The teaching of fractions is often identified as the point in primary school instruction when the "wheels tend to fall off". While there could be many reasons for this, the overuse of one 'preferred' resource at the expense of a range of representations will often create gaps in understanding at best, and misconceptions at its worst. In this article, the authors provide a range of conceptual approaches to the development of fraction-based understanding including paper folding, the use of number lines and using frames (for example egg cartons).