Learn how to use multiple representations in your math classroom to build deep understanding and flexible thinking. This practical guide breaks down the five key types (physical, visual, symbolic, verbal, and contextual) and shares simple strategies for connecting them in meaningful ways.

Concrete Representational Abstract (CRA) is a framework where students move from using hands-on (concrete) materials, to drawn representations, to abstract symbols. It’s also known as the CPA (concrete-pictorial-abstract) or CSA (concrete-semi concrete-abstract) model. This method is effective for building conceptual understanding and creating deep connections. In this post, you’ll see examples from each stage, understand the importance of the CRA model, and learn our top tips for success with the CRA sequence.

Part 5 of the Getting Started With Math Manipulatives in Upper Elementary series gives you a real-life look at how to incorporate math manipulatives throughout your math block. Explore classroom-tested ideas like partner gallery walks, concurrent small groups, and math starters that make hands-on learning feel natural and fun. Includes a free cheat sheet to help you choose the right manipulatives for every concept!

Part 4 of the Getting Started With Math Manipulatives in Upper Elementary series shows you how to plan hands-on math lessons using the CRA model (Concrete–Representational–Abstract). Learn how to make math concepts more visible with manipulatives, when to use them in instruction, and how to connect each phase of learning to build deeper understanding. Includes a free planning map to help you get started!

Part 3 of the Getting Started With Math Manipulatives in Upper Elementary series focuses on classroom management strategies that make using manipulatives quick, efficient, and effective. Learn how to set routines, assign student roles, tighten transitions, and create clear expectations so your math block runs smoothly. Includes free posters and planning tools in the printable toolkit!

Part 2 of the Getting Started With Math Manipulatives in Upper Elementary series focuses on how to organize math manipulatives in a way that saves time and supports student learning. Learn how to store different types of manipulatives and make math tools more accessible for small group work. Includes free labels in the printable toolkit!

Part 1 of the Getting Started With Math Manipulatives in Upper Elementary series covers the must-have manipulatives every 3rd, 4th, and 5th grade teacher should have on hand. Discover essential tools for teaching whole numbers, fractions, measurement, and geometry—and get tips for auditing what you already have. Includes a free printable toolkit with resources to help you organize and manage manipulatives and plan highly effective hands-on lessons!

Looking for fun and effective ways to teach fractions? This post shares three engaging math games that help upper elementary students build strong fraction sense through hands-on learning, number lines, and visual models. A free printable game is included!

Wondering how to teach multiplicative comparisons in a way that makes sense to students? This blog breaks down 3 essential tips to help students truly understand multiplicative comparisons.

Teaching fractions in 4th and 5th grade often feels scary, especially if your own experience learning fractions in school left you confused and frustrated. But it doesn’t have to be that way for your students! You can turn fractions into a concept you love to teach and your students love to learn about. Here are my top five tips to make fractions more approachable, engaging, and meaningful in your 4th- and 5th-grade classroom.

If you’re frustrated because your students just aren’t engaged in your math lessons, you’re not alone. I’ve been there too, and the good news is that it’s easy to fix! In this post, I share four free, easy-to-implement strategies that help you quickly boost engagement in your math classroom.

Read about fifth-grade teacher Crystal Harris, whose early experiences with math left her defeated, insecure, and confused. Through a journey of self-reflection and personal learning, Crystal gained confidence and became an empowered and engaged math teacher. If you’re feeling unsure and nervous about teaching math, this story is for you!

"3 Essential Tips to Become an Effective Math Teacher-Leader" offers actionable strategies for math coaches, specialists, coordinators, and team leaders looking to build trust and credibility with their colleagues. It helps teacher-leaders foster trust and create a stronger connection with their teams and with resistant colleagues.

Multiplying fractions is difficult to make hands-on. Many teachers simply don’t know how to use manipulatives to teach fraction multiplication in 4th and 5th grade! Using pattern blocks is a simple way to make it hands-on and make sure students develop conceptual understanding of fraction multiplication.

Transform your small groups in 4th & 5th grade math with these 3 simple tips. Increase engagement, improve problem-solving, and deepen mathematical thinking in collaborative math small group work!

If students end up not being able to share supplies, creating math toolkits for each student will be essential! Giving students access to both their own set of math manipulatives and math tools will be really helpful in keeping the learning hands-on for students.

Just because working with physical manipulatives may be my preference for students, doesn’t mean that virtual manipulatives can’t play an important role in our classrooms too!

Building number sense with decimals is no different. We have to give students plenty of experiences seeing and working with decimals in different ways in order to see increased number sense with decimals.

The beauty in this strategy is that it offers students a problem that is appropriate for where they are currently at in their learning. It also gives them choice, which immediately increases engagement and gives them ownership in their learning.

We often leave out that flexibility piece when thinking about multiplication facts because we think flexibility and speed don’t go together… students CAN be flexible in their thinking and still have automaticity with multiplication.