Students must leave elementary school with a firm understanding of fractions and decimals in order to make satisfactory progress in advanced mathematics. Firm understanding includes manipulation of rational numbers using different models of representation such as area and length. Research has demonstrated that a graduated sequence such as concrete-representational-abstract (CRA) instruction is effective in teaching fraction conceptual understanding. The purpose of this study was to investigate the effects of a CRA tier two fraction intervention that presented fraction concepts using the area and length model. Seventeen fifth-grade students participated in small-group tier two interventions addressing fourth-grade fraction standards. The researchers measured student performance using curriculum-based pretests and posttests and found that students made significant progress. Results and implications are discussed. [ABSTRACT FROM AUTHOR]
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