Making Math Moments That Matter

Latest Episodes:

A Better Approach to Small Group Tier 2 Math Intervention May 25, 2026

Show notes

Small group instruction is a common part of math classrooms—but when it comes time to actually sit down with a group of students, many teachers are left wondering what they should be doing. Should you reteach the lesson? Provide more practice? Or try something completely different?

K-12 Math Leaders: Download our free Math Coherence Compass to help your teammates, system leaders, and educators create aligned instructional practices—without adding another initiative. https://makemathmoments.com/compass/

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

K-12 Math Leaders: Ready to design your math improvement plan with guidance, support and using structure? Partner with us to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

Description:

The answer isn’t about creating a whole new lesson. Instead, effective tier 2 instruction is about helping students access the same rigorous math as their peers—but with the right supports in place. By using formative assessment to understand where students are along the concrete, representational, and abstract continuum, teachers can provide targeted scaffolds that move students forward. The key is not lowering expectations, but removing barriers so every student can engage with the learning.

In this episode, you’ll explore:

What tier 2 math instruction should (and shouldn’t) look like
Why small group time isn’t about reteaching the same lesson
How to use the CRA (concrete, representational, abstract) model effectively
What it means to provide “access” to grade-level math
How to decide when students are ready to move on
The role of high-quality instructional materials and manipulatives

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Are you wondering how to create K-12 math lesson plans that leave students so engaged they don’t want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Improved Math Achievement: Here’s What It Actually Takes! May 18, 2026

Show notes

Improving math instruction and student achievement is something every school and system wants. But despite that desire, real, lasting change often feels out of reach. Not because educators don’t care—but because the work required to get there is harder than expected.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

K-12 Math Leaders: Ready to design your math improvement plan with guidance, support and using structure? Partner with us to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

It’s easy to want the outcome: stronger math programs, more confident teachers, improved student results. But those outcomes depend on a set of consistent, intentional inputs—time, focus, and sustained effort. And that’s where many systems struggle. The reality is, meaningful improvement isn’t about finding a quick fix. It’s about committing to the long-term work, even when progress feels slow and the process is challenging. Like any complex skill, the results only come when the required effort is sustained over time.

In this episode, you’ll explore:

Why improving math instruction requires more than good intentions
The difference between wanting results and committing to the work
What “inputs vs outputs” really means in education
Why sustainable improvement takes time and consistency
How systems can think more intentionally about long-term change
What it means to “choose your hard” in math improvement

If you’re working to improve math instruction in your classroom, school, or system, this episode will challenge you to think differently about the commitment required—and help you decide what path forward you’re ready to take.

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3 Barriers to Improving Math Instruction and Student Achievement May 11, 2026

Show notes

Improving student achievement in mathematics is a goal shared by schools, districts, and systems everywhere. Yet despite years of effort, many classrooms still aren’t seeing the shifts in instruction or outcomes that we’re aiming for. If the goal is clear, why does progress feel so inconsistent?

The challenge isn’t a lack of effort. Teachers are working hard, and schools are investing time into professional learning and new initiatives. But even with well-established teaching practices and research-backed strategies, something isn’t sticking. In many cases, the issue lies not in the practices themselves, but in the systems designed to support them. Without clarity, alignment, and the right focus, it becomes difficult to create meaningful and lasting change in math instruction.

In this episode, you’ll explore:

Why math achievement hasn’t improved despite years of effort
The three key barriers preventing instructional change
How a lack of clarity and coherence impacts teacher practice
Why measuring the wrong things leads to stalled progress
What it means to focus narrowly for greater impact
Why building teachers’ math understanding—not just pedagogy—is essential

If you’re trying to improve math instruction in your classroom, school, or system, this episode will help you rethink your approach and focus on the changes that truly move the needle.

We built a simple Math Coherence Compass to help district and school leaders make aligned decisions around math—without adding another initiative. Get your free copy and training here https://makemathmoments.com/compass/

Get a free copy and training of our Math Coherence Compass.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

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How to Unpack Standards for Better Lesson Planning in K-12 Mathematics May 04, 2026

Show notes

In math education, there are a lot of terms that get used interchangeably—unpacking standards, planning units, designing lessons. But for many teachers, it’s not always clear how these pieces fit together. Are they all the same thing, or is there an important difference that impacts how we teach?

