# Articles Tagged with “Building conceptual understanding in math”

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# Articles Tagged with “Building conceptual understanding in math”

## A Process to Address Unfinished Learning in Middle School Math

## Mistakes Tell Us What Students Are Ready to Learn

## Math Instructional Routines: Creating Opportunities for Students With Disabilities to Grapple with Grade-Level Math

## Designing and Integrating a Grade 3 Assessment on Fractions

## Developing the Math Language Routines

## Are We Teaching Fractions Correctly?

## Most Misunderstood Math Standards in Grade 2

## Yarn Number Line: A Lever to Develop Fraction Understanding

## Choral Counting: A Lever to Develop Fraction Understanding

## Most Misunderstood Math Standards in Grade 4

## Most Misunderstood Math Standards in Grade 3

## Re-Teaching Doesn’t Always Mean Repeating

## Three APPS to Support Students with Special Needs

## Emerging Effects from CCSS

## Designing Shifts-Aligned Interventions in the Math Classroom

## Four Best Practices for the Math Classroom

## Unfinished Learning in Math: How Do You Address it?

## A Case for High-Quality Instructional Materials

## Demonstrating Conceptual Understanding of Mathematics Using Technology

## STEM Integration in Algebra: A Bridge to Opportunity

## Putting Focus into Practice: The Case of Word Problems in Grades K–2

## The Rectangle Area Formula—How Does Your Curriculum Introduce It?

## Mathematical Knowledge for Teaching

## Creating a Coherent Math Curriculum

## Working Together to Create Open Educational Resources

## Collaborative Learning and Updating Materials

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Part 1

Using the "Understand-Diagnose-Take Action" model to address unfinished learning related to 6.NS.C.7.a

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Learning from students' mistakes to enhance instruction

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How Routines for Reasoning can support all students to engage with the mathematical practices

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A Q&A With Raven Redmond and Jennifer Ahearn

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Foster Student Participation Through Building Math Language, Practices, and Content

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Exploring evidence-based fraction instruction that supports a strong foundation in future mathematics

Part 2

Are these instructional mistakes happening in your classroom?

Part 3

A routine for developing conceptual understanding of fractions

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A model process for using choral counting to build conceptual understanding

Part 4

Are these instructional mistakes happening in your classroom?

Part 3

Are these instructional mistakes happening in your classroom?

Part 4

Consider alternative ways to re-teach when students struggle with new content

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Helping All Kids Grapple with Grade-Level Content

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A high school math teacher shares examples of student progress following CCSS implementation

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Avoid common pitfalls when it comes to supporting students with unfinished math learning

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A math teacher shares lessons learned and alternative strategies he's discovered during his teaching career

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The role of coherence in ensuring all students stay on grade level

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Because we don’t want to confuse the math teachers…and other reasons we need high-quality instructional materials

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Using free recording software to capture students’ solution methods and help teachers reflect on their instruction

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Relating mathematical thought processes to those in 21st Century careers

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Standards co-author Jason Zimba explains how word problems can build understanding of addition and subtraction.

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Standards co-author Jason Zimba unpacks the rectangle area formula and highlights problems with the way textbooks sometimes introduce the formula to students.

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How building specific mathematical knowledge in teachers can strengthen classroom instruction

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The Coherence Map can help you uncover gaps in understanding and find resources to supplement your instructional materials.

Part 3

The K-12 OER Collaborative is working to create Common Core-aligned resources

Part 4

Developing a process for teachers to adapt instructional materials in mathematics