Chapter 2

Fractions
In this chapter, you will learn how to define fractions, simplify fractions,
change a mixed number into fractions and its inverse, compare fractions, write a
fraction in a decimal form, and write a fraction in a percent form. The key terms
that you need to pay attention are fraction, numerator, denumerator, decimal, and
percent. A large proportion of mathematics has been devoted to fractions because
of their immediate application to real situations.
You may learn the fractions by first understanding the descriptions and
examples in each chapter; trying to solve each problem grading from the simplest
to the most complex, and applying the use of fractions in real life. You may learn
fractions by uncovering their components and relationship among them. Chapter
2.2 discusses operating fractions. Chapter 2.3 discusses operating decimals. Chapter
2.4 discusses scientific notations. The following is the map of fraction and its
components:

Fractions

Proper Fractions Improper Fractions Mixed Fractions Percentage

Operation

Addition Subtraction Multiplication Division

Student’s Book Chapter 2 - Fractions 33

 Section 2.1
Fraction and Their Forms

Some people have calculated their budget to

Learning objectives : spend their traveling every week. Some people are
• To define fractions
• To simplify fractions more efficient than others so they have to look at their
• To change a mixed monthly budget. A fraction can be used to determine
• number into fractions
• and its inverse a budget for a certain allowance. A person may take a
• To compare fractions quarter of his total monthly budget to buy gas for his
• To write a fraction in a
decimal form car; while other people may take less than a quarter.
• To write a fraction in a When deciding whether to buy new equipment, it is
percent form
best to look at one’s monthly budget. Fraction will
Key Terms : be needed to determine this also. Understanding and
• fraction skills to operate fractions can help a person prepare for
• numerator
• denominator their future and help lower monthly bills. Extra money
• decimal should be needed in case a person has more activities.
• percent
Estimate how much money a person will have to
Tools and Material : pay each week for his food. How you use fractions
• paper to allocate a budget? How fraction can help you save
• pencil
• ruler your money and make your life a little easier.

http://www.maxworld.com.sg/ProductImages

34 Mathematics for Junior High School - Year 7

A. The Meaning of a Fraction
In our everyday life, sometimes we have to divide
something into some equal parts. For instance:
• A slice of bread is divided into three equal parts,
• A piece of paper is cut into two equal parts,
• An orange sliced is into some equal parts,
All situations above are related to fractions.
Look at the figure on the left.
Firstly, an orange is sliced into two equal parts.
Each part is called one over two or one-half or half and
it is written as 1 .
2
Then, each of the two equal parts is divided into
two equal parts so that we obtain four equal parts. Each
part of four equal parts is called one over four or one-
fourth, written as 1 .
4
The numbers 1 and 1 are examples of fraction
2 4
numbers, or fractions for short.

A fraction is a number that can be written in the

form of a , where a and b are integers and b ≠ 0, and b is
b
not a factor of a. The number a is the numerator, b is the
denominator. Why cannot b be zero?

For the fraction 1 , 1 is the numerator, and 4 is the

4
denominator.

For the fraction 3 , 3 is the numerator, and 2 is the

2
denominator.

Student’s Book Chapter 2 - Fractions 35

 B. Simplifying Fractions
Look at the shadowed parts of a whole on the left.
How many parts are there in each diagram? How many
parts are shadowed? Which fractions represent the
shadowed parts?
Simple Fractions

Fractions 1 , 2 , 3 , and 4 have equal values. Of

2 4 6 8
these fractions, 1 is the simplest form.
2
A fraction is called the simplest form (simple
fraction) if the Greatest Common Factor (GCF) of the
numerator and the denominator is 1.
You can write the simplest form of a fraction by
dividing the numerator and the denominator with the
GCF of the numerator and the denominator.

Example 1
Write 20 in the simplest form.
28
The GCF of 20 and 28 is 4.

Divide the numerator and the

denominator by 4.

20 4
Therefore, the simplest form of fraction 28 is 8 .
Divide the numerator and
the denominator by 4.

36 Mathematics for Junior High School - Year 7

 C. Converting a Mixed Number
into a Fraction
Suppose there were two men riding horses. One
rode for km, and the other covered a distance of km.
The numbers and are called mixed numbers.
A mixed number can also be written as a fraction
form.

Work in pairs

Materials and equipment needed : paper, pencil, and

ruler.
Draw a model for a mixed number 1 1 in the following
4
Mini - Lab steps.
• Draw a quadrilateral as shown below. Shade the
quadrilateral to get 1.

• Draw an identical quadrilateral beside the first one. Divide
the quadrilateral on the right side into four equal parts to
get one-fourth. Shade in one part to show 1 . Thus, we
4
will get the model for 1 1 .
4

• Divide the model of a quadrilateral into four equal parts
(one-fourth).

• The shaded areas on the last picture show the mixed
numbers 1 1 .
4

Discuss:
b. How many shaded one-fourth areas are there in the
above figure?
c. How many unshaded one-fourth areas are there in the
above figure?
d. What fraction has the same value as 1 1 ?
4

Student’s Book Chapter 2 - Fractions 37

 Based on the Mini-Lab, you may conclude that a
mixed number can be written as a fraction that is called
an improper fraction.
You can also use a different way to convert the form
of a mixed number.

