GCSE Maths Foundation

GCSE Maths Foundation · AQA · Fractions

Fraction of an amount: why 2/5 of 1020 is 408, not 40

On the calculator paper, "find a fraction of a quantity" trips students who read the fraction as a percentage label and write its digits. The AQA examiner's report for the "1020 books, 25\dfrac{2}{5} are blue" question (JUN23 Paper 2 Q10a) noted that "weaker responses ... worked out that it was 40% and gave the answer 40". On a separate paper, asking for 14\dfrac{1}{4} of 780 (NOV24 Paper 3 Q1a), the report flagged that "a very small minority incorrectly calculated 4% of the amount". One root cause, two surfaces: the fraction read as a label, not run as an instruction.

The thirty-second fix: a fraction is an operator, not a label. The word "of" means divide by the denominator, then multiply by the numerator. Divide to make one equal part, multiply to take how many you need. Then size-check: the answer must match "how many parts out of how many".

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How to spot it in your own work

  • You answered 4040 for "25\dfrac{2}{5} of 1020 books" by reading 25\dfrac{2}{5} as 40%.
  • You answered 31.231.2 for "14\dfrac{1}{4} of 780" by computing 4% of 780.
  • You wrote the fraction's digits straight down as the answer instead of dividing and multiplying.
  • Your answer was far smaller than it should be, and you did not size-check it against "parts out of parts".

An exam question that triggers it

Here is the canonical AQA Foundation trigger, identical in shape to JUN23 Paper 2 Q10a:

There are 1020 books in a box. 25\dfrac{2}{5} of the books are blue.

How many books are blue?

The misconception answer is 4040, found by reading 25\dfrac{2}{5} as "40%" and writing the digits. Sanity check it: 25\dfrac{2}{5} is 2 out of every 5, which is nearly half. So the blue books should be close to half of 1020, a big chunk, not 40. The label reading produces an answer that is far too small.

The correct answer is 408408. The fraction is an instruction: 1020÷5=2041020 \div 5 = 204 makes one fifth, then 204×2=408204 \times 2 = 408 takes two fifths. 408408 is just under half of 1020, which matches "2 out of every 5".

Why students fall for this

A fraction like 25\dfrac{2}{5} is visually two small integers. A student under time pressure reaches for the fastest pattern they know: turn the fraction into a percentage they have half-memorised (25=40%\dfrac{2}{5} = 40\%), then read the digits straight off as the answer. The numerals 4 and 0 become "40 books". The instruction to divide and multiply never runs, so no arithmetic error is even made; the question was misread, not miscalculated.

The same shortcut produces the 14\dfrac{1}{4} of 780 slip. Knowing 14=25%\dfrac{1}{4} = 25\% would at least be a percentage; but a student who reads the digits 1 and 4 as "4%" computes 0.04×780=31.20.04 \times 780 = 31.2, a sliver, when a quarter of 780 is obviously a large part of it. The label hides the size; the operator reveals it.

The fix: Divide by the bottom, multiply by the top

A fraction is an operator, not a label. "Of" means divide by the denominator, then multiply by the numerator. The denominator names how many equal parts the whole is split into; the numerator says how many of those parts you take: ab of N=(N÷b)×a\dfrac{a}{b} \text{ of } N = (N \div b) \times a.

For 25\dfrac{2}{5} of 1020: divide first, 1020÷5=2041020 \div 5 = 204 (one fifth), then multiply, 204×2=408204 \times 2 = 408 (two fifths). Always finish with a size check: 25\dfrac{2}{5} is nearly half, so 408 (just under half of 1020) is sensible and 40 is not.

Worked example

Work out 14\dfrac{1}{4} of 780 (AQA NOV24 Paper 3 Q1a).

  1. Read "of" as an instruction. The denominator is 4, so divide the quantity into 4 equal parts: 780÷4=195780 \div 4 = 195.
  2. Multiply by the numerator. The numerator is 1, so take one of those parts: 195×1=195195 \times 1 = 195.
  3. Answer.
    14 of 780=780÷4=195\dfrac{1}{4} \text{ of } 780 = 780 \div 4 = 195
  4. Size check. A quarter of 780 should be a sizeable chunk, roughly 200. 195195 fits. The label answer 0.04×780=31.20.04 \times 780 = 31.2 does not, so reading 14\dfrac{1}{4} as "4%" must be wrong.

Notice the fraction's digits never became the answer. The bottom number told you what to divide by; the top number told you how many parts to take.

Find out if this is costing you marks

The 10-minute diagnostic checks for this pattern (and four others) using AQA-style GCSE Higher items. Free, no signup, anonymous.

Common questions

How do I work out a fraction of an amount on the calculator paper?

Divide the amount by the denominator (the bottom number), then multiply by the numerator (the top number). 34\dfrac{3}{4} of £160 is 160÷4=40160 \div 4 = 40, then 40×3=12040 \times 3 = 120, so £120. Never read the fraction's digits as the answer.

Why can't I just read 25\dfrac{2}{5} as 40 and write that?

Because 25\dfrac{2}{5} is an instruction, not a number you copy out. It means "divide by 5, then multiply by 2". The 40 comes from reading 25\dfrac{2}{5} as the percentage 40% and writing its digits; AQA examiners report exactly this on the 1020-books question. The instruction gives 1020÷5×2=4081020 \div 5 \times 2 = 408.

How is a fraction of an amount different from a percentage of an amount?

They are the same idea in different costumes, but you must not swap the digits. 14\dfrac{1}{4} of 780 means 780÷4=195780 \div 4 = 195. As a percentage that is 25% of 780, which is also 195. Reading 14\dfrac{1}{4} as "4%" gives 31.231.2, a completely different and far too small number.

How do I know if my fraction-of answer is sensible?

Size-check it against "how many parts out of how many". 25\dfrac{2}{5} is nearly half, so the answer should be close to half the quantity. 38\dfrac{3}{8} is a bit under half. If your answer is a tiny sliver when the fraction is close to half, you have probably read the fraction as a label rather than an operator.

Related misconceptions

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Fraction of an amount: why 2/5 of 1020 is 408, not 40 | GCSE Maths Foundation