Computational and

Conceptual Errors in
Adding Fractions
 INTRODUCTION OF THE CONCEPT/
SKILLS
If fractions have the same denominators, the
numerators are simply added, and the result  32 5  23 5
is placed over the common denominator. If + = + = =1
necessary, we can simplify the fraction to the
7 7 7 5 5 5
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 LCD: (8,16)= 16
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.
 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 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.
 1.) The belief that
the numerators and
denominators of
fractions can be
treated as separate
whole numbers.
 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:

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.
 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:

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

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.
 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.
 RECOMMENDATION
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.
 THANK YOU
AND MAY GOD
BLESS YOU ALL!