D. Converting an Improper
Fraction into a Mixed Number
Suppose you have 28 litres of gasoline. You asked
to fill it in 8 containers. Each container will be filled with
an equal volume of gasoline. How many litres should be
filled into each container?
Solution:
28
8 Write down the division in the form of
fraction 3
)
8 28
divide 28 by 8
24
4
Write down the remainder as a
4 4
3 8 = 3 8
fraction, and then simplify it.

Based on the Mini-Lab, you may conclude that a

mixed number can be written as a fraction that is called
an improper fraction.
You can also use a different way to convert the form
of a mixed number.

D. Converting an Improper
Fraction into a Mixed Number
Suppose you have 28 litres of gasoline. You asked
to fill it in 8 containers. Each container will be filled with
equal volume of gasoline. How many liters should be
filled into each container?
Solution:
28
8 Write down the division in the form of fraction

38 Mathematics for Junior High School - Year 7

 3
)
8 28
divide 28 by 8
24
4
4 4
3 8 = 3 8
Therefore, each container is filled with 1 1 litres of
2
gasoline.

E. Comparing and Ordering

Fractions
Suppose there was a vote for the chairperson of the
Student Organization at your school. The result of the
vote was as follows :
• 1 of the students voted for Candidate I.
3
• 2 of the students voted for Candidate II
7
Based on the above result, which candidate got
more votes, Candidate I or Candidate II? To answer
the question, you need to know how to compare the
fractions.
There are two aspects you should know to compare
the fractions:
(1) Comparing like fractions

Example 2 Examine the length of the shaded parts of the two models
of fraction below.
5 4
Based on these models, you can conclude that 6 > 6
. Why?
Also, check that one-sixth can be considered as a new
unit.
5 4
6 means 5 sixths, and 6 means 4 sixths.
Which one is greater, 5 sixths or 4 sixths?
5 4
Based on the explanation, it is clear that 6 > 6 .
Therefore, to compare some like fractions, you just need
to compare the numerator. If the numerator of one fraction
is greater, then the fraction is also greater than the other.

Student’s Book Chapter 2 - Fractions 39

 (2) Comparing unlike fraction
Let us begin by comparing 1 1
2 to 3 .
We know that 1 3 1
2 is equal to 6 and 3 is equal
to 2 .
6
The four fractions above can be modeled as follows.

Which fraction is greater? It is clear that 1 > 1 and

Note
In a measurement the
sizes can be compared if
they have the same units.
Analogically, to compare
fractions, we have to
change the fractions so
that they have the same
denominators
Step I: Find the LCM of 3 and 7.
Step II: Find the fraction which is equivalent to
2 3
3 > 2 , because 1 = 3 and 1 = 2 .
6 6 2 6 3 6
Therefore, one way to compare fractions is to express
the fractions to like fractions, and then compare the
numerators. To get the same numerator, we use the
Least Common Multiple (LCM) of two numbers.
For more explanation, look at the following
procedures to solve the problem about the election of
the student organization above .
Use the sign <, =, or > to compare 1 to 2 .
3 7
Multiples of 3 are 3, 6, 9, 12, 15, 18, 21 ,24
Multiples of 7 are 7, 14, 21 ,28
The LCM of 3 and 7 is 21, because 21 is the least
number in which 3 and 7 match for the first
time.
1 2
3 and 7 using the LCM in Step I, as its
denominator.

Step III: Compare the like fractions in Step II.

Compare the numerator of 21 7 and 6 .
21
7 6
Since 7 > 6, then 21 > 21 .
40 Mathematics for Junior High School - Year 7
 We may conclude that 1 > 2 . Since 1
3 7
> 2 , the answer to
3 7
the question about the election of the chairperson of the
Student Organization is that Candidate I got more votes
than Candidate II.

Example 3
Use the sign <, =, or > to compare with
24 = 2 x 2 x 2 x 3
Remember
18 = 2 x 3 x 3 Find the LCM of 18 and 24
To write an equivalent then circle all different factors
fraction, multiply the that appear most frequently.
numerator and the
Multiply all circled factors to get the LCM of 24 and 18.
denominator with the
same number, 2 2 2 3 3 = 72
excluding zero.

Write an equivalent
fractions using the LCM
as the denominator

21 > 20 Compare the
numerator

Since 21 > 20 , then 7 > 5 .

72 72 24 18

F. Ordering Fractions
Look at the figure on the left.
1. What fraction represents each model?
2. Which fraction is the greatest? The smallest?
3. Put them in sequence from the smallest to the
greatest.
To put fractions in sequence is the same as to
compare three or more fractions.
If you want to put like fractions in a sequence, then
order them based on the numerator. However, if you
want to put unlike fractions in sequence, you need to
find the LCM of the denominator of the original fractions.
The LCM will be their common denominators.

Student’s Book Chapter 2 - Fractions 41

 Example 4 Put the fractions 3 , 2 , and 7 in sequence from the
5 5 20
least to the greatest.

Consider the denominator of each fractions

8= 2 2 2
5= 5
20 = 2 2 5
Multiply all circled factors.
2 2 2 5 = 40 The LCM of 8, 5, and 20
is 40.

