{"id":19704,"date":"2025-11-11T05:00:00","date_gmt":"2025-11-11T13:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=19704"},"modified":"2025-12-17T12:39:49","modified_gmt":"2025-12-17T20:39:49","slug":"its-time-to-prioritize-rigor-in-math-instruction","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/","title":{"rendered":"It\u2019s time to prioritize rigor in math instruction"},"content":{"rendered":"
\n
\"\"<\/figure><\/div>\n\n\n
<\/div>\n\n\n

I was an unremarkable math student for most of my K\u201312 years. That said, I have a few very distinct memories of my math journey.<\/p>\n

In second grade, I remember being sent to the third-grade class for reading but being in the low group for math. Being in the low group meant a lot of worksheets. You know the ones, with rows and rows of the same type of problem. My third-grade memories are pretty much exclusively of multiplication flashcards. So. Many. Flashcards. Nothing else stands out from elementary school, and although I generally remember middle school as harder, I could do the math.<\/p>\n

Then came high school. And with it, algebra. I have an almost visceral memory of that class. When the letters and numbers started hanging out together, nothing made sense. Previously I had been able to get through by following the procedures my teachers taught. But in algebra, my teacher\u2019s words turned into the \u201cWah, wah, wah\u201d of Charlie Brown\u2019s teacher, and the string of letters and numbers on the board were just that: a jumble of symbols with no meaning. With enough repetition and a lot of anxiety, I was able to follow the steps to get the right answer enough times to pass. I didn\u2019t have a clue what I was doing or why I was doing it and, honestly, both of those questions seemed irrelevant.<\/p>\n

I know my story is familiar enough to the point of being trite, but it speaks to the way many of us were taught math. We were taught to \u201cdo\u201d math, not understand it, and to practice a set of predetermined steps to get the right answer. I was lucky to eventually encounter a math methods teacher in college who helped me rewind my math experience by giving me the opportunity to explore, enjoy, and\u2014who\u2019d have thought?\u2014understand math. \u00a0<\/p>\n

Why rigor?<\/h2>\n

I bring up my experience not only because it is so common but also because it provides context for modern math standards. In creating the Common Core State Standards (CCSS) and other college-and-career-ready standards, education leaders recognized the need for students to move beyond just \u201cdoing\u201d math. To become critical thinkers who can apply math to solve real and unique problems, students must be given the opportunity to actively engage with and understand the key concepts of mathematics.<\/p>\n

To support students in engaging deeply in mathematics, the creators of college-and-career-ready standards identified three key shifts: focus, coherence, and rigor. Focus refers to the deliberate narrowing in on the most important mathematical topics to support deep understanding of these critical ideas, rather than providing a shallow experience with a wide array of topics. Coherence speaks to the deliberate structure built into the standards through a conscious progression of understanding that builds across grades and a conscious connection between topics within grades. The third shift, rigor, is arguably the shift that best addresses the issues with how I and so many other others were taught math. Rigor in math speaks to the need for standards and curricula to support students in not just being able to do math, but also being able to engage with and understand it.<\/p>\n

The developers of the CCSS were clear on what they meant by rigor. It does not mean making the content harder or introducing concepts and skills at an earlier age. Rather, it is about supporting a deep, rich understanding of key mathematical topics and concepts. They identify rigor<\/a> in math as being composed of three aspects: conceptual understanding, procedural skills and fluency, and application.<\/p>\n

To support deep understanding of mathematics, college-and-career-ready standards are designed to appropriately balance the development of all three aspects of rigor in math within and across grades. The intent is to transition away from the overemphasis on simply memorizing and repeating procedures and toward developing conceptual understanding as a critical foundation for understanding procedural skills and fluently applying them to solve meaningful problems.<\/p>\n

Rigor is a way of describing the cognitive complexity, or the cognitive demand, required to complete a task. Rigor in math is often associated with difficulty, but difficulty is not the same as cognitive complexity. Consider the following two tasks: inflating 100 balloons and putting together a 100-piece puzzle. Inflating 100 balloons may be tedious, and it would likely take some time. Whether you are using a pump or blowing them up by mouth, it might get difficult after a while, but the task is not cognitively demanding. Completing a 100-piece jigsaw puzzle may not take long to complete, but the task requires a strategy and decision-making. Even though completing the puzzle may be easier for an adult than a six-year-old child, the kind of thinking required is the same for both adults and children.\u00a0<\/p>\n

If you have been teaching for a while, you are likely familiar with other measures of cognitive complexity. Bloom\u2019s Taxonomy<\/a> was developed in the 1950s and revised in the early 2000s, and it was the dominant framework for years. With the onset of college-and-career-ready standards, the need for a framework specifically for assessments surfaced. Standardized tests at the time were measuring how students think about mathematical content and procedures but did not measure the depth of understanding relative to explaining one\u2019s thinking, justification of processes, and transfer to other contexts.<\/p>\n

In 2002, Norman Webb developed the Depth of Knowledge (DOK)<\/a> framework to categorize assessment tasks according to the level of cognitive complexity required by the content of the task. While the DOK framework is useful to ensure assessments have a range of cognitive demand, it does not provide a way to examine the balance of conceptual understanding, procedural skill, and application.<\/p>\n

