Edexcel IGCSE

Fractions

A fraction is a number written as one whole number over another, and it always means the same thing: how many equal parts you have, out of how many the whole was cut into. It is section 1.2 of the Edexcel International GCSE Mathematics A specification, and nearly every question on it runs the same route — get both numbers into the same kind of part, do the arithmetic on the tops, then cancel. The cancelling at the end is not tidying up; on a two-mark question it is the second mark.

Edexcel IGCSE 4MA143 approved practice questions

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Before you start

What you need to be able to do already

If any of these is shaky, fix it first — every worked example below leans on all three.

Multiply and divide whole numbers, and list the factors of a number
Write down every factor of $24$ . If $1, 2, 3, 4, 6, 8, 12, 24$ did not arrive quickly, fix this first: cancelling a fraction is factor-spotting and nothing else, and almost every question below ends with a cancel.
Find the highest common factor and the lowest common multiple of two numbersPowers and roots
What is the HCF of $84$ and $126$ , and the LCM of $6$ and $8$ ? They are $42$ and $24$ . Those two numbers are the whole of the hard part below: $\frac{84}{126}$ is simplified by the first, and $\frac{5}{6} - \frac{3}{8}$ is worked out with the second.
Divide one whole number by another to get a decimal, and read decimal place valueDecimals
Work out $3 \div 8$ as a decimal. It is $0.375$ , not $2.666 \dots$ — that second answer is $8 \div 3$ , the division done the wrong way round, and it is offered as a wrong answer on the conversion questions below precisely because so many students pick it.

The idea

What is fractions?

A fraction $\frac{a}{b}$ says: cut a whole into $b$ equal parts, and take $a$ of them. The bottom number names the size of the part, and the top number counts how many you have. It is also, at the same time, a division — $\frac{3}{8}$ is $3 \div 8$ — which is why the same fraction can be written as $0.375$ or as $37.5%$ without becoming a different number. Everything on this page follows from those two readings.

The notation, and how to read it

Every worked solution below is written in these five symbols.

SymbolReads asMeans
$\frac{a}{b}$ $a$ over $b$ A fraction: $a$ parts out of $b$ . The top is the numerator, the bottom is the denominator. It also means $a \div b$ .
$2 \frac{3}{4}$ two and three quartersA mixed number — a whole number plus a proper fraction. The two parts are added, not multiplied.
$\frac{11}{4}$ eleven quartersA vulgar (improper) fraction: the top is at least as big as the bottom. This is $2 \frac{3}{4}$ written as one fraction, and it is the form you calculate in.
$\frac{1}{n}$ one $n$ thA unit fraction. Taking $\frac{1}{n}$ of something is the same instruction as dividing it by $n$ , so $\frac{1}{5}$ of $35$ is $7$ .
$\div \frac{c}{d}$ divided by $c$ over $d$ Dividing by a fraction. Replace it with $\times \frac{d}{c}$ — multiply by the reciprocal — and then never divide fractions again.

The one idea underneath all of it

Multiplying the top and the bottom by the same number, or dividing them both by the same number, does not change what the fraction is worth. That single fact is the whole topic. It is why $\frac{84}{126}$ and $\frac{2}{3}$ are the same number (divide both by $42$ ), why $\frac{5}{6}$ may be rewritten as $\frac{20}{24}$ (multiply both by $4$ ), and therefore why you are allowed to force two fractions onto a common denominator before adding them. Change only the top, or only the bottom, and you have changed the number.

The smallest possible example

$\frac{18}{24}$ is to be written in its simplest form.

$\frac{18}{24} = \frac{3}{4}$

$6$ divides exactly into both $18$ and $24$ , and it is the largest number that does — their HCF. Dividing top and bottom by $6$ gives $\frac{3}{4}$ : the same number, written with bigger parts. Divide by $2$ instead and you get $\frac{9}{12}$ , which is a perfectly correct equivalent fraction but is not the simplest form — and $\frac{9}{12}$ is one of the wrong answers offered on this exact question. Every other question on this page ends in this move.

Key terms

The words a question will use

Exam wording is precise. These five carry the meaning a question depends on.

