The difficulty in teaching Multiplication and Division of Fractions consists solely in the fact that the ideas formerly associated with these operations when whole numbers were concerned no longer fit the case when we come to deal with fractions, e.g., 9 × 7 can be intelligibly interpreted as meaning the number of articles in 9 bundles, each containing 7 articles. In this respect, multiplication is simply contracted addition. When we come to a case like , we cannot frame a question on the lines of the former. But if we present the problem in a concrete form we are more likely to be successful in teaching young pupils the method of multiplying and dividing vulgar fractions.