CoachingThatCounts (she/her/hers)

AMTNJ Past-President-IM Certified Facilitator-Help K-8 teachers align lessons to standards, build content knowledge, & use student thinking to drive instruction

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

@Mc3Network/𝗢𝗖𝟯 𝗹𝗲𝗮𝗱𝗲𝗿𝘀 — 𝘀𝘁𝗼𝗽 𝗯𝘆 & 𝘀𝗽𝗶𝗻 𝘁𝗵𝗲 𝘄𝗵𝗲𝗲𝗹!

If you’re looking to strengthen math instruction & standards alignment, come say 👋

🎯 Tools • 🎡 prizes • 📍 𝘂𝗽𝗰𝗼𝗺𝗶𝗻𝗴 𝗹𝗼𝗰𝗮𝗹 𝗦𝘁𝗮𝗻𝗱𝗮𝗿𝗱𝘀 𝗦𝘂𝗺𝗺𝗶𝘁𝘀

#ConnectedLeadership

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

Providing PD doesn’t mean I also don’t need time to reflect & grow. 🌱 Thank you for watching this year and doing the work that truly counts for Ss! 💜 2026 is already taking shape. See you in Jan 🗓️ 💡

#MathStandardMonday #PLthatCounts #NJSLS #ITeachMath #StrategiesNotShortcuts

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

𝗜𝗳 “𝗸𝗲𝗲𝗽-𝗰𝗵𝗮𝗻𝗴𝗲-𝗳𝗹𝗶𝗽” 𝘀𝗵𝗼𝘄𝘀 𝘂𝗽 𝗯𝗲𝗳𝗼𝗿𝗲 𝗺𝗲𝗮𝗻𝗶𝗻𝗴, 𝘄𝗲’𝘃𝗲 𝘀𝗸𝗶𝗽𝗽𝗲𝗱 𝟲.𝗡𝗦.𝗔.𝟭
The standard is about 𝗶𝗻𝘁𝗲𝗿𝗽𝗿𝗲𝘁𝗶𝗻𝗴 𝗱𝗶𝘃𝗶𝘀𝗶𝗼𝗻, not just computing it
▶️ Today’s #MathStandardMonday video explores more
#NJSLS @amtnj

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

🚨 𝗧𝗵𝗲𝗿𝗲’𝘀 𝘀𝗼𝗺𝗲𝘁𝗵𝗶𝗻𝗴 𝙢𝙞𝙨𝙨𝙞𝙣𝙜 𝗶𝗻 𝘁𝗵𝗲 #𝗡𝗝𝗦𝗟𝗦…
& once you notice it, fractions like 𝟭𝟱/𝟲 make a LOT more sense. 👀

➡️ Watch today’s #ThursdayTeachingTip to see why this “missing piece” can open up deeper fraction conversations for Ss

@amtnj

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

#MathStandardMonday―I heard something from G5 Ts last week that may sound familiar: “Ss don’t know how convert mixed numbers” 🚫 𝗦𝗽𝗼𝗶𝗹𝗲𝗿: Ss do know—they learn it in https://t.co/Ooo5gJJdOv.B.3…just not in the procedural way adults may expect. More in today’s video. 🎥

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

#MathStandardMonday unpacked 𝟯.𝗡𝗙.𝗔.𝟯
#TuesdayTryIt showed equivalent fractions as 🟰 lengths
Today’s #ThursdayTeachingTip shifts to meaningful comparison
▶️ Watch the video for a micro move that helps students compare 𝘄𝗶𝘁𝗵𝗼𝘂𝘁 𝘀𝗵𝗼𝗿𝘁𝗰𝘂𝘁𝘀.

#NJSLS @amtnj

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

Please excuse the mid-video caption that went a little off-task 😂 The fraction ideas stayed solid though!

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

For December, we’re shifting our #MathStandardMonday focus to 𝗳𝗿𝗮𝗰𝘁𝗶𝗼𝗻𝘀 — starting with https://t.co/04IssbEH2M.A.3.

• What makes fractions equivalent 🟰
• How to compare using understanding, not shortcuts 🔍

It’s all about reasoning, not rules! ✨🧠
#NJSLS @amtnj

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

Ss can often name what they see on a graph 📊… but turning it into 𝗰𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻𝘀 takes practice ✨ Your #ThursdayTeachingTip: an easy 𝟮-𝘀𝘁𝗲𝗽 routine that strengthens DL + aligns with 𝟰.𝗗𝗟.𝗔.𝟰 Watch the video for a 𝗧𝗵𝗮𝗻𝗸𝘀𝗴𝗶𝘃𝗶𝗻𝗴 𝘁𝘄𝗶𝘀t! 🦃 #NJSLS

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

This week’s #MathStandardMonday focuses on Ss using data to decide what the evidence does (& doesn’t) support.
⏳ Only 2 days left for the Cherry Hill DL workshop special pricing!
Make sure you’re subscribed before the 4.DL.A.4 Tuesday Try-It hits inboxes!
🔗 Links in 🎥

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

A huge congratulations on this incredible accomplishment! 👏
Thank you for sharing your expertise with @amtnj at our PreK–5 Conference on 11/14. Your work continues to strengthen math education in NJ. ✨💛

[Dr. Rania Saba #CulturebeforeCurriculum @PGM_Coach_FTPS]

Excited to share that my article was published in the special issue of @NCTM’s Mathematics Teacher: Learning and Teaching PK–12!
Huge thanks to my dissertation chair for her unwavering support.
https://t.co/w5fpihpnjH
#MTLTPK12 #MTBoS #iteachmath #T2T #math #mathed

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

Helping 3rd graders write better data questions just got easier! 🎉

Today’s #ThursdayTeachingTip breaks down the D.A.T.A. Test—a quick tool for 3.DL.A.1 that helps Ss decide whether a question is investigable.