At first glance, it might seem like lesson planning is simply following a resource or turning the page in a curriculum. But without a clear understanding of the standard—the destination we’re aiming for—it becomes difficult to make intentional decisions during instruction. When teachers aren’t clear on what success actually looks like, it limits their ability to question effectively, give meaningful feedback, and gather evidence of student understanding. Whether you’re using a high-quality resource or building lessons from scratch, clarity around the standard is what connects everything together.

In this episode, you’ll explore:

The difference between unpacking a standard, planning a unit, and designing a lesson
Why standards should be viewed as the destination for learning
How teacher clarity impacts student success
What it really means to “unpack” a standard
How to define success criteria and identify evidence of learning
Why collaboration is key to strengthening this work

If you’ve ever wondered whether you’re truly planning with purpose—or just following a resource—this episode will help you rethink your approach and bring more clarity to your math instruction.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

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Love the show? Text us your big takeaway!

Initiative Fatigue is Real! Learn How to Avoid it in Math Education Apr 30, 2026

Show notes

In schools today, it can feel like there’s always something new being introduced. A new initiative, a new priority, a new expectation. And for many teachers, especially in math classrooms, it raises a familiar question: why this, and why now? After years of seeing initiatives come and go, it’s easy to feel skeptical about whether the next one will actually make a lasting impact.

But what if the issue isn’t the initiative itself—but the number of initiatives being introduced at once? When time, energy, and resources stay the same (or even decrease), every new priority competes for attention. And over time, that leads to what’s known as initiative fatigue. Without clear communication, shared decision-making, and visible evidence of impact, it becomes harder for teachers to invest in new work. The challenge isn’t just choosing the right initiative—it’s knowing what to prioritize, what to let go of, and how to create the conditions for meaningful change.

In this episode, you’ll explore:

What initiative fatigue is and why it happens in schools
How competing priorities impact teachers’ time and energy
Why transparency and teacher involvement matter in decision-making in mathematics
How to determine when it’s the right time to move on from a math initiative
The importance of identifying clear success indicators in mathematics
What teachers and math leaders can do to better manage competing demands

If you’re feeling overwhelmed by constant change—or trying to lead improvement without overloading your team—this episode will help you think more strategically about priorities, capacity, and sustainable progress.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

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Love the show? Text us your big takeaway!

How to Start Connecting Mathematical Representations in Classrooms Apr 27, 2026

Show notes

In today’s math classrooms, there’s a growing expectation: students should be able to use and connect multiple mathematical representations. From visual models to symbolic notation, this practice is becoming a key part of high-quality math instruction. But for many teachers, this shift feels challenging—especially when their own experience with math was primarily abstract and procedural.

So what happens when you’re asked to teach in a way you didn’t experience yourself? When you’re expected to connect visual, physical, contextual, and symbolic representations—but don’t feel like you have the tools or confidence to do it? For many educators, this creates an experience gap. And without support, it can feel overwhelming. The reality is, this isn’t just about learning new strategies—it’s about rethinking what it means to understand math, and being willing to learn alongside your students.

In this episode, you’ll explore:

What it really means to connect mathematical representations
The difference between strategies and representations
Why many teachers feel unprepared for this shift—and what to do about it
How learning alongside students can strengthen your practice
The role of networks and collaboration in building confidence
What teachers, coaches, and leaders can do to support this work

If you’ve been asked to implement connected representations in your math classroom but aren’t sure where to start, this episode will help you build clarity, confidence, and a path forward.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

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Love the show? Text us your big takeaway!

How to Overcome Push-Back in Math Education Apr 23, 2026

Show notes

In math classrooms, there’s something that shows up again and again: resistance. It can come from students, from teachers, and sometimes even from the school system itself. And over time, it can start to feel like your job is to constantly push against it—trying to convince, redirect, and move people forward.

But what if we’ve been thinking about resistance all wrong? What if it’s not something people are, but something they’re experiencing in the moment? Because when students push back or teachers hesitate to try something new, it’s easy to label that as unwillingness. In reality, it’s often rooted in something deeper—fear of being wrong, uncertainty about expectations, past experiences with math, or a lack of trust. And in many cases, the system itself creates the very conditions that lead to resistance in the first place.

