 9 − ______ = 5 13. 10 − ______ = 3
4 7

2 1
9. 10 − ______ = 7 14. 5 − ______ = 2
3 2

5 3
10. 6 − ______ = 4 15. 10 − ______ = 5
8 4

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Exercise 4
Direction: Subtract the simple fractions. Show your solution.

5 1 1
1. − = 6. 2 − 1 =
6 2 4

3 3 1
2. 2 − 1 = 7. −3=
7 4

7 3
3. 2 − = 8. 2 −
8
=
10

9 1 6 2
4. − = 9. − =
10 4 7 5

6 4
5. 1 − = 10. 3 − 1 =
11 9

Note: Practice Personal Hygiene protocols at all times. 19

 MATHEMATICS 6
Name: _____________________________________ Grade Level: _________
Date: ______________________________________ Score: ______________

LEARNING ACTIVITY SHEET

Subtraction of Mixed Fractions

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on subtracting simple fractions
and mixed numbers.

The process of subtracting mixed numbers applies a series of steps starting from
making dissimilar fractions similar, subtracting similar fractions and simplifying the
difference if possible.

The examples below show how to subtract simple and mixed fractions:

Example 1: Mixed - Whole

9
Subtract: 28 − 15 = ________________________
13

Step 1
9 Write the fraction and whole number in
28 13
separate columns. Whole numbers on
− 15 the left and fractions on the right.
__________________

Bring down the fraction since there is

Step 2 no other fraction to subtract it with.
9
28 13
− 15 Subtract the whole numbers 28 and
__________________ 15.
9
13 13

Example 2: Mixed - Simple

11 5
Subtract: 15 12 − 6 = _____________

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Step 1 Write the fractions and whole
11
15 number in separate columns. Whole
12
number on the left and fractions on
5 the right.
− 6
____________________

Step 2
11 1 11 Make the fractions similar by finding
15 X = 15
12 1 12 the LCD or the Least Common
5 2 10 Denominator.
− X 2 = −
6 12
_________________________________ The LCD of 12 and 6 is 12.

Step 3
11 11 Once the fractions are similar, you
15 = 15
12 12 may now subtract the numerators and
just copy the denominator.
5 10
− = −
6 12
Just bring down 15 since there is no
_________________________________
1 other whole number to subtract it
15 12
with.

Example 3: Mixed Number - Mixed Number

14 2
Subtract: 35 15 − 15 3 = ________________________

Step 1
14
35 Write the fraction and whole number
15
in separate columns. Whole numbers
2 on the left and fractions on the right.
− 15 3
__________________

Step 2 Make the fractions similar by finding

14 1 14
35 15
X 1
= 35 15 the LCD or the Least Common
Denominator.
2 5 10
− 15 3 X 5 = − 15 15
The LCD of 15 and 3 is 15.
____________________________________

Note: Practice Personal Hygiene protocols at all times. 24

Step 3
14 14
35 = 35 Subtract the fractions then also
15 15
subtract the whole numbers.
2 10
− 15 3 = − 15 15
____________________________________
4
20 15

Learning Competency: Subtracts simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)

Exercise 1
Direction: Write the missing mixed fraction or whole number on the blank to make the
number sentence correct.
1 1 2
11. 2 − ______ = 16. ______ − 3 = 5
2 2 5
5 1 1
12. ______ − 2 = 29 17. 84 − ______ = 3 4
7 3
13. ______ − 1 = 38 18. ______ − 4 = 2 10
5 1
14. ______ − 3 = 46 19. ______ − 5 = 76
1 1 5 5
15. 6 − ______ = 2 20. 9 − ______ = 1
3 3 6 6

Exercise 2
Direction: Subtract the following items. Simplify the answer if possible.
1
1. 5 3 - =
4 8

2. 9 5 - 9 =
6 12

3. 15 3-5 =
9 6

4. 13 5 - 4 =
7 14
0

5. 26 10 - 10 =
25 50

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Exercise 3
Direction: Solve the riddle using your answers below.

Exercise 4
Direction: Subtract the simple fractions. Show your solution.
5 2 5 3
1. 1 − = 6. 3 − 2 =
7 3 9 4

1 1 1
2. 2 − 1 = 7. 3 − 1 =
6 3 4

5 7 3
3. 2 − 2 = 8. 2 − =
6 9 5

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 4 1 4 1
4. 1 − 1 = 9. 2 − 1 =
5 4 7 2

3 5 1 1
5. 2 − = 10. 1 − =
4 8 5 6

Rubrics for Scoring:

Level 1 Level 2 Level 3 Level 4

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows no Learner only Learner only Learner
attempt to really shows answer. shows answer shows
Amount of do any of the but showed complete
Work problems, no partial work. solution and
answer given. gives an
answer.
Learner shows no Learner shows Learner shows Learner
understanding of limited partial shows
Understanding subtracting simple understanding understanding thorough
fractions and of subtracting of subtracting understanding
mixed numbers simple simple of subtracting
without or with fractions and fractions and simple
regrouping. mixed numbers mixed numbers fractions and
without or with without or with mixed
regrouping. regrouping. numbers
without or
with
regrouping.

Reflection
1. What part of the activity do you find difficult? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Note: Practice Personal Hygiene protocols at all times. 27