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What should students actually be doing, saying, and thinking in math class? In this episode, I break down this essential question and shifts the focus away from pacing guides, tests, and compliance—and back to student thinking. If you want math class to feel alive, engaging, and meaningful, this conversation sets the stage.

So how do we make this happen consistently? The answer isn’t more strategies or better worksheets—it’s a routine. This segment breaks down how Word Problem Workshop provides a predictable structure (Launch, Grapple, Share, Discuss, Reflect) that reliably gets students doing, talking, and thinking about math without relying on scripted lessons or high-level curriculum materials.

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Today’s episode dives into a question many K–1 teachers ask: Why are we giving multiplication problem types when they’re nowhere in the standards? If you’ve ever wondered whether this is developmentally appropriate, too advanced, or simply “off track,” you’re definitely not alone.

But here’s the truth: young children already experience multiplicative situations in real life — and those experiences naturally support early additive reasoning. In this episode, I share a powerful story from Kayla’s first-grade classroom that illustrates exactly why these problem types matter.

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In today’s episode, we’re diving into what really happens when kids struggle—and how to support them without rescuing them from the thinking process. You’ll hear the story of a quiet 3rd grader named Daria and how confidence, belief, and intentional instruction changed her entire trajectory.

Many teachers have taught a student like Daria—sweet, shy, unsure, and labeled “below grade level.” Yet, through connection and curiosity, her brilliance surfaced long before her academic data did. This teaser shows why confidence isn’t everything, but why it’s a powerful catalyst for learning.

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