Researchers have documented the efficacy of the virtual-representational-abstract (VRA) instructional sequence to support students with disabilities as well as those at-risk in mathematics as well as feasibility of online delivery of mathematics interventions. However, most of the existing research involves secondary students and research-implementation. This study expands previous research on the VRA instructional sequence by exploring its online delivery by a school's interventionist, as opposed to a researcher, and focusing on elementary students receiving Tier 2 mathematics support. The study involved participants, who all received Tier 2 mathematics support, although some with identified disabilities, whose mathematics needs involved addition with regrouping or finding equivalent fractions. The researchers found a functional relation between the intervention (i.e., VRA instructional sequence) and student accuracy. However, the sample size was small, which limits the strength of the conclusions.