Using a multiple-probe single-case research design, this study will investigate the effects of virtual manipulative-based explicit instruction on the accuracy and quantitative reasoning of multiplying fractions word problems of middle school students with mathematics difficulties. A total of five middle school students who meet the following inclusion criteria will be invited to participate in this study: (a) be in middle school, (b) provide parental consent and child assent for the study, (c) perform below the 25th percentile (Cirino, Fuchs, Elias, Powell, & Schumacher, 2015) on the Woodcock-Johnson III Tests of Achievement (WJ-III ACH) Applied Problems (Woodcock, McGrew, & Mather, 2007), (d) perform below the 25th percentile on the easy CBM benchmark assessment (Alonzo, Tindal, Ulmer, & Glasgow, 2006), and (e) demonstrate a deficit relative to the target skill, by earning a score below 30% on a researcher-developed screening test of word problems involving multiplication with fractions.