TermWhat it meansNotation
In its simplest form
Fully cancelled: the top and the bottom share no common factor above $1$ . This phrase ends the stem of almost every question on this topic, and it is where the accuracy mark lives. One cancel is not enough if another is still possible. $\frac{18}{24} = \frac{3}{4}$
Common denominator
A number that both denominators divide into exactly, so the two fractions are counting parts of the same size and can be added or subtracted. Use the lowest one — the LCM — because it keeps the numbers small and the final cancel short. $LCM (6, 8) = 24$
Vulgar fraction
Also called an improper fraction: the numerator is greater than or equal to the denominator. It is not a wrong answer, it is the working form — every multiplication and division below starts by converting into it. $2 \frac{3}{4} = \frac{11}{4}$
Mixed number
A whole number written alongside a proper fraction. If the question says ‘give your answer as a mixed number’, an improper fraction is not accepted, however correct the arithmetic that produced it was. $\frac{49}{12} = 4 \frac{1}{12}$
Reciprocal
The fraction turned upside down. Dividing by a fraction means multiplying by its reciprocal, and that is the only reason division of fractions is ever mentioned — there is no separate method to learn. $\frac{a}{b} \to \frac{b}{a}$

The method

How to work out a fractions

Five steps, in this order. The worked examples below point back to these numbers.

Write every mixed number and every whole number as a vulgar fraction.Converting mixed numbers to vulgar fractions gives one reliable method for every operation and avoids losing the fractional parts. $2 \frac{3}{4}$ becomes $\frac{2 \times 4 + 3}{4} = \frac{11}{4}$ , and $2 \frac{2}{5}$ becomes $\frac{12}{5}$ . A whole number $7$ becomes $\frac{7}{1}$ . Skipping a reliable set-up can lead to the classic wrong answer: adding only the whole parts and writing $2 \frac{3}{4} + 1 \frac{1}{3} = 3$ .
Set the fractions up for the operation you have been given.For $+$ and $-$ , find the lowest common denominator and rewrite both fractions over it: for $\frac{5}{6} - \frac{3}{8}$ the LCM of $6$ and $8$ is $24$ , giving $\frac{20}{24}$ and $\frac{9}{24}$ . For $\times$ you need nothing at all — multiply straight across. For $\div$ , flip the second fraction and change the sign to $\times$ . Note also that ‘of’ means $\times$ : $\frac{2}{5}$ of £60 is $\frac{2}{5} \times 60 = 24$ .
Work out the single fraction the operation produces.With a common denominator, add or subtract the numerators only and keep that denominator: $\frac{20}{24} - \frac{9}{24} = \frac{11}{24}$ . For a multiplication, tops together and bottoms together: $\frac{3}{4} \times \frac{8}{9} = \frac{24}{36}$ . Never operate on the denominators of an addition — $\frac{2}{2}$ is offered as a wrong answer for $\frac{5}{6} - \frac{3}{8}$ for exactly that reason, and $\frac{3}{4} + \frac{1}{3} = \frac{4}{7}$ is the same error. Write this unsimplified fraction down before you touch it.
Cancel to the simplest form by dividing top and bottom by their HCF. $\frac{24}{36}$ has HCF $12$ , so it becomes $\frac{2}{3}$ ; $\frac{36}{20}$ has HCF $4$ , so it becomes $\frac{9}{5}$ . Cancelling by a smaller common factor is not wrong, it is just unfinished — check again afterwards. The unsimplified fraction is a standing wrong answer on these questions: $\frac{24}{36}$ , $\frac{6}{45}$ and $\frac{15}{80}$ are all offered next to the correct $\frac{2}{3}$ , $\frac{2}{15}$ and $\frac{3}{16}$ .
Put the answer into the form the question named, then read the question again.‘As a mixed number’ means converting back: $\frac{49}{12} = 4 \frac{1}{12}$ , because $49 \div 12 = 4$ remainder $1$ . ‘As a decimal’ means dividing top by bottom. Money keeps the format the question models. Then sanity-check: a subtraction must give something smaller than you started with, and multiplying by a proper fraction must make a number smaller, not bigger.

Use it when

The question combines fractions or mixed numbers with $+$ , $-$ , $\times$ or $\div$ , asks for a fraction of a quantity ( $\frac{2}{5}$ of £60), or asks you to write one number as a fraction of another ( $120$ of $300$ students). In every one of those, the route is the same five steps, and the answer is a fraction in its simplest form.

