Building Brilliance: Lining Up Learning with Number Tiles

The fun-loving first graders of Amy Angulo-Elliott's first grade classroom put the Concrete-Representational-Abstract (CRA) instructional model to the test using colored number tiles from 1 to 120 to support their foundational learning and understanding. The CRA model is a key component of Zukeran Elementary School’s continuous improvement plan. Students begin by physically manipulating the tiles (concrete), organizing them in numerical order and identifying patterns. The color-coded tens groups serve as visual cues (representational), helping students internalize the structure of our base-ten system. As they progress, students transition to the abstract stage by recognizing number patterns, skip counting, and solving problems without the tiles. This hands-on activity builds number sense, supports differentiated learning, and fosters mathematical confidence in young learners.

The CRA model aligns directly with the DoDEA College and Career Ready Standards for Mathematics (CCRSM) for Grade 1, particularly in the domains of Number and Operations in Base Ten and Operations and Algebraic Thinking. Students develop an understanding of whole number relationships, place value, and of how the two digits of a two-digit number represent amounts of tens and ones. Additionally, the activity promotes key Standards for Mathematical Practice (SMPs) where students make sense of problems and persevere in solving them, model with mathematics, and look for and make use of structure. By engaging in collaborative exploration and discussion, students also practice constructing viable arguments and critiquing the reasoning of others, supporting the DoDEA Blueprint’s emphasis on student agency, equity, and rigorous learning experiences.