<p>Fragmenting plays a pivotal role in facilitating the transition to learn different topics of fractions such as unit fractions. This paper contributes to the body of knowledge by presenting an updated fragmenting framework, informed by empirical findings derived from an investigation into the fragmenting schemes exhibited by first and second grade students. The updated fragmenting framework distinguished in children’s levels of fragmenting particularly in relation to different types of numbers. Employing the updated framework, this study reveals that most students, whether in first or second grade, predominantly fall within the initial level of fragmenting. This implies that students can partition a model into a given number of parts but cannot make the parts equal or exhaust the whole. Further, no significant difference was observed in students’ fragmenting knowledge between first and second graders. Implications for future studies on how fragmenting develops in children are discussed in the paper.</p>