Providing mathematics instruction and supporting students with mathematics difficulties, including students with disabilities, at risk for disabilities, or those who struggle with the content, is important and interventions must be designed to occur face-to-face or virtually. Despite limited research on providing mathematical interventions online to students with mathematics difficulties, the recent global pandemic necessitated such situations in schools. This study examined teaching three parental-nominated students with difficulties in mathematics to solve teen-digit by teen-digit multiplication problems online via the virtual-abstract (VA) instructional sequence. The intervention package--the VA and the system of least prompts--was effective in terms of student acquisition as well as maintenance of a strategy to solve teen-digit by teen-digit multiplication problems. The results suggest the potential to teach partial products online to struggling students.