Abstract
The effectiveness of two methods of finding the least common denominator—to be used in addition and subtraction of unlike fractions—was compared after 112 fifth graders were taught for 12 periods. Within each method-group, comparison of boys' and girls' performance on the posttest showed (a) the factoring method was more effective than inspection and (b), within each treatment, no significant difference in mathematic achievement was found for boys and girls.
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