This is an action research project to test a null hypothesis, which states that the use of manipulative materials within the context of mathematics instruction will not yield a significant increase in student achievement. Based on the research, using manipulative materials should have a positive impact on student achievement. Allowing students to use tangible objects helps them to see the concept concretely instead of abstractly. Once a person sees something, it is more likely that they will remember, or at least retain, it for a longer period than if it was just told to them. This concept is the basis for the entire action research. This action research was completed over the course of three days. The subjects that participated in the study were fifth grade students in a school in Detroit, Michigan. The students were required to take a pre-test and post-test on the addition and subtraction of fractions. First the students were given the pre-test. Next the students were taught a lesson on adding and subtracting fractions using apples, oranges, and various other fruits as the as the denominators of our fractions. All students were given the exact instructions on using fruits to understand the relationship of having like denominators before addition or subtraction of fractions takes place. All students were given the same pre-test and post-test. (Pre-test and Post-test Scores, Changes and Averages are appended.)