Open Authoring Questions — Fractions G3–G8
CBSE Math KG (v3) · regenerated 2026-06-30 · for SME review
What this page is for. The fractions thread (G3–G8) was regenerated under the v3 LO model from NCERT primary sources. During authoring, the LLM made 11 judgement calls where the rules (particularly R-LO-6 sub-case granularity and thread-boundary scope) admit more than one defensible choice. This page surfaces each call so SMEs can confirm, redirect, or flag for further discussion.
How to respond. Each question shows what was authored and the rationale. Add your response in the shared review channel (Notion / Google Doc / however the team is collecting v3 review), referencing the question number (e.g., Q3 — agree with the same/unlike-denominator split). Once all 11 are resolved, the catalogue gets its status: "active" flip and any redirections become per-LO edits.
Source of truth. The full rulebook (RULES.md, Section 6 of how-to-review) governs what's allowed; these questions are where the rules permit multiple options.
Granularity calls (R-LO-6)
For each: the forcing question is "would a teacher mark a student weak on the parent skill or weak on a specific sub-case?" If sub-case is plausible, split into N LOs. If parent-skill is the assessment unit, use one LO with cases enumerated in the scope object.
3 separate LOs in the recognise-fraction-of-whole family: -half, -quarter, -three-quarters.
NCERT G3 Maths Mela explicitly treats each as a distinct teaching unit with its own "Let us Do" block. A G3 teacher would credibly say "the student can recognise halves but not yet quarters."
2 LOs: order-fractions-ascending and order-fractions-descending, joined by an inverse_of edge.
NCERT G6 Ganita Prakash poses both as distinct exercises ("Figure it Out 2" and "Figure it Out 3"). The two directions involve the same comparison rule but reverse the application.
order-fractions family with two scope-suffixes, OR one LO with cases: ["ascending", "descending"]. One-line edit either way.
Separate LOs in the same skill_family: compute-fraction-sum-same-denominator and compute-fraction-sum-unlike-denominator (same pattern for difference).
NCERT teaches them in distinct sub-sections. The procedures genuinely differ (unlike-denominator requires finding common denominator first). Matches the worked example in AUTHORING_PROMPT.md.
2 LOs in the same mark-fraction-on-number-line family, joined by prerequisite_of + scope_extends. The G5 LO has no scope-suffix (the canonical id); the G6 LO uses -extended.
Both grades teach this; G6 broadens to improper fractions and larger denominators.
-broad-range / -deepened or a different convention for cross-grade scope extension, flag here.
Separate LOs joined by inverse_of: mark-fraction-on-number-line-extended and read-fraction-from-number-line.
NCERT teaches both. Marking is generative (place a mark at a given fraction); reading is interpretive (name the fraction at a given mark). Asymmetric enough that separate assessment is plausible.
Single LO compute-fraction-of-set, covering 1/n of N objects (e.g., 1/4 of 12 = 3).
NCERT G4 Maths Mela doesn't yet extend to non-unit fractions of a set (k/n of N).
-unit and -non-unit for clean G5/G6 hand-off, or kept atomic at G4 and split when G5/G6 introduces the non-unit case?
Scope and boundary
Three multiplication LOs: compute-product-whole-by-fraction, compute-product-of-two-fractions, and a separate simplify-fraction-product-by-cancelling.
NCERT G7 Ganita Prakash devotes a full sub-section to cancellation as a named technique (apavartana, attributed to Umasvati c. 150 CE). A teacher might separately assess whether a student spontaneously cancels before multiplying.
compute-product-of-two-fractions? Also note: the cancellation LO's canonical and verb need rewording (linter flagged "simplify" / "by"); decision here drives whether it stays as a separate LO at all.
One LO: solve-multi-step-fraction-word-problem covering Leena's tea, Baudhāyana's bricks, Pṛithūdakasvāmī's cistern, Bhāskara II's dramma puzzle, Mira's pages — all operationally similar (model situation, apply fraction operation).
NCERT G7 gives many examples but the underlying skill is the same: translate verbal scenario into fraction arithmetic, then compute.
-multiplication, -division) or by scenario type? If the catch-all is too broad to assess meaningfully, the split is warranted.
Naming convention
-extended scope-suffix convention
Used three times (G6 number-line marking, G6 mixed-conversion, G6 equivalent-fractions). Honest disambiguator but doesn't follow the "named sub-case" or "method" suffix patterns from AUTHORING_PROMPT.md §5.2 — it's purely a "broader-scope" marker.
The alternative — putting all scope variation on one LO and dropping the G5 version — loses grade granularity. -extended reads cleanly and is the most natural English word.
-broad-range, -deepened, -large-denominator, -improper. Whichever you pick will be used consistently across the strand.
Cross-thread targets
7 cross-thread edges, all marked status: "proposed_pending_human_review". Target ids are best-guess at future naming:
cbse-math-divide-whole-numbers-equal-sharingcbse-math-find-common-factor-of-two-numberscbse-math-compute-lcm-of-two-numberscbse-math-compute-product-of-two-whole-numberscbse-math-compute-area-of-rectangle-whole-sidescbse-math-convert-fraction-to-decimalcbse-math-extend-fraction-arithmetic-to-rational-numbers
Thread boundary
Only the first two sub-topics from NCERT G8 "Fractions in Disguise" were authored into the fractions thread: fraction↔percentage conversion + percentage-of-quantity.
coverage_gaps.md)Percentage increase/decrease, profit/loss, discount, GST, simple interest, compound interest.
commercial_math thread, OR (b) author them into the fractions thread (would add ~5-8 LOs to G8). Either choice is defensible; the question is where the thread boundary should sit in the strand model.