Do not use it when

The question asks for a decimal or a percentage rather than a fraction. There is no common denominator and no cancelling involved: $\frac{3}{8}$ as a decimal is a single division, top by bottom, $3 \div 8 = 0.375$ , and $\frac{7}{25} = 0.28$ . Doing it the other way round gives $2.666 \dots$ , which is the wrong answer this question is built to catch. Ordering questions are the other exception — to put $\frac{2}{3}$ , $\frac{3}{4}$ and $\frac{5}{8}$ in ascending order you write them all over $24$ ( $\frac{16}{24}$ , $\frac{18}{24}$ , $\frac{15}{24}$ ) and compare the numerators, or convert them all to decimals. You compare, you do not calculate.

Worked examples

6 IGCSE Maths practice questions on fractions, fully worked

One per objective, so the range is covered rather than the same question repeated. Every step is written out, and the answer is shown — this is study material, not a test.

Example 1

Simplify the fraction $\frac{84}{126}$ by cancelling common factors. Give your answer as a fraction in its simplest form, e.g. $\frac{3}{4}$ (not a decimal). [2 marks]

Understand and use equivalent fractions, simplifying a fraction by cancelling common factors

Worked solution

Step 1: Find the highest common factor (HCF) of 84 and 126.
Step 2: Prime factors of 84: $2 \times 2 \times 3 \times 7 = 2$ ² × $3 \times 7$ .
Step 3: Prime factors of 126: $2 \times 3 \times 3 \times 7 = 2 \times 3$ ² × 7.
Step 4: Common factors: 2, 3, 7. HCF = $2 \times 3 \times 7 = 42$ .
Step 5: Divide numerator and denominator by 42: $84 \div 42 = 2$ , $126 \div 42 = 3$ .

Answer

\frac{2}{3}

Example 2

A soup recipe uses $3 \frac{2}{5}$ tins of tomatoes. Write this amount as a vulgar fraction of a tin. Give your answer as a fraction in its simplest form, e.g. $\frac{3}{4}$ (not a decimal). [2 marks]

Understand and use mixed numbers and vulgar fractions

Worked solution

Step 1: Each whole unit is worth $5$ fifths, so the wholes give $3 \times 5 = 15$ fifths.
Step 2: The fraction part adds another $2$ fifths.
Step 3: Altogether that is $15 + 2 = 17$ fifths.
Step 4: The denominator stays $5$ , so the vulgar fraction is $\frac{17}{5}$ .

Answer

\frac{17}{5}

Example 3

Work out the lowest common denominator of $\frac{3}{8}$ and $\frac{5}{12}$ . [1 mark]

Identify common denominators

Worked solution

Step 1: List the multiples of 8: 8, 16, 24, 32, 40, 48.
Step 2: List the multiples of 12: 12, 24, 36, 48, 60.
Step 3: Find the smallest multiple that appears in both lists: 24.
Step 4: 24 is the lowest common denominator (LCD) for $\frac{3}{8}$ and $\frac{5}{12}$ .

Answer24

Show 3 more worked examples

Example 4

Work out $\frac{2}{5}$ of £60. Give your answer in pounds, e.g. £45.00 [2 marks]

Order fractions and calculate a given fraction of a given quantity

Worked solution

Step 1: First, understand that 'of' means multiply: $\frac{2}{5}$ of £60 means $\frac{2}{5} \times \frac{60}{1}$ .
Step 2: Multiply the numerators: $2 \times 60 = 120$ . Now we have $\frac{120}{5}$ .
Step 3: Divide the numerator by the denominator: $120 \div 5 = 24$ .
Step 4: Write the answer with the £ sign: £24.

Answer£24

Example 5

A school has 300 students. 120 of them are boys. What fraction of the students are boys? Give your answer in its simplest form.

Express a given number as a fraction of another number

Worked solution

Step 1: There are 120 boys and 300 students in total.
Step 2: Write the fraction of boys: $\frac{120}{300}$ .
Step 3: Simplify the fraction by dividing numerator and denominator by 60 (the highest common factor).
Step 4: $120 \div 60 = 2$ , and $300 \div 60 = 5$ . So the simplified fraction is $\frac{2}{5}$ .

