Activity 1.

1: Computational and Conceptual Errors involving Rational Numbers

Computational and Conceptual Errors in Adding Fractions

A. Introduction of the concept/skills

If fractions have the same denominators, the numerators are simply added, and
the result is placed over the common denominator. If necessary, we can simplify the
fraction to the lowest terms or convert it to a mixed number. If fractions have unlike
denominators, the first step is to look for equivalent fractions so that all denominators
are similar. We identify the Least Common Denominator (LCD) and then rewrite all the
fractions as equivalents using the LCD as the denominator in the equation. When all
denominators are equal, add the numerators and place the result over the common
denominator. The resulting fraction can be simplified to the lowest terms or converted
to a mixed number.

B. Discussion of the three common errors

These three common errors are presented by Ernweb.com which compiled lists
of common misconceptions of dealing with fractions. The list is taken from the report
entitled Developing Effective Fractions Instruction for Kindergarten Through 8th Grade
prepared by the What Works Clearinghouse, which is operated by Mathematica Policy
Research. The list below shows the misconceptions that students between Kindergarten
through 8th-grade encounter when working fractions. A comprehensive search for
studies in the last 20 years analyzing teaching and learning about fractions has
established the research base for the report. The common errors in adding fractions are
also present in subtracting fractions, but let us focus on the addition of fractions.

1) The belief that the numerators and denominators of fractions can be treated as
separate whole numbers.

Students often add the numerators and denominators of fractions. For example:
2 3 5 4 1 5
+ = , + =
4 4 8 7 5 12
These students are misapplying their knowledge of whole number addition to
fraction problems and failing to recognize that denominators determine the size of
the fractional part and that the numerators represent the number of this part. The
fact that this method is used for multiplying fractions is another source of confusion.
 2) Failing to find a common denominator when fractions with unlike denominators are
added.

Before adding fractions with different denominators, students sometimes fail to

convert fractions to a common, equivalent denominator, and instead, just use the
greater of the two denominators in the answer. For example:
1 6 7 5 3 8
+ = , + =
5 10 10 7 11 11
This occurs when students do not realize that the different denominators reflect
different-sized unit fractions and that it requires a common unit fraction namely the
denominator to add them. The same misunderstanding can lead students to make
the closely linked mistake of changing the denominator of a fraction without
modifying the numerator accordingly. For example, by converting the problem
1 4 4 4
+ into + .
3 6 6 6

3) Believing that in calculating fractions greater than one, only whole numbers need to
be manipulated.

When adding mixed numbers, students may disregard the fractional parts and just
deal with the whole numbers. For example:
2 5 4 5
6 +3 =9 , 1 +3 =4
3 8 9 7
These students either neglect the part of the problem they do not understand,
misunderstand the concept of mixed numbers, or assume that there is no solution to
such problems.

C. Recommendation

To avoid these computational and conceptual errors in adding fractions, it is

recommended that teachers tackle common misconceptions concerning computational
procedures with fractions. Misconceptions about fractions frequently hinder
understanding computational procedures. It is therefore important to recognize
students with such misunderstandings to discuss these things with them and to clarify to
them why these misunderstandings lead to wrong answers and why proper procedures
lead to correct answers. For this to effectuate, the students must not be shy to ask for
help from their teacher or classmates who understood the concept well. Most
importantly, it will greatly help if students are given worksheets in adding fractions for
mastery.
 To be more specific, the first common error can be avoided by presenting
meaningful word problems since such examples can encourage students to think
profoundly about why it would be improper to treat numerators and denominators as
separate whole numbers. This could also lead them to be more responsive to
discussions about proper procedures. The second common error can be addressed by
using visual representations that display equivalent fractions such as a number line or
fraction strip that illustrate the need for both common denominators and appropriate
changes in numerators. Finally, the third error can be avoided by helping students how
to translate mixed numbers and improper fractions into the other and to understand
the relationship between them.

D. References

Adding fractions calculator. (2016). Retrieved from https://www.calculatorsoup

.com/calculators/math/adding-fractions-calculator.php
Common errors with fractions. (n.d.). Retrieved from http://fractionsbyjonathan
valente.weebly.com/common-errorswithfractions.html#:%7E:text=2)%22Failing %20to
%20find %20a,10%3D8%2F10
Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., Thompson,
L., & Wray, J. (2010). Developing effective fractions instruction for kindergarten through
8th grade: A practice guide (NCEE #2010-4039). Washington, DC: National Center for
Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
Department of Education. Retrieved from whatworks.ed.gov/
publications/practiceguides.