It is critical that elementary students develop understanding of fractional numbers because understanding concepts such as fraction magnitude predict later mathematics success. Representing fractions in multiple ways assists students in developing a sense of fraction magnitude. A systematic approach to presenting multiple representations is the concrete-representational-abstract (CRA) sequence. A potential problem with implementation of CRA in a general education classroom is time. The purpose of the current study was to investigate the effects of an integrated CRA fraction intervention. Twenty-eight fifth-grade students received instruction from their mathematics teacher as a tier two MTSS intervention. The researchers measured students' understanding of fraction magnitude using a pretest and posttest. The researchers also compared the students' mathematics achievement to that of their matched peers on the State Assessment.