πŸ’‘ Need a quick reminder? Click here for Rules & Tips

    Fraction of an amount (multi-step problems).
    β€’ Work out the solutions for the mathematical equations.
    When possible, simplify results or convert fractions into mixed numbers or integers.

    πŸ™‚ = Correct, ☹️ = Incorrect


    πŸ“Œ Rules

    β€’ Divide by the bottom, multiply by the top: To find a fraction of a quantity, divide the total amount by the denominator (bottom number) to find 1 part, then multiply by the numerator (top number). Imagine a bag of 60 marbles where you need to find 3/5 of them: first divide 60 Γ· 5 = 12, then multiply 12 Γ— 3 = 36.

    β€’ Complete the final step of the problem: Multi-step word problems often ask for what is remaining or left over. If 3/5 of the 60 marbles are red, subtract the 36 red marbles from the total (60 – 36 = 24) to find the remaining marbles.

    πŸ’‘ Tips

    β€’ Use a bar model to visualize each step: Draw a rectangle split into 5 equal boxes worth 12 each to total 60. Light up 3 boxes (36) for the fraction used, leaving 2 boxes (24) for the rest.

    β€’ Quick typing on our platform: Typing your answer is designed to be super quick and simple! Just type plain digits like 36 or 24 without adding any commas or spaces.

    ⚠️ Warnings

    β€’ Do not stop after finding the fraction: Calculating 3/5 of 60 gives 36, but if the question asks “how many are left?”, stopping at 36 without doing the final subtraction (60 – 36 = 24) will give an incorrect answer!

    β€’ Do not mix up dividing and multiplying: Always divide by the bottom number first to break the total into equal groups. Dividing by the top number by mistake will lead to the wrong value for 1 part.

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    About This Worksheet

    This interactive digital activity provides free, targeted practice on Year 6 Maths. Every question is mapped directly to the Department for Education (DfE) National Curriculum framework for England, helping Key Stage 2 pupils prepare for Paper 1 (Arithmetic) and Papers 2 & 3 (Reasoning) KS2 SATs tests.

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