16 > 15 > 14 Compare the numerator
and put them in order.
Since 16 > 15 , 14 then 25 > 38 > 7
40 40 40 20
Therefore, if we put the fractions in order, from the least
to the greatest, we get: 7 , 3 , 2 .
20 8 5

G. Decimal
A fraction or a mixed number can also be expressed
as decimal. Similarly, a decimal can be expressed as a
fraction or a mixed number.
Get a calculator and do the following activities.

Example 5
Find the value of 7 using a calculator.
21
Press the key board:

What number do you get?

Such a number as 0.225 is called decimal and read “zero
point two two five”.
Likewise, a decimal can be converted to a simple
fraction.
For example, convert 0.225 to a simple fraction.

42 Mathematics for Junior High School - Year 7

 Solution:
0.225 = 225 ← Write it as a simple fraction.
1000

Simplifiy by dividing the numerator and

← the denominator by the GCF. The GCF
of 225 and 1,000 is 25.
9 .
Therefore, 0.225 = 40
When a decimal is greater than 1, it can be written in a
mixed number.

Example 6 Write 1.32 as a mixed number in the simplest form.

Solution:
Re m e m b e r
1.32 = 1 32 An integer is written
100
To write an equivalent frac-
separately from the
tion, multiply the numerator fraction. from the fraction
and the denominator with Simplify the fraction. The
the same number, exclud- Simplify the fraction. The
ing zero. GCF of 100GCFandof32
100 and 32 is 4.
is 4.

8 .
Therefore 1.32 = 1 25

In addition, 3 to writing a fraction in a decimal form,

2
you may divide the numerator by the denominator.
0.75
For instance, 3 can be calculated as 4 ) 3
2
2 .8
0 .2
0 .2
0
You could also use a calculator to divide the numerator
by the denominator.

Example 7 Relation with the Real World

A carpenter wants to make a hole with a diameter of not
more than 0.6 inch. Could he use 5 inch drill?
8
You may also use a calculator to divide 5 by 8.

Since 0.625 > 0.6, the carpenter could not use a drill with
5
a size of 8 inch because the hole is too big.

Student’s Book Chapter 2 - Fractions 43

 For a fraction, if you divide the numerator by the
denominator and the remainder is zero, then the quotient
is in the form of an irrecursive decimal (terminating)
number. On the other hand, if the quotient repeats a
number or a set of certain numbers without ending, then
such a decimal number is called a recursive (recurring)
decimal number.
Example:
0.4444 . . . = 0.4 ← The bar over the number means that
the number 4 is recursive.
Rounding off
If the decimal number is rounded off up to one
decimal place, it can be written as 0.4. The number 4
cannot be changed because the number on its right (that
is 4) is less than 5.

Example 8 Write down the following fractions as decimal numbers.

0.266
a. 4 Solution: 15) 4
15
3
1
0 .9
0 .1
0.09
0 .1

Therefore, = 0.26
8 Solution
Solution:
b.
11
By using a calculator, we know that 72 is recursive.
By using a calculator, we know that 72 is recursive.

Therefore, 8 = 0.72
11
8
Therefore, = 0.72
11
Rounding off
• If the number 0.266 is rounded up to one decimal
place, it becomes 0.3 ( because 6 is larger than 5).
• If the number 0.266 is rounded up to two decimal
places, it becomes 0.27 (because 6 is larger than 5).
• If the number 0.725 is rounded up to one decimal
place, it becomes 0.7 ( because 2 is less than 5).

44 Mathematics for Junior High School - Year 7

 • If the number 0.725 is rounded up to two decimal
places, it becomes 0.73.

H. Percent and Permil

Consider the copy of an article on the left. In this
article, it is written as 18% and 60 - 70%. Do you know
what percentage is? If you compare a number to 100,
then you will have a percentage.
Percent means “per hundred”.
15 75
You may write a ratio 100 as 15%, 100 as 75%,
12.5 as 12.5%, and so on.
100
You could make a model of percent with a scale
paper of 10 10 as follows.

Example 9
Modeling
What is the percentage of the shaded parts?
the number of shaded parts 15
=
the number of all parts 100
Write down the ratio as percentage.

15 = 15%
100

Therefore, the shaded parts are 15% of a whole.

What is the percentage of partitioned paper in Example 9
that is not shaded? How do you answer it without counting
the number of squares?
You may use what you already know about percent to
express a percentage as a fraction.

Example 10 Express 36% as a fraction in its simplest form.

36% = 36 ← Express the percent as a fraction

100
having 100 as the denominator
36 = 9 ← Express the fraction in its simplest form
100 25

Sometimes, you need to express a fraction as a decimal

first, before writing the equivalent percentage.

Student’s Book Chapter 2 - Fractions 45

 Example 11 Natural Science
7
About 10 of the earth surface is covered by water.

Express 7 in percent.
10
7 = 70 = 70%
10 100
0.7 = 70%
You may use a calculator to convert a fraction to a percent
as demonstrated in the following example.

Example 12
Use a calculator to express the fraction 2 as a percent.
3

Therefore, the fraction 2 is about 66.7%.

3

Example 13 Express 1 in percentage.