In this episode, you’ll explore:

Why resistance is a state—not a trait
What’s really behind student and teacher pushback in math
How trust plays a critical role in reducing resistance
Why fear and past experiences influence willingness to try new approaches
How inconsistent systems and shifting priorities can reinforce resistance
What coaches, leaders, and teachers can do to build trust over time

If you’ve ever struggled with resistance in your classroom, your coaching, or your school, this episode will help you reframe what’s really happening—and how to respond more effectively.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

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Love the show? Text us your big takeaway!

How To Protect Instructional Time in Math Class in a World of Disruptions Apr 20, 2026

Show notes

In math classrooms, what is the most common frustration that keeps showing up? Not enough time. Interrupted lessons. Lost instructional minutes. The constant feeling of trying to cover more math than the time allows. It’s not just about lost time. It’s about lost momentum. Lost focus. Lost thinking. At the same time, schools are balancing another priority—community and culture. Assemblies. Events. Activities that matter.

So the question becomes:
Is it possible to protect instructional time and still build a strong school culture? Or does it have to be one or the other?

In this episode, you’ll explore:

Why lost instructional minutes impact more than just pacing
What happens to student thinking when lessons are constantly interrupted
Why strong beginnings and endings matter more than we think
How predictable routines can help reclaim lost time
What teachers can do to maximize instructional minutes on a typical day
How school leaders can create more predictable, protected instructional time

If you’ve ever felt like you’re constantly behind—or like your math block disappears before it even starts—this episode will help you rethink how to protect and make the most of every instructional minute.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

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Love the show? Text us your big takeaway!

Conceptual vs Procedural Math: What Effective Math Instruction Looks Like When You Stop Picking Sides Apr 16, 2026

Show notes

In this episode, hosts Jon Orr and Yvette Lehman unpack a tension that’s been debated in math education for decades: conceptual understanding vs. procedural fluency.

Yvette shares a powerful realization from her math classroom experience: in striving to teach conceptually, she may have unintentionally neglected opportunities for students to build automaticity and recall. Meanwhile, Jon highlights the importance of helping students move fluidly between visual models, strategies, and algorithms.

Together, they explore:

Why the “either/or” debate in math instruction is a false dichotomy
How different learners benefit from different approaches
What happens when math teaching becomes too rigid in one direction
The role of tutoring, parents, and community partners in shaping math success
Why strong math instruction should leverage strengths while building other proficiencies
How educators can balance reasoning, understanding, and efficiency

This conversation is a reminder that great math teaching isn’t about choosing sides—it’s about creating access, building flexibility, and meeting students where they are.

👉 What if the real goal isn’t picking a side… but helping students move between them?

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

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Love the show? Text us your big takeaway!

The One-Shift Strategy to Improve Your Math Lesson Planning Apr 13, 2026

Show notes

We talk about planning all the time in math education. But here’s the question:

How much time should you realistically be spending planning your math lessons each day?

Because the reality is—you’re not just planning math. You’re planning multiple subjects or courses, managing everything else on your plate, and at the same time trying to make sense of a new math curriculum, new models, and new expectations for how math instruction should look in your classroom.

And when that happens, math planning can quickly turn into a daily cycle of planning for tomorrow, feeling behind, and trying to keep up.

Especially when you’re trying to design math lessons that move beyond procedures and actually build student thinking, reasoning, and understanding.

In This Episode, You’ll Learn

Why planning math lessons day-by-day leads to burnout
How to shift to unit-based math planning so you can see the big mathematical ideas
A simple strategy: focus on one meaningful math experience per day
How to reduce planning time while still improving the quality of your math instruction
Why unpacking the math (not just the lesson) matters when using a new curriculum
How to build repeatable planning routines that make math teaching more manageable
Ways to improve your math practice without sacrificing your time or well-being

As you think about your next math lesson, consider this:

What if you didn’t try to perfect everything tomorrow?

Instead, choose one moment in your math block to focus on—one opportunity for students to think, reason, or engage more deeply with math.

Start there. Because improving your math instruction isn’t about doing more.

It’s about making small, intentional shifts in your math planning that build over time.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

Show Notes Page

Love the show? Text us your big takeaway!

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