Subtracting fractions
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What is 3/4 - 1/3?
Common mix-up
In this example, a student wrote 2/7.
Leo did 3 - 1 = 2 on top and 4 + 3 = 7 on the bottom, writing 2/7. He subtracted pieces that were not the same size.
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Why can't I subtract straight across?
Leo worked out 3/4 - 1/3 by subtracting the tops and adding the bottoms, writing 2/7. The pieces were different sizes.
Before subtracting, rename each fraction with a common denominator, then subtract only the numerators.
A fraction names pieces of a whole, and the denominator tells how big those pieces are. Three fourths are pieces of size 1/4, while one third is a piece of size 1/3. You cannot subtract 1/4-sized pieces from 1/3-sized pieces directly, any more than you can subtract cars from bikes and get a meaningful count. The sizes have to match first.

Leo's mistake was to subtract the tops (3 - 1 = 2) and add the bottoms (4 + 3 = 7), writing 2/7. He treated the fractions as if their pieces already matched. The operation never got a fair start because the pieces were different sizes, and mixing the two directions doubles the error: the top subtracts one way while the bottom adds the other way, so the answer means nothing at all.
The fix is renaming: cut every piece so the wholes use the same size. Fourths and thirds both divide into twelfths, so 3/4 becomes 9/12 (top and bottom times 3) and 1/3 becomes 4/12 (top and bottom times 4). Now the pieces are identical in size, and the two fractions describe the same two bars with the same grid lines.
With matching pieces, subtraction is simple: 9 twelfths minus 4 twelfths leaves 5 twelfths, or 5/12. The denominator stays 12 because the piece size did not change. Check the answer by adding back: 5/12 + 4/12 = 9/12 = 3/4, which is where you started, so the subtraction undoes perfectly. Addition is the reverse gear for subtraction, and it checks every time.
Keep this idea
Rename both fractions with a common denominator first; only then can you subtract the numerators.
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Why can’t I add the denominators?
Before you add pieces, make sure they are the same size. The denominator names the pieces; the numerator counts how many you have.
Try this lessonWhy does 18/24 turn into 3/4?
The fraction looks different and describes the same amount. The rule that allows this is the same rule that makes adding fractions possible at all.
Try this lessonWhy do I flip the second fraction?
Amara shared 1/2 of a sandwich into 2/3-sized portions and wrote 1/3. She multiplied by 2/3 instead of flipping it first.
Try this lessonWhy do I multiply straight across?
Sam computed 1/2 * 2/3 and wrote 3/5. He added the top numbers and the bottom numbers, which is how you combine, not how you multiply.
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