Ganita Prakash, period by period — fitted to your timetable.
Tell Meyy your periods and their length; it plans every chapter of Ganita Prakash to fit, and you tick off sections as you teach.
From Repeated Addition to Fraction Multiplication
Multiplication of Fractions · Inductive
Watch for students who multiply numerator and denominator both by the whole number — the two-step procedure (÷ denominator, then × numerator) guards against this error. Example 1 (p.176) is the anchor for the class discussion; Example 2, section 8.1 p.176 ("1¼ hours of internet time costs ₹8 per hour....") is an ideal self-study follow-up for students who finish early.
0–8Open with a number-line sketch on the board showing repeated jumps of equal size. Students recall that 3 × 2 means three jumps of 2 and that the same logic extends to fraction-sized jumps — a quick mental warm-up leading to the question: what does 5 × 2/3 mean on a number line?
8–20Work through Example 1, section 8.1 p.176 ("A farmer distributes 2/3 acre of land to each of her 5 grandchildren....") aloud with the class. Develop the two-step procedure — divide the multiplicand by the denominator, then multiply by the numerator — and show the result 10/3 on the number line.
20–34Students attempt Figure it Out Q1–Q4, section 8.1 p.176 ("Contextual whole-number × fraction problems: Tenzin drinks 1/2 glass of milk daily....") in pairs. Encourage students to write the multiplication sentence first, then apply the two-step procedure.
34–40Pairs share answers for one question each. Class discusses whether the product is larger or smaller than the whole-number factor and why, connecting the answer back to the number-line model.
Homework
Multiply and convert to mixed fractions: (a) 7 × 3/5; (b) 4 × 1/3; (c) 9 × 6/7; (d) 13 × 6/11. (**Figure it Out Q5, section 8.1 p.177**)
Figure it Out Q1–Q4, section 8.1 p.176 — Contextual whole-number × fraction problems: (Q1) Tenzin drinks 1/2 glass of milk daily — glasses in a week and in January; (Q2) workers make 1 km of canal in 8 days — km in 1 day and in 5-day week; (Q3) Manju and 2 neighbours share 5 litres of oil among 3 families — oil per family per week and in 4 weeks; (Q4) Moon sets 5/6 hour later each day — hours after 10 pm on Thursday.
A worker builds 1/3 km of road each day. Which expression gives the total distance built in 6 days, and what is its value?
- A 6 × 1/3 = 2 km
- B 6 + 1/3 = 19/3 km
- C 6 ÷ 1/3 = 18 km
- D 6 × 1/3 = 1/2 km
A. 6 × 1/3 = 2 km
What each wrong option reveals
- B The student added the whole number and the fraction instead of multiplying, treating × as +.
- C The student divided by the fraction rather than multiplying, confusing the operation.
- D The student applied the two-step procedure in reverse order — dividing numerator by whole number — giving 1/2 instead of 2.
Also saved as 5 periods or 7 periods.
- 2Building the Unit-Square Model for Fraction × Fraction
Multiplication of Fractions - 3Applying Fraction Multiplication in Real Contexts
Multiplication of Fractions - 4Division as a Multiplication Question — Building the Reciprocal
Division of Fractions - 5Practising Fraction Division Across Varied Problems
Division of Fractions - 6Contextual Problems — Tea, Bricks, and Fountains
Some Problems Involving Fractions - 7Nested Figures, the Dramma Problem, and Historical Puzzles
Some Problems Involving Fractions - 8Extended Practice — Mixed Contexts and the Ant-Splitting Puzzle
Some Problems Involving Fractions - 9Four Problems, Three Methods, One Chapter
Synthesis
- 1. Large Numbers Around Us
- 2. Arithmetic Expressions
- 3. A Peek Beyond the Point
- 4. Expressions Using Letter-Numbers
- 5. Parallel and Intersecting Lines
- 6. Number Play
- 7. A Tale of Three Intersecting Lines
- 8. Working with Fractions
- 9. Geometric Twins
- 10. Operations with Integers
- 11. Finding Common Ground
- 12. Another Peek Beyond the Point
- 13. Connecting the Dots
- 14. Constructions and Tilings
- 15. Finding the Unknown
Any 3 chapters free · no payment details · then introductory offer ₹499 per subject-stage, per year.