🎥 Watch the video + grab your D.A.T.A. Test poster! 👉 Link in bio

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

As we saw last week, G2 Ss learn people collect data to answer ?s & that answers vary. 👣 In G3, the work is more intentional & Ss take the next step in data reasoning. 🔍 Curious what shifts from 2.DL.A.1 to 3.DL.A.1? 🎥 Check out today's #MathStandardMonday video. #NJSLS @amtnj

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

“𝑊ℎ𝑦 𝑎𝑟𝑒𝑛’𝑡 𝑎𝑙𝑙 𝑜𝑢𝑟 𝑎𝑛𝑠𝑤𝑒𝑟𝑠 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒?”
That❓might be the start of 𝗿𝗲𝗮𝗹 𝗱𝗮𝘁𝗮 𝗿𝗲𝗮𝘀𝗼𝗻𝗶𝗻𝗴. 📊
Today's #ThursdayTeachingTip dives into making data feel human again.

🔗 Link in Bio: Join me on 𝟭𝟮/𝟭𝟮 for 𝘿𝙖𝙩𝙖 𝘿𝙚𝙩𝙚𝙘𝙩𝙞𝙫𝙚𝙨

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

🕵️𝗪𝗵𝗮𝘁 𝗶𝗳 𝘁𝗵𝗲 𝗳𝗶𝗿𝘀𝘁 𝘀𝘁𝗲𝗽 𝗶𝗻 𝗱𝗮𝘁𝗮 𝗹𝗶𝘁𝗲𝗿𝗮𝗰𝘆 𝗶𝘀𝗻’𝘁 𝗺𝗮𝗸𝗶𝗻𝗴 𝗴𝗿𝗮𝗽𝗵𝘀…
Check out today's #MathStandardMonday to find out why.
🎟️ 𝗣𝗹𝘂𝘀: Special 𝗗𝗲𝗲𝗽 𝗗𝗶𝘃𝗲 on 𝟭𝟮/𝟭𝟮 𝗶𝗻 𝗖𝗵𝗲𝗿𝗿𝘆 𝗛𝗶𝗹𝗹!
🔗 Link in bio
#NJSLS @amtnj

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

Too often, ➖ gets reduced to “take away.”
And subtracting integers gets reduced to keep-change-change.

What if there’s a more powerful way?
One that builds on what students already know & where they’re going?

🎥 Watch today’s #ThursdayTeachingTip.

@NJSLS @amtnj

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

The goal of 7.NS.A.1 𝗶𝘀𝗻’𝘁 to 𝑚𝑒𝑚𝑜𝑟𝑖𝑧𝑒 𝑟𝑢𝑙𝑒𝑠…

𝗜𝘁’𝘀 to 𝑚𝑎𝑘𝑒 𝑠𝑒𝑛𝑠𝑒 𝑜𝑓 𝑚𝑜𝑣𝑒𝑚𝑒𝑛𝑡.

🎥 See what this standard really expects in today’s #MathStandardMonday

#NJSLS #CCSS #MSMath #VisualModels #BuildingFractionUnderstanding #MathEducation @amtnj

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

By Gr6, Ss have spent 𝘆𝗲𝗮𝗿𝘀 working with # lines, but they’ve all been horizontal. ↔️

Now, 6.NS.C.6 asks them to reason about 𝗱𝗶𝗿𝗲𝗰𝘁𝗶𝗼𝗻 & 𝗱𝗶𝘀𝘁𝗮𝗻𝗰𝗲 in 𝑏𝑜𝑡ℎ orientations.

👉 The best way to make that shift?
🎥 Watch today’s #ThursdayTeachingTip.

@amtnj

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

6.NS.C.6 extends students’ work with the number line to include magnitude & directions. ↕️

🚩 A common misunderstanding? Thinking this standard is ONLY about integers.

Want to know what it really says?

🎬 Check out today’s #MathStandardMonday video.

#NJSLS #CCSS @amtnj

[CoachingThatCounts (she/her/hers) @MathCoachCheryl]

❓Did you know https://t.co/Ooo5gJJdOv.A.1 𝗻𝗮𝗺𝗲𝘀 𝘄𝗵𝗮𝘁 𝗳𝗿𝗮𝗰𝘁𝗶𝗼𝗻 𝗺𝗼𝗱𝗲𝗹𝘀 𝘁𝗼 𝘂𝘀𝗲?

The 𝑤ℎ𝑜𝑙𝑒 must stay fixed for Ss to truly understand equivalency.

Want to learn what models support this idea (& why)?

▶️ Watch today’s #ThursdayTeachingTip.

@amtnj