How rigor in math supports deep understanding<\/h2>\n

If you are like me, you were taught to divide fractions using some version of the \u201ckeep, change, flip\u201d rule, whereby to divide two fractions you keep the first one the same, change the division symbol to a multiplication sign, and flip the final fraction to its reciprocal. Does this approach work? Yes. Do you know why? Probably not. This is a common example of a procedure-focused, instrumental understanding of a concept.<\/p>\n

In 1976, Richard Skemp<\/a> introduced the terms \u201cinstrumental understanding\u201d and \u201crelational understanding\u201d to mathematics education. He explained \u201cinstrumental understanding\u201d as \u201crules without reasons\u201d and relational understanding<\/em> as \u201cknowing both what to do and why.\u201d Various research studies<\/a> have since shown the positive impact of relational understanding.<\/p>\n

Students who develop a mental web of interrelated concepts are better able to understand and recall concepts, are more successful at problem-solving, and demonstrate the ability to generate original ideas. Developing students\u2019 relational understanding helps them tackle unique problems and build their confidence. When taught using a traditional approach\u2014the teacher teaches a procedure or skill, and students practice the skill with a series of similar problems\u2014students don\u2019t learn to reason; they learn to apply a discrete skill to a narrow set of cookie-cutter problems. This type of instrumental understanding promotes what CCSS coauthor Phil Daro terms \u201canswer-getting.\u201d<\/a> \u201cKeep, change, flip\u201d is a prime example of answer-getting.<\/p>\n

When fraction division is taught as a stand-alone procedure, most students can get the answer, but they may not be able to apply this meaningless procedure to more complex tasks. This is problematic given that understanding of fractions and division are key predictors of success in algebra<\/a>. This is where the thoughtful balance of conceptual understanding, procedural skill and fluency, and application come into play.<\/p>\n

The college-and-career-ready math standards approach to fractions utilizes rigor to promote relational understanding. When students are introduced to fractions, they are not taught just to identify the numerator and the denominator, or to abstractly think of two-thirds as \u201ctwo out of three.\u201d Instead, they are taught to understand fractions as units created by partitioning and iterating shapes or number lines.<\/p>\n

Students apply the strong sense of the unit fraction developed in third and fourth grade to division, working initially with whole numbers and unit fractions only. This purposeful limitation builds understanding that 6 \u00f7 1\/3 translates to \u201cHow many one-thirds are there in 6?\u201d\u2014a simple concept to model. This understanding is then applied to problems like 6 \u00f7 2\/3 and, ultimately, to dividing fractions by fractions.<\/p>\n

Scott Adamson demonstrates how the purposeful progression of conceptual understanding ultimately reveals the \u201ckeep, change, flip\u201d procedure to students in a way that allows them to internalize it and apply it more successfully in novel situations in a video on YouTube<\/a>.<\/p>\n

Where to start?<\/h2>\n

Knowing how rigor in math supports student understanding is only the first step. To effectively incorporate rigor into your classroom, you need to understand how it relates to the other shifts, how to determine the rigor expectations in your standards, and how to incorporate aspects of rigor purposefully and appropriately into your practice.<\/p>\n

A great way to start is by looking at your grade\u2019s standards and tracing them backward and forward to see the full trajectory of a concept or skill. Look for where and how the conceptual understanding is developed by looking for terms like \u201cunderstand\u201d in the standards. When are students meant to exhibit procedural fluency<\/a> and what does that look like? (Spoiler: It\u2019s not just about being fast!) Achieve the Core\u2019s Coherence Map<\/a> and state-specific progressions guides can help you uncover how understanding builds across grades to develop deep conceptual knowledge, procedural fluency, and the ability to apply a skill to novel problems.<\/p>\n

I also encourage you to sign up for our 60-minute, self-paced aspects of rigor eLearning<\/a> designed to provide K\u20138 classroom teachers, intervention specialists, coaches,\u00a0learning specialists, and instructional leaders guidance on incorporating aspects of rigor into instruction. It will help you continue your journey and your students\u2019 journey into a deeper understanding and enjoyment of mathematics. \u00a0<\/p>","protected":false},"excerpt":{"rendered":"