Answer

\frac{2}{5}

Example 6

Work out $\frac{5}{6} - \frac{3}{8}$ . Give your answer as a fraction in its simplest form, e.g. $\frac{1}{4}$ . [2 marks]

Use common denominators to add and subtract fractions and mixed numbers

Worked solution

Step 1: Find the smallest number that both 6 and 8 divide into – that's 24 (the lowest common denominator).
Step 2: Change $\frac{5}{6}$ into an equivalent fraction with denominator 24: multiply top and bottom by 4 to get $\frac{20}{24}$ .
Step 3: Change $\frac{3}{8}$ into an equivalent fraction with denominator 24: multiply top and bottom by 3 to get $\frac{9}{24}$ .
Step 4: Subtract the numerators: 20 − $9 = 11$ . Keep the common denominator 24.
Step 5: The fraction $\frac{11}{24}$ has no common factor above 1, so it's already in simplest form.

Answer

\frac{11}{24}

Common mistakes

Where marks actually get lost

Learnly tags 18 distinct misconceptions on this subtopic. These are errors that show up in real student work — not generic revision advice.

Examiner traps

Cancelling across addition
What goes wrong: Students incorrectly cancel common factors from terms that are added or subtracted, rather than from factors in multiplication.
What to do instead: Only cancel common factors that multiply the whole numerator and denominator. Do not cancel terms that are added or subtracted.
Stopping before simplest form
What goes wrong: Students cancel one common factor but stop before the fraction is fully simplified, leaving a fraction that can still be reduced.
What to do instead: Keep dividing numerator and denominator by common factors until the only common factor is 1. Check by finding the HCF.
Dividing by wrong number
What goes wrong: Students divide numerator and denominator by different numbers, or by a number that is not a common factor, breaking equivalence.
What to do instead: Always divide both numerator and denominator by the same number. That number must divide both exactly.
Forgetting denominator after cancelling
What goes wrong: After cancelling, students write only the numerator or a decimal, omitting the denominator entirely.
What to do instead: Your answer must be a fraction with both a numerator and a denominator. Write the simplified fraction, not a decimal.
Adding whole numbers only
What goes wrong: Students add the whole number parts but ignore the fractional parts, e.g., $2 \frac{3}{4} + 1 \frac{1}{3} = 3$ .
What to do instead: Remember to add both the whole numbers and the fractions separately. For $2 \frac{3}{4} + 1 \frac{1}{3}$ , first add $2 + 1 = 3$ , then add $\frac{3}{4} + \frac{1}{3}$ .
Adding denominators directly
What goes wrong: Students add denominators directly when adding fractions, e.g., $\frac{3}{4} + \frac{1}{3} = \frac{4}{7}$ .
What to do instead: Never add denominators. Find a common denominator first. For $\frac{3}{4} + \frac{1}{3}$ , use 12: $\frac{9}{12} + \frac{4}{12} = \frac{13}{12}$ .

