Teaching anything related to fractions is difficult, especially when students have not built fluency with whole numbers. This means that extra support may be necessary to help students acquire the concepts and procedures needed to work with fractions. The Concrete-Representation-Abstract (CRA) sequence of instruction allows educators to preplan scaffolded supports that guide students towards abstract understanding during the acquisition stage of learning. This session will provide teachers with an explicit, set-based model for computing with fractions that they can use during core instruction or intervention to support students’ learning.
