Fractions are considered to be a complex concept as they are associated with part-whole, quotient, operator, ratio and magnitude interpretations, and have a range of representations. Evidence indicates that drawing attention to magnitude interpretations enriches learning opportunities, but the part-whole perspective dominates in England. One lesson on fractions from a larger video study in England is analysed here, where the teacher’s focus was the role of multiple representations. Whilst the students described fractions using language associated with a range of interpretations, the part-whole perspective remained central to the teacher’s management of classroom discourse; the implications for learning are considered.