This paper explores the use of the Concrete-Pictorial-Abstract (CPA) approach in teaching operations on fractions to address the misconceptions in learning fractions. Through a lesson study, the researchers aimed to reflect on and evaluate the effect of the planned activities on students’ engagement and processing of the learning of the research topic. The study was conducted in an elementary school in Las Piñas City, Philippines, and the various results and recommendations were as follows: (1) providing concrete examples in the context of the students enhances students’ engagement, (2) stimulating and processing responses from students help develop the concept, and (3) connecting the learning to various subjects or fields deepens the students’ understanding of the topic.
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