4
1 = ...
4 100
1 = 1× 25 = 25
4 4 × 25 100

Thus, 1 is equal to 25%.

4
Permil
Percent means per hundred, while permil means ‘per
23
thousand’ symbolized o/oo. 1000 can be read 23 per
thousand, 17.5 can be read 17.5 per thousand.
1000

Example 14 13
Express in per thousand.
25
Solution:
13 13 × 40 520
= =
25 25 × 40 1000
Therefore, 13 is equal to 520 per thousand.
25

46 Mathematics for Junior High School - Year 7

Example 14 Express 125 per thousand as a fraction in its simplest
form.
125
125 per thousand = 1000 ← Express per thousand as
a fraction of which 1,000 is the denominator
125 1
1000 = 8 ← Express the fraction in its simplest form

Task 2.1
1. Thirty-five percent of the members of a club play
football as their hobbies. What is the percentage of the
members that do not play football as their hobbies?
2. Write down the following percentages as fractions in
the simplest forms.
a. 15% b. 75%
c. 88% d. 18%
3. Express each of the following fractions in per
thousand.

a. 3 b. 34
20 50
c. 18 d. 23
150 250
4. Biology. The exhaled air consists of about 80% nitrogen
and 20% oxygen. Write down each percentage as a
fraction in its simplest form.
5. Write down each fraction below as a percentage.

a. 19 b. 7 c. 1 d. 1 e. 3
20 50 4 8 200
f. 9 g. 8 h. 3 i. 12 j. 2
50 20 10 30 25
6. Express each of the following decimal numbers as a
fraction or a mixed number in its simplest form.
a. 0.3 b. 0.004 c. 2.625
d. 1.35 e. 5.500
7. Round off the following decimal numbers up to one and
two decimal places. Give your reason for rounding
them off.
a. 0.075 b. 1.627 c. 0.155
d. 0.074 e. 10.023
8. Ali has 1-metre length of rope. This rope is cut into two
parts, and one part has 0.55 metre length. Express the
length of each part of the rope as a simple fraction.
9. Writing. Describe the steps to convert 0.8 to a fraction
in its simplest form.

Student’s Book Chapter 2 - Fractions 47

 10. Express the following fractions as a decimal number.
a. 3 b. 3 c. 7
20 50 32
d. 5 e. 11
6 16
11. Arrange the following numbers from the least to the
greatest.
a. 7 ; 0.8; 9 ; 0.87
8 11
b. 1.65; 1 2 ; 1 3 ; 1.7
3 5
c. 3 1 ; 3.1 ; 3 1 ; 3 1 ; 3.01
12 5 20
12. Ali ran as far as 1 3 km, and Budi ran as far as 1 7
4 10
km. Who ran farther than the other?
13. Arrange the following fractions in sequence, from
the smallest to the greatest.
a. 2 , 2 , 2 b. 4 , 5 , 7 c.1 2 ,1 3 ,1 5
5 5 7 8 6 9 3 4 6

d. 3 , 2 , 3 e. 2 8 , 2 17 ,2 5 f. 11 , 5 , 5
5 7 8 9 18 6 24 8 12
g. 7 , 1 , 7 h. 1 8 , 2 1 , 1 3
15 3 12 11 4 4

14.I am a fraction in my simplest form. My numerator and

denominator are prime numbers having 2 as their
point of difference. The sum of my numerator and
denominator are the same as 12. What number am
I?
15.You are given two different and unequal fractions,
write in your own words how you determine the
greater fraction.
16. Write down three fractions and arrange them in order,
from the smallest to the greatest. Describe the steps
that you apply to put the fractions in order.
17. Describe in your own words how you find out that a
fraction is less than, the same as, or greater than 1.
18.Express 100 as a fraction using four similar numerals.
Can it be expressed using six similar numerals?
19. Express each of the following fractions as a mixed
number.
17 13
a. 5 d. 17
27 37
b. 5 e. 12
21 16
c. 4 f. 5

48 Mathematics for Junior High School - Year 7

20. Think of two different situations in your everyday life in
which you use a mixed number.
21. Physics. The formula to convert the degree in the
Celsius scale into the Fahrenheit scale is. Express the
fraction in this formula as a mixed number.
22. Measure the height of your classmates or family
members in a centimetre unit. When the height is over
100 cm, express such a measurement in a metre unit
by using a mixed number.
23. Write down two fractions that are equal to each of the
following fractions.
10
a. 3 d. 20
2
15
b. 4 e. 45
5
c. 6
8
24.Use the numbers 2, 3, 4, 6, 12, 18, and 24 to write 3
pairs of equal fractions.
25. Which mixed number describes the shaded parts?