See 12 more examiner traps

Leaving answer as improper
What goes wrong: Students leave the answer as an improper fraction instead of converting to a mixed number, e.g., $\frac{13}{12}$ instead of $1 \frac{1}{12}$ .
What to do instead: Always convert improper fractions to mixed numbers. Divide numerator by denominator: $\frac{13}{12} = 1$ remainder 1, so $1 \frac{1}{12}$ .
Simplifying fractions prematurely
What goes wrong: Students simplify fractions before finding a common denominator, leading to errors, e.g., simplifying $\frac{3}{4}$ to $\frac{1}{2}$ incorrectly.
What to do instead: Do not simplify fractions before adding. Find a common denominator first, then add, and simplify only the final answer.
Forgetting whole number as fraction
What goes wrong: Students forget to convert whole numbers to fractions with denominator 1 when adding, e.g., $2 + \frac{1}{3} = \frac{2}{3}$ .
What to do instead: Write whole numbers as fractions with denominator 1: $2 = \frac{2}{1}$ . Then find a common denominator to add fractions.
Denominator not factor of 100
What goes wrong: Students try to write the fraction over 100 without checking if the denominator divides 100 evenly, leading to incorrect decimals.
What to do instead: Check if denominator divides 100. If not, use division: numerator ÷ denominator. For $\frac{7}{25}$ , $25 \times 4 = 100$ so $7 \times 4 = 28$ , decimal 0.28.
Wrong number of decimal places
What goes wrong: Students give too few or too many decimal places, e.g., writing 0.3 instead of 0.28 for $\frac{7}{25}$ .
What to do instead: Ensure the decimal has as many digits as needed. For $\frac{7}{25}$ , $7 \div 25 = 0.28$ , not 0.3. Use long division if unsure.
Percent sign left on decimal
What goes wrong: Students convert to percentage correctly but then write the percentage as the decimal, e.g., 28% instead of 0.28.
What to do instead: To get a decimal, divide numerator by denominator. $\frac{7}{25} = 0.28$ . Do not add a percent sign. Percent means out of 100.
Fraction inverted in division
What goes wrong: Students divide denominator by numerator instead of numerator by denominator, e.g., $25 \div 7$ ≈3.57 for $\frac{7}{25}$ .
What to do instead: Remember: fraction means numerator ÷ denominator. For $\frac{7}{25}$ , do $7 \div 25 = 0.28$ , not $25 \div 7$ .
Multiply instead of divide
What goes wrong: Students multiply numerator and denominator instead of dividing, e.g., $7 \times 25 = 175$ , then write 1.75 or 175.
What to do instead: To convert a fraction to a decimal, divide the numerator by the denominator. For $\frac{7}{25}$ , calculate $7 \div 25 = 0.28$ .
Dividing instead of multiplying
What goes wrong: Students think 'of' means divide, so they do $42 \div 7 = 6$ , which is correct here, but they don't understand it's multiplication by the reciprocal.
What to do instead: Remember: 'of' means multiply. $\frac{1}{7}$ of 42 is $\frac{1}{7} \times 42 = 42 \div 7 = 6$ .
Inverting the fraction incorrectly
What goes wrong: Students invert the fraction and multiply, e.g., $\frac{7}{1} \times 42 = 294$ , thinking they need to use the reciprocal.
What to do instead: Do not flip the fraction. $\frac{1}{7}$ of a number means divide by 7. Only flip when dividing by a fraction.
Multiplying numerator then denominator
What goes wrong: Students multiply the numerator (1) by the number, then divide by denominator (7), but sometimes do it in wrong order or misapply.
What to do instead: Multiply the numerator (top) by the whole number, then divide by the denominator (bottom). For $\frac{1}{7}$ of 42: $1 \times 42 = 42$ , then $42 \div 7 = 6$ .
Ignoring numerator when not 1
What goes wrong: Students think unit fractions always have numerator 1, so they only divide by denominator even when numerator is not 1.
What to do instead: For unit fractions (numerator 1), just divide by denominator. For other fractions, multiply by numerator first, then divide.

Exam technique

How the marks are actually awarded

Method marks are given for working a marker can follow. This is what to put on the page.

Where the marks are: Questions on this section are typically worth $1$ or $2$ marks, and the two-mark ones split the same way every time: one method mark for the set-up, one accuracy mark for the fully simplified answer in the form requested. The set-up is what you must write down — $\frac{20}{24} - \frac{9}{24}$ , or $\frac{3 \times 12}{4 \times 5}$ , or $\frac{120}{300}$ before any cancelling. Put it on the page and the method mark is banked even if the arithmetic that follows goes wrong. A bare correct answer scores full marks, but a bare wrong answer scores nothing at all, and on this topic the bare answer is one keystroke away, so students throw the method mark away more often here than almost anywhere else.
Command words to expect: Work outCalculateSimplifyExpressWrite downGive your answer as a fraction in its simplest formGive your answer as a mixed number in its simplest formYou must show all your working
Accuracy and rounding: ‘In its simplest form’ means fully cancelled and nothing less: $\frac{2}{3}$ , not $\frac{24}{36}$ , and not $\frac{9}{12}$ after one cancel out of two. When a mixed number is named, give a mixed number — $4 \frac{1}{12}$ , not $\frac{49}{12}$ . When a decimal is named and it terminates, give it exactly and in full: $\frac{3}{8} = 0.375$ , where both $0.38$ and $0.3$ are marked wrong; where it does not terminate, give $3$ significant figures unless told otherwise. Do not answer a fraction question with a decimal unless the question asked for one, and do not leave a percentage sign on a number you were asked to give as a decimal.
Calculator: A calculator is allowed in every paper of this qualification, on both Foundation and Higher tiers, and on this topic that cuts both ways. A calculator with a fraction key will return $\frac{11}{24}$ already simplified, so the arithmetic is not really the test — the test is whether you wrote the set-up down and whether you answered in the form asked for. Where a question says you must show all your working, the calculator answer alone earns nothing. Use it to check, and to convert ( $3 \div 8 = 0.375$ ), rather than to replace the two lines that carry the marks.

