4

3 =
1 + 5
5
5

8
2 has become 20
5
1
has become 5
4
Maths in
20
School

Fraction
Calculations
in School
by Kate Robinson

2
Fractions Calculations in
School
Contents
Introduction p.3
Simplifying fractions (cancelling down) p.3
Adding and subtracting fractions p.4
Adding fractions with different denominators p.5
Subtracting fractions with different denominators p.8
Fraction calculations with a total above one whole p.9
Multiplying fractions by whole numbers p.10
Multiplying mixed numbers by whole numbers p.12
Multiplying fractions by fractions p.12
Dividing fractions by whole numbers p.15
Decimals and fractions p.17
Turning decimals into fractions p.17
Turning fractions into decimals p.18
Percentages and fractions p.19
Multiplying fractions game p.20
Resource sheets p.21

© Oxford University Press 2014 Fractions Calculations in School 2

Fractions Calculations in School
Introduction
Once children are confident using fractions they can begin to
calculate with them. In this booklet, you’ll find out how your child
is taught to calculate with fractions in school. You’ll also find a wide
range of games and activities that you can use at home to build your
child’s skills and confidence in calculating with fractions.

Simplifying fractions (cancelling down)

When your child starts to calculate with fractions, they’ll find that it’s
simpler to use a fraction when the denominator is as small as possible.

1 2
It is easier to find 2 than 4 .

2 1
We can simplify 4 to 2 to make it easier to use. This is sometimes called
cancelling down.
Simplifying a fraction means finding the equivalent fraction with the
smallest denominator. We do it by finding the biggest number that we
can divide both the numerator and denominator by:
÷4

4 1
=
20 5

÷4

Sometimes, when we haven’t divided by the biggest possible number

to begin with, we need to do it again:
÷2 ÷2

4 2 1
= =
12 6 3

÷2 ÷2

© Oxford University Press 2014 Fractions Calculations in School 3

Adding and subtracting fractions
Children begin to calculate with fractions by learning to add and
subtract fractions with the same denominator, where the answer
comes to less than one whole thing.
All they have to do is add, or subtract, the numerators:

1 3 4
5
+ 5
= 5

5 2 3
7
− 7
= 7

Sometimes the answer to a fraction addition or subtraction needs

to be simplified (as explained on page 3):

1 3 4 1
8
+ 8
= 8
= 2

© Oxford University Press 2014 Fractions Calculations in School 4

 You can:
• Help your child to add and subtract with the pizza fractions on
page 21. Make sure they only use slices from one pizza in any one
calculation. Can they name the fractions they start with and the
fraction in the answer?
• Ask your child to practise adding and subtracting fractions when
you share any sort of food that you cut into equal slices. You can
ask questions like:
‘ What fraction of the pizza have you had? What fraction have
I had? How much have you and I had altogether?’

Adding fractions with different denominators

Children then learn how to add and subtract fractions with different
denominators:

2 1
+
5 4

Fractions with different denominators represent different sized parts of

something: one of these fifths is smaller than the one quarter.
Before we can add together these pizza fractions they have to be the
same type of fraction: we have to cut them into slices of the same size.
There’s a mathematical way of working out how to do this: We take the
two denominators, in this case 5 and 4, and find the smallest number
that can be divided by both of them – the smallest number that’s
in both of their times tables. (This is known as the Lowest Common
Multiple, or LCM, of 5 and 4.)
The smallest number that’s in both the 4 and 5 times tables – their
LCM – is 20.

© Oxford University Press 2014 Fractions Calculations in School 5

This tells us that a pizza that’s already been split into quarters and
a pizza that’s already been split into fifths can both still be split into
twentieths:

We can see that:

2 1
5 4
has become and has become
8 5
20 20
Without a real pizza or a picture to help us, we can work out how
many twentieths these fractions make like this:
Find what number we have to multiply each denominator by to turn it
into the LCM. Then multiply the numerator by the same number:
×4 ×5

2 8 1 5
= =
5 20 4 20

×4 ×5

To turn 5 into 20 we must To turn 4 into 20 we must

multiply by 4. multiply by 5.
So we multiply 2 by 4, So we multiply 1 by 5,
which gives us 8. which gives us 5.