15
a. 4 3 c. 3 26
4
b. 3 3 d. 3 1
4 4

Student’s Book Chapter 2 - Fractions 49


Learning Objectives :
• To estimate fractions
• To add fractions
• To subtract fractions .
• To multiply fractions
• To divide fractions.
Key Terms:
• Add, subtract, multiply,
divide, estimate,
product, quotient, like
fraction, unlike fraction,
proper fraction,
improper fraction
Example 1
Problem 1
b.
involves a mixed number, we can estimate a the result by
rounding each operand to the nearest integer.
50 Mathematics for Junior High School - Year 7
Section 2.2
Operating Fractions
A. Estimating with Fractions
Suppose you need to go somewhere or to buy
something. Do you need a tool to calculate the time
needed to go there? Do you need to know the exact
time? If not, what do you do?
As in integers, the computational results of
fractions can be estimated by rounding off or using
compatible numbers.
a. Rounding to 0, 12 , or 1
We can estimate the result of addition and
subtraction by rounding each fraction to 0, 1 , or 1.
2
If I have 7 of a bar of chocolate and you give me another
8
4 more it, estimate how long I have altogether.
9
Solution:
Since 7 is close to 1 and 4 is close to 1 , then 7 + 4
8 9 2 8 9
approximates 1 + 1 = 1 1 . So, I have approximately 1 1
2 2 2
bars of chocolate.
Given a group of fractions below. Find two fractions
whose sum is close but not equal to 1.
Rounding to the nearest integer
If an addition, subtraction, multiplication, or division
Example 2
Estimate the result of 8 1 - 4 1
6 2
Solution:
8 1 can be rounded to 8 and 4 1 can be rounded to 5.
6 2
Therefore, 8 – 5 = 3 approximates 8 1 - 4 1
6 2

Problem 2 Write a story problem based on the expression of Example

2.

c. Using compatible numbers

To estimate the quotient of mixed numbers,
compatible numbers are frequently used, especially for
a mental calculation.

Example
EXAMPLE 3
3 Estimate the result of 43 1 : 5 7
4 8
Well, it will be
Solution:
easier if I
1 7
divide 42 by 6.
43 4 : 5 8 can be estimated by using compatible numbers.
Round 43 1 to 42 and 5 7 to 6.
4 8
Then 42 : 6 = 7 approximates 43 1 : 5 7 .
4 8

B. Adding and Subtracting Like

Fractions
Erna and Wati bought sliced bread which consists
of 8 equal pieces. While they sat down in the backyard,
Erna ate 1 part of the bread, and Wati ate 3 of it. How
8 8
many parts of the bread did they eat?
To answer this question, let us carry out the Mini
Lab on the next page.
In this Mini Lab, we know that
1 + 3 = 4 or 1 .
8 8 8 2
1
Therefore, Wati and Erna have eaten 2 of the bread. Do

the activities in the Mini Lab to find 1 + 3 and 1 + , and

6 6 5
so on.

Student’s Book Chapter 2 - Fractions 51

 Work in Pairs

Materials and Tools needed: millimetre blocks, ruler,

drawing pencils (at least two colors)
1
Add 8 to 3 .
Mini - Lab 8
• Draw rectangle on the millimetre blocks as shown
in the following figure. Each part of the rectangle
illustrates the one-eight.

1
• Color one part of the rectangle to represent 8 . Using
different color, shade three parts of the rectangle to
illustrate 3 .
8
Discuss the following questions.
a. How many parts of the rectangle are shaded?
b. What fraction represents the number of unshaded
parts?
c. If you color the two other parts of the rectangle, what
fraction illustrates the number of unshaded parts?

Based on the examples, we have the procedure to

add like fractions.
Adding Like Fractions
To add like fractions, add the numerators, while the denominators remain
unchanged

Apply the procedure to solve the following

example.

Example 4
Add 3 to 4 . 3 4 = 7
2 5 5
+
5 5
 = 12
5
Solution :
3 +4 = 3 + 4
2 5 5 12
5

C. Subtracting Like Fractions

Tini found parts of a cake on the table. Then she ate
part of the cake. What part of the cake remained?
5 1 5 −1 4 1
− = = or
8 8 8 8 2
1
Therefore, the cake that was left was 2 .
52 Mathematics for Junior High School - Year 7
 Based on the example, we have the procedure to
subtract like fractions, then use the procedure to solve
the problem below.

Problem 3 There were three-fourths of a watermelon on the table.

Then you ate one-fourth. How many parts of the watermelon
remained?

Example 5 (Relation with the Real World)

Mr. Salmeto had 5 drum of kerosene. His neighbour
6
What number
bought this kerosene so that the amount of kerosene in
should be added the drum was now 3 drum. How many drums of kerosene
to 3 to get 5 ?
6
6 6 did Mr. Salmeto’s neighbour buy?

You could do the problem in the following way.

5 - .... = 3
6 6

Solution:
5 - 2 = 3 , so we know that Mr. Salmeto’s neighbour
6 6 6
had bought 2 or 1 drum of kerosene.
6 3

D. Adding and Subtracting Unlike

Fractions
Ani read a novel. Two days ago, she finished 1 of
4
the book. Today she continued reading 2 of the book.
3
What parts of the novel has Ani read?
To answer this question, you need to add unlike
fractions and may use fraction bars.

Example 6 Add 1 to 2
4 3
← bar for 1 .
4
2
← bar for 3 .

