<![CDATA[Numeracy literacy enables elementary school students to use numbers, symbols, and mathematical concepts in contextual problems. This preliminary study describes fourth-grade students' initial numeracy literacy on fractions as a basis for designing case-based learning. The study used a descriptive approach supported by quantitative data. Participants were 30 fourth-grade students of SD Tahfizh Terpadu Al-Firdaus, Kubang Jaya Village, Siak Hulu District, Kampar Regency. Data were collected through five contextual essay questions, students' written answers, and a semi-structured teacher interview. The results showed an average score of 33.33; the highest score was 65 and the lowest was 15. No student reached the mastery score of 70. The weakest indicator was interpreting calculation results (17.50%), while the strongest was verifying answers (51.67%). Students still need contextual learning that emphasizes interpretation, reasoning, and verification. Case Based Learning is relevant for further classroom action research because it centers learning on real-life cases.]]>
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