# 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

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

Part 1

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.

Part 10

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