← Find the bar for the

sum.
1 2 11 1 2 3 8 3 + 8 11
+ = or + = + = =
4 3 12 4 3 12 12 12 12
1 2 11 1 2 3 8 3 + 8 11
+ = or + =Thus,
+ Ani=has read = parts of the book.
4 3 12 4 3 12 12 12 12

Student’s Book Chapter 2 - Fractions 53

 Example 7 1 1
Solve − using fraction bars.
2 3

← 1 3 2 1 3 −12 31 2 3 − 2 1
1 bar
− =for− =or− == − = =
2 13 16 36 2 2 61
3 6 6 6 6
← bar− for= −or = 3−−126== 31 − 2 = 3 − 2 = 1
2 3 6 6 2 63 66 6 6 6

1 1 3 2 3−2 1
← Subtract:
− = − = =
2 3 6 6 6 6
1 1 3 2 3−2 1
− = − = =
2 3 6 6 6 6

Based on Example 6 and Example 7, it is clear that

to add or subtract unlike fractions, you have to convert
the fractions to like fractions first by using the Least
Common Multiple (LCM) of the denominators.

Example 8 1 2
Find the sum of + .
4 7
Since the LCM of 4 and 7 is 28, then
1 1×7 7
= =
4 4 ×7 28
2 2× 4 8
= =
7 7 × 4 28
1 2 7 8 15
and + = + =
4 7 28 28 28

E. Adding Mixed Numbers

Before you proceed to adding mixed numbers, do
the following activities.

• Take some pieces of rope 2 1 cm, 1 1 cm, 4 1 cm,

4 2 10
3 1 cm, and 5 3 cm in length.
8 4
• Put two ropes in such a way that the end of the first
rope touches the end of the second rope.
• Take a pair of ropes. Estimate the sum of the length
of the two ropes, and then add them. Write down an
expression for this addition.
• Repeat step 1 for some other pairs of ropes.
• Check each of the expression by measuring the whole
lengths for each pair of ropes.

54 Mathematics for Junior High School - Year 7

 One of the methods to add mixed numbers is
to calculate the whole parts and the fraction parts
separately. Sometimes the sum of the fraction parts is
an improper fraction. If so, first convert the improper
fraction to a mixed number.

Example 9 Find the result of

3 1
15 +3
4 2

3 3
15 = 15
4 4
1 1×2 2 ← The LCM is 4. Express it
3 = 3 = 3
2 2× 2 4 as like fractions.
5
= 18
4 ← Add the whole parts and
1
= 18 +1 the fraction parts.
4
1
= 19 ← Convert the fraction.
4
5 4 1 1
= + =1
4 4 4 4

F. Subtracting Mixed Numbers

Sometimes, you need to change the form of fractions
before you subtract them.

Example 10
Calculate 6 1 − 4 1
3 2

1 1 2 3 ← Express it as like fractions

6 − 4 = 6 = −4
3 2 6 6

8 3 ← Convert the fraction

=5 − 4
6 6 part
2 2 8
6 = 5 +1 = 5
6 6 6
5
=1 ← Subtract the whole parts
6
1 1 5 then the fraction parts
Thus, 6 -4 = 1 .
3 2 6

Student’s Book Chapter 2 - Fractions 55

 G. Multiplying and Dividing
Fractions
Before operating fractions, do the following
activities.

Activities
1. Take a piece of paper and cut the paper into two equal
parts. What fraction represents each part?
2. Take one of the parts. Then, cut it into two equal parts.
What fraction represents each part?
3. Take one of the parts. What fraction represents each
part?

a. Multiplying a Fraction by a Fraction

You can use a model (fraction bars) to multiply a
fraction by a fraction.

Example 11 Mr. Arif has a large garden. He wants to plant one-half

of his garden with medicinal herbs. Wild gingers will be
planted on one-third of it. On which part of the garden will
wild gingers be planted?

Solution:
The
Thegarden
garden planted herbs is 1 of
with medicinal
planted medicinal
1 2
herbs is 2 garden;
the whole of the Colour
wholeone-half
garden;of the bar.
Colour one-half of the bar.

Divide the garden for medicinal

Divide the garden for medicinal herbs into
herbs into three equal parts. Shade
three equal parts. Shade 1 of the coloured
the coloured part. 3
part.

The shaded part is 1 of the whole bar. This part represents

6
the part of the garden that will be planted by with wild
ginger. The area of this part is 1 x 1 . Thus, the part of the
2 3
garden that is planted with wild ginger is represented by
1 x1 =1.
2 3 6

56 Mathematics for Junior High School - Year 7

 Based on Example 1, the following rule applies.

Multiplying Fractions
To multiply a fraction with a fraction, multiply the numerators, and then multiply
the denominators.

Example 12 Calculate
22 11 22 ×× 11
×of× = =
3 3 2 2 3 3× ×2 2
22 11 22 ××11
×of× = =means 2 2
3 3 2 2 3 3× ×2 2 =2= 1 2 × 1
×6 =
22 36 2 3 × 2
= = 11
66 == 2
33 =
11 6
==
3 3 1
=
3
When the numerator of the first fraction and the
denominator of the other fraction have a common factor,
you can simplify them before multiplying them.

