This research examines elementary school students’ expression of fraction concepts through the use of different concrete objects, to identify non-canonical ways of using manipulatives during problem-solving. Throughout this project, I analyzed 10 video-recorded interviews in which 7- to 10-year-old students were given different types of manipulatives, which included counters, fraction circles, fraction bars, and number lines, to explain one fraction: 1/4. The manipulatives used for this project correspond to three different models: the set model, area model, and length model. Based on these models, I identified the unique and idiosyncratic ways students used the manipulatives. By observing how children’s prior knowledge guides their use of manipulatives during problem-solving, the ultimate goal of this study is to develop new instructional approaches that employ multiple manipulatives to help children bridge different mental models during fraction learning.