Evidence shows the teaching and learning of fractions to be particularly challenging. Despite an extensive research base, the extended time needed to develop fraction sense makes it difficult for teachers to have appropriate expectations for student learning in the shorter term. This paper reports on data arising from an ongoing partnership project which employed a fraction intervention in two classes. We illustrate one child’s expanded fraction reasoning by drawing on the learner-generated examples apparent in pre- and post-intervention interview data. This data shows a greater command of formal fraction language, a greater willingness to use diagrams to support reasoning and explanations, and a more competent and nuanced approach to the use of fraction procedures.