Ganita Prakash, period by period — fitted to your timetable.
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Sharing Rotis — Who Gets More?
Fractional Units and Equal Shares · Inductive
A common error is writing a fraction like 1/2 and reading the 2 as 'two' rather than 'two equal parts of the whole' — insist students say the denominator as a count of equal parts throughout. Having established that more equal shares of the same whole means each share is smaller, the ordering in Q5 becomes a direct application of that principle.
0–8Pose the roti-sharing scenario from section 7.1: one roti shared equally by 2 children versus the same roti shared by 4 children. Students discuss in pairs why each child in the larger group receives less. Draw out the key insight — more equal parts means each part is smaller — and establish the term 'fractional unit'.
8–18Students work on Figure it Out Q1, section 7.1 p.152 ("Three guavas together weigh 1 kg….") and Figure it Out Q2, section 7.1 p.152 ("1 kg of rice packed equally into four packets…."). For each problem, students write the fraction, say it aloud, and explain what the denominator tells them.
18–28Class discussion on Figure it Out Q3, section 7.1 p.152 ("Four friends share 3 glasses of sugarcane juice…."). Students reason about what happens when what is shared is more than one whole unit, recording the fraction for each friend's share.
28–40Students individually order the fraction words in Figure it Out Q5, section 7.1 p.153 ("Arrange fraction words — half, quarter, three quarters…."). Pairs compare their orderings and articulate why the larger denominator (more equal parts) produces the smaller fractional unit, consolidating the ordering principle.
Homework
A big fish weighs 1/2 kg and a small fish weighs 1/4 kg — find their combined weight (Math Talk). (**Figure it Out Q4, section 7.1 p.153**)
Figure it Out Q1, section 7.1 p.152 — Three guavas together weigh 1 kg and are roughly the same size — find each guava's weight as a fraction.
One mango is shared equally among 5 friends. What fraction of the mango does each friend get?
- A 1/5
- B 1/4
- C 5/1
- D 5/5
A. 1/5
What each wrong option reveals
- B The student used 4 instead of 5 as the denominator, possibly counting only the remaining friends after one is removed.
- C The student may have inverted the fraction, placing the number of friends in the numerator rather than the denominator.
- D The student wrote the whole as 5/5, confusing the whole with each share.
Also saved as 10 periods or 14 periods.
- 2Chikki Cuts — Shape Doesn't Change the Share
Fractional Units as Parts of a Whole - 3Folding Strips — Building Fractions by Hand
Measuring Using Fractional Units - 4Drawing and Matching Fractional Units
Measuring Using Fractional Units - 5Fraction Lengths on the Number Line
Marking Fraction Lengths on the Number Line - 6Fractions Greater Than One — Wholes and Remainders
Mixed Fractions - 7Converting Between Improper and Mixed Forms
Mixed Fractions - 8Fraction Wall — Seeing Equal Lengths
Equivalent Fractions - 9Equal Shares of Rotis — Why Fractions Stay the Same
Equivalent Fractions - 10Finding Missing Numbers and Lowest Terms
Equivalent Fractions - 11Common Denominators — Comparing Any Two Fractions
Comparing Fractions - 12Why Common Denominators? The Strip and Story Argument
Addition and Subtraction of Fractions - 13Adding Fractions — Brahmagupta's Method in Practice
Addition and Subtraction of Fractions - 14Subtracting Fractions — Same Logic, Opposite Direction
Addition and Subtraction of Fractions - 15Word Problems in Context and History's Fractions
Addition and Subtraction of Fractions - 16Unit Fractions That Sum to One — Ancient Puzzles
A Pinch of History - 17Four Problems, One Chapter — Fractions at Work
Synthesis
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