Example 13 3 4 3 × 4/ 1
Evaluate × .=
8 5 28/ ×5
3 ×1
=
Simplify the fractions before you multiply them.
×
2 5
3 4 3 × 4/ 1 3
× = Divide the numerator and the
8 5 28/ × 5 = 10 denominator by 4. Why?
3 ×1
= Multiply the numerators and
2×5
the denominators
3
=
10

b. Multipliying a Whole Number and a

Fraction
Do you still remember the meaning of 4 2? This
meaning also applies in multiplying whole numbers and
a fraction.
Consider the following illustration:

2 2 2 2 2
4× = + + +
3 3 3 3 3
8
=
3
2
= 2
3
Student’s Book Chapter 2 - Fractions 57
 When multiplying a whole number with a fraction,
you may convert the whole number to a fraction having
1 as the denominator, then multiply the fractions.

Example 14 Relation with Real World

Suppose you have 16 marbles. Three-eighths of the whole
marbles are green. How many marbles are green?
To answer this question, you have to calculate 3 × 16 .= 3 × 16
8 8 1
3 3 16 3 3 16 3 ×16 2
=
× 16 = × Express
× 1616
= as×
18/ ×1
8 8 1 8 8 1
3 ×16 2 Divide the numerator 3×2 6
3 ×16 2 and =the
= = = =6
/ ×1 denominator by / ×81 1× 1 1
18 18

3×2 6 3×2 6
= = =6 = numerator
Multiply the = = 6 and
1× 1 1 1× 1 1
the denominator Simplify.

c. Multiplying Mixed Numbers

Rini has a big photo album. Eight and one third pages
of the album are still empty. Rini wants to fill one-half of
the empty pages with her favorite artists’ photographs.
How many pages of the album will be filled with artists’
photographs?
To answer this question, you need to calculate 1 of
2
8 1 or 1 8 1 .
3 2 3
Before multiplying a mixed number, you have to
express the mixed number as an improper fraction.

1 (8 × 3) + 1 25
8 = =
3 3 3

Then multiply the fractions.

1 25 25
× =
2 3 6
1
=4
6

58 Mathematics for Junior High School - Year 7

 1 25 25
× =
2 3 6
1
Therefore, as many as= 4 pages of the photo
6
album will be filled with the artists’ photographs.
You may also illustrate the above case by using
the following model.

8 1 pages
3

1 of 8 1 pages
2 3

1 of 8 is 4, and 1 of 1 is 1 .
2 2 3 6
Hence, 1 8 is 4 + 1 or 4 1 .
1
2 3 6 6
You may also use the model of an area to multiply
mixed numbers.
1
Draw a quadrilateral with a length of 2 cm and
1 4
a width of 1 cm as shown in the following figure.
2

1 1 1 1 1 1
1 × 2 = 1+1+ + + +
2 4 4 2 2 8
3 1 1 1 1 1 1
=3 1 × 2 = 1+1+ + + +
8 2 4 4 2 2 8
3
The area of the quadrilateral is= 3 cm2.
8

Student’s Book Chapter 2 - Fractions 59

 Example 15
Find the result of 2 2 × 3 1
3 4
Direction
You could determine 2 1 8 13 Write down each mixed
2 ×3 = ×
1 3 4 3 4 number as a fraction
the result of 8 × 2 by
2 2
8 13
applying the following = × Simplify them by using the
3 41 GCF of 8 and 4, that is 4
method.
2 × 13
8 2 = 16 = Multiply
3×1
8 1 =4 26 2
2 Multiply
16 + 4 = 20 = =8
3 3
Thus 8 2 1 = 20
2

Example 16
Solving Problems Related to the Real World

Suppose you can read one-page full a text in 1 hours. At

4
least, how many hours do you need to read 4 1 pages?
2
Solution:

To read 4 pages of the text needs 4 1 1 hours =

2 4
9 hours. So, you need at least 1 1 hours to read 4 1
8 8 2
pages.

d. Dividing Fractions

To understand the meaning of a division of

fractions, follow the situations below.
1. You have 6 candies that will be given to your friends.
Each of your friends will get 2 candies. How many
people will get candies?

60 Mathematics for Junior High School - Year 7

 Answer: 3
Written as 6 : 2 = 3.
2. Suppose these are 6 candies which are given to your
friends. Each of them will get 1 candy. How many
people will get the candies?
Answer: 6
Written as 6 : 1 = 6.
3. Suppose the 6 candies are divided into value so that
1
each of your friends gets 2 one. How many people
will get the candies?
Answer: 12
1
Written as 6 : 2 = 12.
Notice that:
1 2
6 : 2 = 12 relates to 6 1 = 12.
1
The numbers 2 and 2 have a specific relation, that is,
1
the product is 1 2 2 = 1.
One half or 1 is called the multiplicative inverse of
2
2. Notice that any two numbers whose product is 1 are
called the multiplicative inverse to each other. Find other
numbers that are the multiplicative inverses to each
other.
e. Dividing Mixed Numbers
To divide mixed numbers, firstly, express every
mixed number as a fraction and then multiply them.

Example 17 Calculate 2 1 : 3 3
4 5

Solution:
1 3 9 18 Change the mixed numbers.
2 :3 = :
4 5 4 5
1
9 5 Divide the numerator and the
= ×
4 182 denominator by the GCF of 9 and
1× 5 5 18, that is 9.
= =
4× 2 8 Find the product.

