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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=”Estimate: Prompt”]

How many beans were in the package? Make an estimate

[/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”]

All 91 beans were sown in seven pots. The gardener was careful to sow the same number of beans in every pot. How many beans did the gardener sow in each pot?

[/accordion-item] [accordion-item title=”Struggle Image”] [/accordion-item] [/accordion]

[accordion openall=”false” clicktoclose=”true” state=”closed” autoclose=”false” openfirst=”true” clicktoclose=”true”]
[accordion-item title=”Reveal Video”]

[/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″]

Division is the inverse operation of multiplication. Defend this statement. 

[/accordion-item]

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

Consider the equation below. Write a context that could be represented by this equation. Model and solve.

8(b) = 48

[/accordion-item]

[/accordion]

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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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