© Oxford University Press 2014 Fractions Calculations in School 6

We now have two fractions with the same denominator – two pizzas
with the same size slices, and we can now add them together just by
adding the numerators:

8 5 13
20
+ 20
= 20
So,
2 1 13
5
+ 4
= 20

You can:
• Cut out the pizza fractions on page 21. Group the pizzas that are
cut into halves, quarters and eighths together, those in thirds and
sixths together and those in fifths and tenths together. Choose a
2 1
group and show an addition calculation, such as 3 of pizza plus 6 of
pizza, to your child. Can they use the method above to help them
add the fractions and then demonstrate the calculation by cutting,
or drawing on, the pizza slices?

© Oxford University Press 2014 Fractions Calculations in School 7

Subtracting fractions with different
denominators
We subtract fractions with different denominators in exactly the
same way as above. We find the Lowest Common Multiple of the
two denominators and then change both fractions accordingly (see
Adding fractions with different denominators on page 5 for a detailed
explanation):

2 1
5
– 4

The LCM of 5 and 4 is 20

×4 ×5

2 8 1 5
= =
5 20 4 20

×4 ×5

We then take the two new fractions with the same denominators and
subtract one numerator away from the other:
8 5 3
20
– 20
= 20
So,
2 1 3
5
– 4
= 20

© Oxford University Press 2014 Fractions Calculations in School 8

 Fraction calculations with a total above
one whole
Sometimes, a fraction calculation will have an answer of more than
one whole thing.
Look at this example here:

3 3 4 4 77
5 + – 5
= = 55
5 5
Even without the picture, we know that the answer comes to more
than 1 whole cake because the answer is an improper fraction – the
numerator is higher than the denominator. If the answer to a fraction
calculation is more than 1, we need to turn the answer from an
improper fraction to a mixed fraction.

So:

3 4 7
–
+ 5
= 5
= 125
125 5

You can find out more about mixed numbers and improper fractions
in the ‘Fractions in School booklet’.

© Oxford University Press 2014 Fractions Calculations in School 9

Multiplying fractions by whole numbers
Later in primary school, children are shown how to multiply fractions
by a whole number:
3
Dan knows that each of the 6 people in his family will eat 4 of a pie
at tea time. To work out how much pie he needs altogether, he must
calculate:

6 lots of three quarters or 6 × 34

18
We can see there are 18 quarters, or 4, of pie altogether.
To calculate this without a picture we can say:
6 × 3 (the numerator) = 18
18
So we have 4 .
18
But 4 is an improper fraction, so we then need to turn this answer into
a mixed fraction :
How many groups of 4 quarters in 18 quarters?
or
18 ÷ 4 =
4 remainder 2

© Oxford University Press 2014 Fractions Calculations in School 10

 2
So, he needs 4
4 pies altogether.
Sometimes we will also need to simplify the fraction (see page 3)
÷2

2 1
=
4 2

÷2
1
So, he needs 4 pies altogether.
2
So to multiply a fraction by a whole number:

Multiply the numerator by the whole number.

Turn the answer into a mixed number if needed.
Simplify the mixed number if needed.

Or, in short:

Multiply numerator by whole number.

Make a mixed number.
Simplify.

You can:
• Print off multiple copies of the pizza fractions on page 21. Can your
4
child multiply a fraction of pizza by a whole number (e.g. 3 × 5 of
pizza), either by writing out a calculation on paper, or in their head?
Can they check and show their answer with the pizza fractions?