Student’s Book Chapter 2 - Fractions 61

 Example 18 Evaluate 10 2 : 3
3

Solution:

2 32 3
10 3 : 3 = 3 : 1 Convert the mixed numbers

32 1
= × Multiply by the multiplicative inverse
3 3
of 3.
32 × 1
= Multiply the numerators and the
3×3
denominator.
32
= Write down the product
9
5 Express as a mixed number
=3
9

Task 2.2 1. Approximate the results of the following operations.

a. 1 + 3 c.13 1 1
7 8 2 3
b. 9 1 - 3 7 d.7 3 : 1 1
11 9 5 2
2. Estimate the product of 1 and 248.
5
a. Use the result to approximate the product of 3
and 248. 5

b.Explain how to estimate the result of

5 55.
8

3. Open-ended. Write two numbers (either fractions or

mixed numbers) and then estimate the computational
result of the two numbers.
4. Which one of the following results is between 6 and
7?
a. 1 14 1 c. 5 11 + 24
2 2 12 25
b. 2 3 15 d. 7 - 1
8
16 9 2

5. Reasoning and Communication. A result of estimation

might be less or more than the exact answer. Which
one is better? Explain.
6. Adding or subtracting. Express your answers in the
simplest form.
a. 3 + 7 b. 6 - 2 c. 3 + 5 d. 4 - 4
11 11 7 7 8 8 9 9
e. 7 - 1 f. 3 + 4 g. 5 + 1 h. 5 - 1
10 4 8 5 6 4 6 2

62 Mathematics for Junior High School - Year 7

 7. Ali bought two watermelons at the market. The first
watermelon weighs 3 kg and the second weighs 2
4 4
kg. What is the difference in weight between the first
and the second watermelons?
8. IIlustrate two methods to add 1 to 3 .
6 4
Studying
9. Application. Tini drew a pie diagram to show how she
1
4 7 Sleeping spends her spare time everyday.
24
a How many parts of Tini’s after-school time are used
Eating
1 to sleep, eat, and study at school?
8 1
3
Others b. How many parts of Tini’s after-school time are used
to do other activities?
10. Find the result of the following additions.
a. 8 + 1 2 b. 3 1 + 2 c. 8 1 + 3 3
3 6 5 4
d. 11 3 + 2 1 e. 9 1 + 8 3
8 16 12 4
11. Writing. Describe the method you use to find the sum
1 4 2 1
of 5 + 3 + 2 + 6 .
3 5 3 5
12. Open Question. Write down two mixed numbers so
that their sum is a whole number
13. Explain why the result of addition of two mixed numbers
is not always a mixed number.
14. Cuisine. To make a kind of cake, we need 1 3 cups
4
of sugar, while another kind of cake needs 1 1 cups
2
of sugar. Suppose you have about 3 cups of sugar.
Is your sugar enough to make the two kinds of cake?
Explain.

15. Find the result of the following subtractions.

a. 7 3 - 3 3 b. 2 5 - 1 1 c. 9 4 - 4 3
4 8 16 4 5 5
11
d. 21 1 -11 1 e.1512 - 11 1
8 16 2
16. Write down the two consecutive numbers in the
following pattern. 9 1 , 8 1 , 7, 5 5 , 4 2 , ..., ....
3 6 6 3
17. Determine the fraction representing the number of
female teachers at your school. What is the ratio of
the female teachers to the male teachers that teach
at year I? What is the ratio of the female teachers that

Student’s Book Chapter 2 - Fractions 63

 teach at year I to all teachers at your school?
18.Find the product of the following multiplication.
a. 1 of 1 b. 1 of 1 c. 2 1
5 2 2 5 5 8
d. 1 of 1 e. 3 3
2 3 5 4

19.Evaluate ab if a = 1 and b = 6 .
3 7
20.Garden. Suppose two-thirds of a garden will be
planted grass. The remaining will be planted plants.
Three-fourths of the garden that are planted plants, will
be planted flowers. What is the part of the garden that
will be planted flowers?
21.Biology. About 7 of a human body consists of liquid.
21
If the weight of a man is 60 kg, how many kilograms
would the weight of the liquid be?
22.Find the results of the following multiplication.
a. 4 1 71 b. 3 2 6 9
2 2 3 10
c. 6 1 7 2 d. 8 1 8 1
2 3 2 2
23.Writing. List the objects the area of which you can
find their area by the methods of multiplication of mixed
numbers.
24.Application. Tine needs 3 3 metres of textile to make
4
a pair of dresses. If Tine wants to make 4 pairs of
dresses, at least how many metres of textile does Tine
have to buy?
25.Is 2 2 × 4 1 more or less than 10? Explain your answer
3 2
without calculating the result.
26.Measurement. How many parts of a rope of 1 metre
4
are there on a 2 metre rope?
27. Find the result of the following divisions.
a. 5 : 3 b. 15 : 3
8 4
c. 4 3
: d. 12 : 1
9 5 3
28.Suppose you cut 3 apples. Each cuts into eight equal
parts. How many parts of apples will you get?
29.Multiple choice. The directions on an exam allow 2
1 hours to answer 50 questions. If you want to spend
2
an equal amount of time on each of the 50 questions,
you need ... for each question.
a. 45 seconds c. 2 minutes
b. 1 1 minutes d. 3 minutes
2

64 Mathematics for Junior High School - Year 7