Strategy - Western Michigan University



|Strategy: LAP Fractions on Addition and Subtraction of Fractions |

|Appropriate Grade Level: 5th-9th Grade |

|Procedures/Steps: |

|L-ook at the sign and denominator. Make sure the sign is addition or subtraction. Look at the bottom number of your fraction. |

|See if they are the same or different. If they are the same, skip down to “Pick a fraction type,” and pick Type 1. If they are |

|different, then you go to the “Ask yourself the question” step. |

|A-sk yourself the question. Will the smallest denominator divide into the largest denominator an even number of times? If your |

|answer is yes, then you go down to “Pick a fraction type” and pick Type 2. If your answer is no, then go to “Pick a fraction type”|

|and pick Type 3. |

|P-ick your fraction type. |

|Type 1: ¼ + ¾ Bottom number are the same. Its sign is addition or |

|subtraction |

|5. Type 2: 1/6 + ½ Bottom numbers are different and the smallest bottom |

|number will divide into the largest bottom number an |

|even number of times. Its sign is addition or subtraction. |

|6. Type 3: 2/3 + ¾ Bottom numbers are different and the smallest number |

|will not divide into the largest bottom number an even |

|number. Its sign is addition or subtraction. |

|7. Identify denominator Student points to denominator. |

|8. Divide denominator Student is shown two denominators. They divide the |

|smallest denominator into the largest denominator. |

|Comments and/or tips: |

|Allow students to work in pairs for increased comprehension of LAP strategy. |

|The LAP strategy shows that mnemonics can help a student remember the steps to solving a math problem. |

|The use of mnemonics can be used in all content areas when teaching a difficult topic. |

|Students find the LAP strategy easy to use and remember when solving addition and subtraction of fractions. |

|Source: |

|Test, D. W. & Ellis, M. F. (2005). The effects of LAP fractions on addition and |

|subtraction of fractions with students with mild disabilities. Education and Treatment |

|of Children 28(1), 11-24. |

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