© Oxford University Press 2014 Fractions Calculations in School 11

Multiplying mixed numbers by whole numbers
Children will also learn how to multiply a mixed number by a whole
number, e.g.
134 × 5
First turn the mixed number into an improper fraction.
3 7
14 = 4
Then, multiply the numerator by the whole number: 7 × 5 = 35.
35
So we have .
4
Turn the answer into a mixed number if needed. How many 4s in 35?
8. How many left over? 3.
3
So we have 8 (no need to simplify).
4
3 3
14 × 5 = 8 4

Multiplying fractions by fractions

Children also learn how to multiply fractions by fractions.
But what does this actually mean? For example, if we’re asked to
1 3
calculate
2 4
× , what are we actually looking for?
1 3
We’re looking for:
2
of 4
Multiplying anything by 1 leaves it exactly the same. So, multiplying
anything by a proper fraction (less than 1) makes it smaller. Really,
when we multiply something by a fraction we’re finding a part of it.
Children can find this concept difficult to grasp; practical examples
can help.
3
So, if a recipe asks for 4 of a cup of flour and we want to halve the
1 3
ingredients, we’ll need to find 2 of 4 of a cup, or:
1 3
×
2 4

You can:
• Check that your child has an understanding of what it is they are
really looking for. Can they find another word for the × sign? If
not, you can explain that it means ‘of’.

© Oxford University Press 2014 Fractions Calculations in School 12

 1 3
So we want to find 2 of 4 of a cup of flour, or:

1 3
2
× 4
1
4
1
4
1 AW Cup
4
1
4

1 3
Finding 2 of 4 of a cup is pretty tricky, because there are 3 parts and
therefore it’s not easy to split into 2.
So we split all 4 of the quarters in the cup into 2: we multiply 2 × 4 to
get a total of 8 parts:
1 3
2 × 4 = 8

AW Cup

Now each of the quarters is split into 2 equal pieces.

1
We can take 1 out of 2 (2) from each of the 3 quarters with flour in:
We’re taking 1 part 3 times over
or 1 × 3
1 × 3 = 3
2 4 8

AW Cup

3
In total we have 3 out of a possible 8 parts in the cup, or 8 of a cup.

© Oxford University Press 2014 Fractions Calculations in School 13

So:

1 3 3
2
× 4
= 8

3
(and 8 can’t be simplified)
So, to multiply a fraction by a fraction:

Multiply the numerators.

Multiply the denominators.
(Simplify if possible.)

Here’s a quicker example:

2 5
5
× 6
1:
1 multiply the
×
numerators

2 5 10 1
5
× 6
= 30
= 3 3:
3 simplify

2:
2 multiply the
denominators

You can:
• Play the Multiplying fractions game on page 20 with your child to
help them practise multiplying fractions by fractions.

© Oxford University Press 2014 Fractions Calculations in School 14

Dividing fractions by whole numbers
Children also learn how to divide fractions by whole numbers.
1
Here’s a whole cake. 3 children have been told they can share 2 of the
cake between them. They want to work out what fraction of the cake
they will each have. So they need to calculate:
1
2
÷ 3

The children split their half of the cake into 3 equal pieces. They also
split the other half into 3 pieces of the same size, to see what fraction
of the whole cake they’ll be getting.

The children have split each of the 2 pieces into 3, so they now have
2 × 3 pieces of cake = 6 pieces of cake
1 1
2
÷ 3 = 6

© Oxford University Press 2014 Fractions Calculations in School 15

 1
Each child can have 1 of these pieces: 1 out of 6, or 6:

So: no change

1 1
2
÷ 3 = 6
1
(and it’s not possible to simplify 6)

So, to divide a fraction by a whole number:

Multiply the denominator by the whole number.

Simplify if needed.

You can:
• Cut out the pizzas on page 21. Can your child choose a fraction of a
pizza and divide it by a whole number? Can they name the fraction
in the answer? Can they show a written method, as above, as well
as cutting or drawing on the pizza fractions?