Check yourself

You should now be able to:

Simplify a fraction by cancelling common factors, and recognise a fraction that is equivalent but not yet fully cancelled.
Convert a mixed number into a vulgar fraction and back again, and know which form to calculate in.
Find the lowest common denominator of two fractions and rewrite each fraction over it.
Put a set of fractions into order of size, and work out a given fraction of a given quantity.
Express one number as a fraction of another, giving the answer in its simplest form.
Add and subtract fractions and mixed numbers using a common denominator, without touching the denominators when you do the arithmetic.
Convert a fraction to a decimal, and to a percentage, by dividing the numerator by the denominator and not the other way round.
Use a unit fraction as a multiplicative inverse, recognising that $\frac{1}{5}$ of $35$ and $35 \div 5$ are the same instruction.
Multiply and divide fractions and mixed numbers, converting to vulgar fractions first, flipping the second fraction for a division, and cancelling at the end.

Specification coverage

The 9 things 4MA1 asks you to do

The assessable objectives for numbers and the number system — fractions, in the order the specification lists them.

Understand and use equivalent fractions, simplifying a fraction by cancelling common factors
Understand and use mixed numbers and vulgar fractions
Identify common denominators
Order fractions and calculate a given fraction of a given quantity
Express a given number as a fraction of another number
Use common denominators to add and subtract fractions and mixed numbers

Show 3 more objectives

Convert a fraction to a decimal or a percentage
Understand and use unit fractions as multiplicative inverses
Multiply and divide fractions and mixed numbers

See who is stuck on fractions before you teach it.

Create a class, share the 8-character code, and set fractions as practice. Your students work through all 43 approved practice questions — not just the 6 on this page — and you see which objectives the class has not got yet. Free for individual students and teachers.

How Learnly works for teachers

Set up your class — free Practise on your own

What you need to be able to do already

Multiply and divide whole numbers, and list the factors of a number

Find the highest common factor and the lowest common multiple of two numbersPowers and roots

Divide one whole number by another to get a decimal, and read decimal place valueDecimals

What is fractions?

The notation, and how to read it

The words a question will use

In its simplest form

Common denominator

Vulgar fraction

Mixed number

Reciprocal

How to work out a fractions

6 IGCSE Maths practice questions on fractions, fully worked

Simplify the fraction 12684​ by cancelling common factors. Give your answer as a fraction in its simplest form, e.g. 43​ (not a decimal). [2 marks]

A soup recipe uses 352​ tins of tomatoes. Write this amount as a vulgar fraction of a tin. Give your answer as a fraction in its simplest form, e.g. 43​ (not a decimal). [2 marks]

Work out the lowest common denominator of 83​ and 125​. [1 mark]

Work out 52​ of £60. Give your answer in pounds, e.g. £45.00 [2 marks]

A school has 300 students. 120 of them are boys. What fraction of the students are boys? Give your answer in its simplest form.

Work out 65​−83​. Give your answer as a fraction in its simplest form, e.g. 41​. [2 marks]

Where marks actually get lost

Cancelling across addition

Stopping before simplest form

Dividing by wrong number

Forgetting denominator after cancelling

Adding whole numbers only

Adding denominators directly

Leaving answer as improper

Simplifying fractions prematurely

Forgetting whole number as fraction

Denominator not factor of 100

Wrong number of decimal places

Percent sign left on decimal

Fraction inverted in division

Multiply instead of divide

Dividing instead of multiplying

Inverting the fraction incorrectly

Multiplying numerator then denominator

Ignoring numerator when not 1

How the marks are actually awarded

You should now be able to:

The 9 things 4MA1 asks you to do

See who is stuck on fractions before you teach it.

Simplify the fraction $\frac{84}{126}$ by cancelling common factors. Give your answer as a fraction in its simplest form, e.g. $\frac{3}{4}$ (not a decimal). [2 marks]

A soup recipe uses $3 \frac{2}{5}$ tins of tomatoes. Write this amount as a vulgar fraction of a tin. Give your answer as a fraction in its simplest form, e.g. $\frac{3}{4}$ (not a decimal). [2 marks]

Work out the lowest common denominator of $\frac{3}{8}$ and $\frac{5}{12}$ . [1 mark]

Work out $\frac{2}{5}$ of £60. Give your answer in pounds, e.g. £45.00 [2 marks]

Work out $\frac{5}{6} - \frac{3}{8}$ . Give your answer as a fraction in its simplest form, e.g. $\frac{1}{4}$ . [2 marks]