COOKIE!
We use cookie to make your experience on our website better.
Please, check our for the details.
01
Submit your order instructions
02
Get essay writer assigned
03
Receive your completed paper
Teaching Approach Using the CRA Scaffold
This assignment demonstrates how to teach fraction addition using the Concrete–Representational–Abstract (CRA) framework. The student created a visual scaffold and explained, step by step, how learners progress from physically manipulating fraction circles (concrete), to drawing models (representational), and finally to applying numerical algorithms (abstract). The sample highlights how the CRA approach builds conceptual understanding rather than rote memorization, making mathematical learning more engaging and meaningful for students.
September 29, 2025
* The sample essays are for browsing purposes only and are not to be submitted as original work to avoid issues with plagiarism.
1
Teaching Approach Using the CRA Scaffold
Student's Name
Institutional Affiliation
Course
Professor
Date
2
Teaching Approach Using the CRA Scaffold
I would use this CRA scaffold to systematically teach fraction addition over three
carefully sequenced lessons, using the example . Beginning with the CONCRETE
stage, I'd distribute fraction circles and have students physically explore the problem. They'd
handle the piece and the piece, discovering through manipulation that two ¼ pieces
completely cover one ½ piece. This hands-on experience helps them build the foundational
understanding that fractions must represent equal-sized parts to be combined meaningfully.
Students would physically combine their fraction pieces and see that they create three-fourths of
a whole circle, establishing the concrete reality that .
Moving to the REPRESENTATIONAL stage, we'd transition from manipulatives to
paper. Using the same problem, I'd model how to draw rectangle models divided into equal parts.
Students would shade of one rectangle, then realize they need to subdivide that same rectangle
to show as 2/4 to match the from the second rectangle. This visual bridging is crucial—it
helps them understand why we need common denominators before introducing the mathematical
term. They're not just following a procedure; they're representing what they already discovered
concretely.
Finally, in the ABSTRACT stage, we'd connect the drawings to numerical algorithms.
Students would see that finding a common denominator is precisely what they did when they
redrew their models. The equation now makes concrete sense
because it has been physically built and visually represented. The scaffold serves as a constant
reference throughout this journey, reminding students of the conceptual path from physical
½+¼
½
¼
½+¼=¾
½
½
¼
½+¼=2/4+1/4=3/4
3
manipulation to symbolic representation, ensuring deep, lasting understanding rather than rote
memorization of a procedure they don't understand.
September 29, 2025
24/7 custom essay writing by real academic writers
WPH
Academic level:
Undergraduate 1-2
Type of paper:
Homework
Discipline:
Education
Citation:
APA
Pages:
1 (275 words)
Spacing:
Double
* The sample essays are for browsing purposes only and are not to be submitted as original work to avoid issues with plagiarism.
Related Essays