© Oxford University Press 2014 Fractions Calculations in School 16

Decimals and fractions
Our children learn that fractions can be expressed in other ways, such
as decimals numbers.
24 . 13
is a decimal number
It contains a decimal point. Any digits before the decimal point
(purple) are whole numbers that represent whole things. Any digits
after the decimal point (blue) represent parts, or fractions, of whole
things. Look at the same number on this place value chart:

Hundreds Tens Units Tenths Hundredths

100 10 1 . 1
10
1
100

2 4 . 1 3

We can see that the digit straight after the decimal point (the 1) is
1
worth tenths of a whole thing, in this case 10 .
Digits two places after the decimal point (the 3) are worth hundredths
3
of a whole thing, in this case 100.
1
Digits in the next column are worth thousandths (1000 s). In the next
1
column they’re worth ten thousandths ( 10000 s) and so on.

Turning decimals into fractions

To turn a decimal into a fraction we simply write it over 10 if there is
one digit after the decimal, over 100 if there are two digits, over 1000
if there are three digits and so on. Then, if it’s possible, we simplify the
fraction.
Here are some examples:
1
0 ∙1 = 10

25
0 ∙25 = 100 = 14

457
1∙ 457 = 1 1000

© Oxford University Press 2014 Fractions Calculations in School 17

Turning fractions into decimals
Children will also learn how to turn fractions into decimals.
Take a look at this fraction:

3
8

We’ve seen that the line in a fraction can be said as ‘out of’,
e.g. ‘We have 3 out of 8 slices of pie left.’
The line can also be said as ‘divided by’: 3 divided by 8. If we had 3
whole pies and divided them into 8 equal pieces we’d have exactly
this amount of pie in each piece!
And if we actually do the calculation, if we divide 3 by 8, we turn the
fraction into a decimal that also describes exactly how much of one
whole pie we have left (children can use a calculator if they need
to):
3 ÷ 8 = 0∙375, So 38 = 0∙375, and we have 0∙375 of a pie!
In school, children are helped to remember some common decimal
and fraction pairs, without always having to work them out
mathematically.

For example:
1
4
= 0 ∙25

1
2
= 0 ∙5

3
4
= 0 ∙75

1
10
= 0 ∙1

© Oxford University Press 2014 Fractions Calculations in School 18

Percentages and fractions
In their later years at primary school, children learn about
percentages:
19%
Percentages have the same value as fractions with a denominator
of 100. So:
19
19% = 100
or
19 out of 100
So, to turn a percentage into a fraction we:

Put the percentage over 100.

Simplify if needed.

Here’s another example:

1 put the % over 100

1:
÷ 25

25 1
25% = 100
= 4
2 simplify if needed
2:

÷ 25

Children are helped to remember some common percentage and

fraction pairs, so that they don’t always have to work them out
mathematically.

You can:
• Help your child to practise matching fractions, decimals and percentages
by playing the Fractions, Decimals and Percentages Treasure Hunt game
in the Fun Activities section of the Oxford Owl website.

The more our children identify, discuss, use and play with fractions in
their everyday lives, when eating or playing or when out and about,
the easier they will find using them in all aspects of their lives.
© Oxford University Press 2014 Fractions Calculations in School 19
Multiplying fraction madness game
Cut out the fraction cards. Place them all upside down on a table.
One player: Set a time limit for the game. Pick two cards. Multiply the
two fractions, using paper as needed. See how many calculations you
can complete in the given time.
Two players: Each player picks two cards. Who can multiply their
fractions first?
(Use the method in the Multiplying fractions by fractions section on
page 12 to help you check your answers)

1 3 1 4
2 5 3 5

1 5 1 2
4 6 5 7

1 3 1 4
6 7 7 7

1 5 2 6
8 7 3 7

3 3 2 5
4 8 5 8
© Oxford University Press 2014 Fractions Calculations in School 20
Resource sheets

Pizza fractions

halves thirds

quarters fifths

sixths eighths
© Oxford University Press 2014 Fractions Calculations in School 21