&N!&Q	-	m<I SEE YOU NEED TO DO SOME MORE REVIEW WORK TO ENABLE YOU
TO ADD FRACTIONS.
2LET'S START REVIEWING BY DEFINING SOME TERMS.
<1. FRACTION: A WHOLE NUMBER DIVIDED BY A COUNTING NUMBER

$FOR EXAMPLE:  3/4 IS A FRACTION

,QUESTION: IS 5/0 A FRACTION? (YES OR NO)
NO
VERY GOOD, PLEASE CONTINUE
>NO, 0 IS NOT A COUNTING NUMBER THUS 5/0 IS NOT A FRACTION
:IF YOU ARE UNSURE OF WHAT A FRACTION IS, THEN ASK THE
STUDENT AIDE
>2. FRACTION BAR: THE LINE THAT SEPARATES THE WHOLE NUMBER
,                FROM THE COUNTING NUMBER

>QUESTION: IS THE FRACTION BAR A DIVISION SIGN (YES OR NO)
YES
GOOD, LET'S CONTINUE
2YES THE FRACTION BAR IS REALLY A DIVISION SIGN
8IF YOU ARE UNSURE OF THE USAGE OF A FRACTION BAR SEE
$THE STUDENT AIDE FOR ASSISTANCE
F3. NUMERATOR: THE WHOLE NUMBER THAT APPEARS ABOVE THE FRACTION BAR

(EXAMPLE: IN 3/4; 3 IS THE NUMERATOR

,QUESTION: IN 5/6; WHAT IS THE NUMERATOR?
5
GOOD, CONTINUE
BNO, THE NUMERATOR IS 5, IF YOU NEED HELP SEE THE STUDENT AIDE
>4. DENOMINATOR: THE COUNTING NUMBER THAT APPEARS BELOW THE
                 FRACTION BAR

*EXAMPLE: IN 1/4, 4 IS THE DENOMINATOR

.QUESTION: IN 5/6; WHAT IS THE DENOMINATOR?
6
GOOD, CONTINUE
06 IS THE DENOMINATOR, IF YOU NEED HELP ASK!
D5. COMMON DENOMINATOR: IF THE DENOMINATOR OF 2 OR MORE FRACTIONS
D                       IS THE SAME COUNTUNG NUMBER, THEN WE CALL
B                       THIS NUMBER THE COMMON DENOMINATOR OF 
(                       THE FRACTIONS

BEXAMPLE: IN 4/8 AND 6/8  EACH FRACTION HAS A DENOMINATOR OF 8
>                         THUS 8 IS THE COMMON DENOMINATOR

QUESTION:
>          IN 3/4 AND 5/9 IS EITHER DENOMIINATOR THE COMMON
8          DENOMINATOR FOR BOTH FRACTIONS (YES OR NO)
NO
GOOD,CONTINUE
,NO, THERE IS NO COMMON DENOMINATOR SHOWN
NEED HELP?

ASK!!!
:I WILL NOW SHOW YOU A METHOD TO FIND THE LEAST COMMON
DDENOMINATOR (LCD) BASED ON FINDING LEAST COMMON MULTIPLES (LCM)

EXAMPLE #1 9;12
2  1. BREAK EACH NUMBER INTO ITS PRIME FACTORS
         9=3X3
       12=2X2X3
$  2. UNITE YOUR TWO ANSWER SETS
>       (NOTE: SINCE THERE IS NO UNION SIGN ON THE KEYBOARD
6              WE WILL USE A PLUS SIGN (+) INSTEAD)
"      (3X3)+(2X2X3)=(3X3X2X2)
$  3. SOLVE THE UNION OF THE SETS
      (3X3X2X2)=36
$  4. YOUR ANSWER (36) IS THE LCM

EXAMPLE #2
                  12;18

  1. 12=2X2X3
     18=2X3X3
"  2. (2X2X3)+(2X3X3)=(2X2X3X3)
   3. (2X2X3X3)=36
  4. 36 IS THE LCM

LET'S TRY SOME SAMPLES

SAMPLE#1: 6;8 FIND LCM
24
GOOD,CONTINUE
48
:THAT IS A MULTIPLE, BUT NOT THE LCM, PLEASE TRY AGAIN
2
:YOU ARE INTERSECTING SETS, GO BACK AND UNITE THE SETS
PLEASE TRY AGAIN
SAMPLE #2: 3;9 FIND LCM
9
GOOD, CONTINUE
27
8THAT IS A MULTIPLE BUT NOT THE LCM, PLEASE TRY AGAIN
3
:YOU ARE INTERSECTING SETS GO  BACK AND UNITE THE SETS
PLEASE TRY AGAIN
SAMPLE #3: 3;5 FIND LCM
15
"GOOD, GOOD, GOOD  PLEASE GO ON
NOPE, THE LCM WAS  15
	2WE ARE NOW GOING TO TRY SOME QUESTIONS ON LCM.
8YOU MUST GET 4 OUT OF FIVE RIGHT TO CONTINUE PROGRAM
GOOD LUCK
10;12 FIND LCM

60
GOOD,CONTINUE
THAT'S WRONG, CONTINUE
6;9 FIND LCM
18

GOOD, CONTINUE
NOPE, CONTINUE
8;9 FIND LCM
72
GOOD, CONTINUE
DSEE YOUR TEACHER FOR SOME EXTRA HELP TELL HIM YOU ARE ON STEP 1
2;8 FIND LCM
8
GOOD,CONTINUE
WRONG, CONTINUE
4;6 FIND LCM
12
GOOD, CONTINUE
@SEE YOUR TEACHER FOR EXTRA HELP, TELL HIM YOU ARE AT STEP 1
3;10 FIND LCM
30
 GOOD, CONTINUE WITH PROGRAM
ADFRC3NOPE, CONTINUE
8;12 FIND LCM
24
GOOD, CONTINUE
@SEE YOUR TEACHER FOR EXTRA HELP, TELL HIM YOU ARE AT STEP 1
2;5 FIND LCM
10
 GOOD, CONTINUE WITH PROGRAM
ADFRC3>SEE YOR TEACHER FOR SOME HELP, TELL HIM YOU ARE AT STEP 1

4;6 FIND LCM
12
GOOD, CONTINUE
@SEE YOUR TEACHER FOR EXTRA HELP, TELL HIM YOU ARE AT STEP 1
3;10 FIN