The purpose of this paper is to investigate the learning outcomes on instruction integrated by the virtual manipulative and interactive white board in teaching mathematics on second graders of an elementary school. There are totally 48 students on second graders of two intact classes from one elementary school in Changhua County participated on this work from 2012 to 2013. The study utilized the quasi-experimental research designs to compare the performance. One class is the experimental group, whose instruction was integrated by the virtual manipulative and interactive white board in teaching mathematics. The other is a control group, the instructor teaches mathematics with traditional didactic instruction. The learning outcomes on instruction conducted for six weeks within 4 hours a week. The learning material includes two units, the 7th unit “What Time is it?” and the 9th unit “The Weight” from the Nan-I third textbooks. A learning motivation scale and a learning outcomes test in math studies were used to measure the pre-test and post-test scores of the two groups. After the analysis of quantitative data, the researcher summed up the following three conclusions. (i) The learning motivation assisted by the virtual manipulative and interactive white board in teaching mathematics significantly outperformed those used by traditional didactic instruction. (ii) The learning outcomes on instruction integrated by the virtual manipulative and interactive white board in teaching mathematics significantly outperformed those used by traditional didactic instruction. (iii) There is no significant interaction of the learning outcomes related to genders in the experimental group.