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Teacher Guide

[accordion openall=”false” clicktoclose=”true” state=”closed” autoclose=”false” openfirst=”true” clicktoclose=”true”] [accordion-item title=”What do you notice? What do you wonder?”] [/accordion-item] [accordion-item title=”Spark Image”] [/accordion-item] [accordion-item title=”Estimation Prompt: Video”] [/accordion-item] [accordion-item title=”Estimation Prompt: Image”] [/accordion-item] [accordion-item title=”Estimate: Reveal Video”] [/accordion-item] [accordion-item title=”Estimate: Reveal Image”] [/accordion-item] [/accordion]

[accordion openall=”false” clicktoclose=”true” state=”closed” autoclose=”false” openfirst=”true” clicktoclose=”true”]

[accordion-item title=”Struggle Prompt: Image”]

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[accordion openall=”false” clicktoclose=”true” state=”closed” autoclose=”false” openfirst=”true” clicktoclose=”true”] [accordion-item title=”Reveal Video #1″] [/accordion-item] [accordion-item title=”Reveal Image”]   [/accordion-item] [accordion-item title=”Reveal Video #2″] [/accordion-item] [accordion-item title=”Reveal Image”] [/accordion-item] [/accordion]

[accordion openall=”false” clicktoclose=”true” state=”closed” autoclose=”false” openfirst=”true” clicktoclose=”true”]

[accordion-item title=”Consolidation Prompt #1″]

Why is it helpful to break apart/decompose 8 into 3 and 5 in this question, rather than 4 and 4?

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[accordion-item title=”Consolidation Prompt #2″]

If you were trying to subtract 8 from 22, how should 8 be decomposed? What about 24 – 8?

Show your thinking on a numberline.

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Coherent by Design reveals the principles behind districts that sustain math improvement.

If you’re responsible for math improvement beyond a single classroom, this book was written for you.

Inside the ebook, you’ll learn:

  • Why most math initiatives stall during implementation—and how to design for the “messy middle”
  • How alignment between district leaders, principals, and coaches shapes classroom instruction
  • What actually builds math teacher buy-in (and why it comes after clarity)
  • How conceptual understanding, fluency, and equity are system design issues
  • Why sustainable math improvement depends on structure—not heroics

Each principle is short, focused, and written specifically for K–12 mathematics systems.

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