I was an unremarkable math student for most of my K\u201312 years. That said, I have a few very distinct memories of my math journey. In second […]<\/p>\n","protected":false},"author":104,"featured_media":25854,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_yoast_wpseo_metadesc":"To become critical thinkers who can apply math to solve real problems, students must be taught to engage with and understand key concepts.","footnotes":""},"categories":[649],"tags":[619,627],"grade_level":[830,831,832,833],"product":[],"theme":[],"coauthors":[{"id":104,"name":"Mary Resanovich, NWEA","link":"https:\/\/www.nwea.org\/blog\/author\/mary-resanovich\/","avatar_urls":{"24":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","48":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","96":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif"}}],"acf":[],"yoast_head":"\nIt\u2019s time to prioritize rigor in math instruction - Teach. Learn. Grow.<\/title>\n<meta name=\"description\" content=\"To become critical thinkers who can apply math to solve real problems, students must be taught to engage with and understand key concepts.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"It\u2019s time to prioritize rigor in math instruction - Teach. Learn. Grow.\" \/>\n<meta property=\"og:description\" content=\"To become critical thinkers who can apply math to solve real problems, students must be taught to engage with and understand key concepts.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/\" \/>\n<meta property=\"og:site_name\" content=\"Teach. Learn. Grow.\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/NWEA\" \/>\n<meta property=\"article:published_time\" content=\"2025-11-11T13:00:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-12-17T20:39:49+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.nwea.org\/blog\/uploads\/2025\/11\/its-time-to-prioritize-rigor-in-math-instruction_1200x630_social.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1200\" \/>\n\t<meta property=\"og:image:height\" content=\"630\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Mary Resanovich\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:image\" content=\"https:\/\/www.nwea.org\/blog\/uploads\/2025\/11\/its-time-to-prioritize-rigor-in-math-instruction_1200x630_social.jpg\" \/>\n<meta name=\"twitter:creator\" content=\"@nwea\" \/>\n<meta name=\"twitter:site\" content=\"@nwea\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Mary Resanovich\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"8 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/\"},\"author\":{\"name\":\"Mary Resanovich\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/2647331203421cf7934df0105a350b0d\"},\"headline\":\"It\u2019s time to prioritize rigor in math instruction\",\"datePublished\":\"2025-11-11T13:00:00+00:00\",\"dateModified\":\"2025-12-17T20:39:49+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/\"},\"wordCount\":1631,\"publisher\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/#organization\"},\"keywords\":[\"Classroom tips\",\"Math\"],\"articleSection\":[\"STEM\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/\",\"url\":\"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/\",\"name\":\"It\u2019s time to prioritize rigor in math instruction - Teach. Learn. Grow.\",\"isPartOf\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/#website\"},\"datePublished\":\"2025-11-11T13:00:00+00:00\",\"dateModified\":\"2025-12-17T20:39:49+00:00\",\"description\":\"To become critical thinkers who can apply math to solve real problems, students must be taught to engage with and understand key concepts.\",\"breadcrumb\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/www.nwea.org\/blog\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"It\u2019s time to prioritize rigor in math instruction\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#website\",\"url\":\"https:\/\/www.nwea.org\/blog\/\",\"name\":\"Teach. Learn. Grow.\",\"description\":\"The education blog\",\"publisher\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/www.nwea.org\/blog\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#organization\",\"name\":\"NWEA\",\"url\":\"https:\/\/www.nwea.org\/blog\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/d1ushxurfijnsi.cloudfront.net\/blog\/uploads\/2023\/02\/NWEA_Blog_FEB23.png\",\"contentUrl\":\"https:\/\/d1ushxurfijnsi.cloudfront.net\/blog\/uploads\/2023\/02\/NWEA_Blog_FEB23.png\",\"width\":1200,\"height\":642,\"caption\":\"NWEA\"},\"image\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/#\/schema\/logo\/image\/\"},\"sameAs\":[\"https:\/\/www.instagram.com\/nwea\/\",\"https:\/\/www.linkedin.com\/company\/nwea\",\"https:\/\/www.pinterest.com\/nweamap\/\",\"https:\/\/www.facebook.com\/NWEA\",\"https:\/\/twitter.com\/nwea\"]},{\"@type\":\"Person\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/2647331203421cf7934df0105a350b0d\",\"name\":\"Mary Resanovich\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/image\/dc6ca8cdd6a4fc1559451856b1c7d8e9\",\"url\":\"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif\",\"contentUrl\":\"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif\",\"caption\":\"Mary Resanovich\"},\"description\":\"Mary Resanovich is a content design and development lead who has been with NWEA since 2011, working on both item development and test design. Her current focus is helping educators use MAP\u00ae Growth\u2122 data to make instructional decisions through our curriculum partnerships and ensuring the appropriate use of assessment data to support teachers and students. In addition to working at NWEA, Mary has 10 years of experience in educational publishing and was both an elementary education teacher and a K\u20135 gifted and talented specialist.\",\"sameAs\":[\"https:\/\/www.nwea.org\"],\"url\":\"https:\/\/www.nwea.org\/blog\/author\/mary-resanovich\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"It\u2019s time to prioritize rigor in math instruction - Teach. Learn. Grow.","description":"To become critical thinkers who can apply math to solve real problems, students must be taught to engage with and understand key concepts.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/","og_locale":"en_US","og_type":"article","og_title":"It\u2019s time to prioritize rigor in math instruction - Teach. Learn. Grow.","og_description":"To become critical thinkers who can apply math to solve real problems, students must be taught to engage with and understand key concepts.","og_url":"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/","og_site_name":"Teach. Learn. Grow.","article_publisher":"https:\/\/www.facebook.com\/NWEA","article_published_time":"2025-11-11T13:00:00+00:00","article_modified_time":"2025-12-17T20:39:49+00:00","og_image":[{"width":1200,"height":630,"url":"https:\/\/www.nwea.org\/blog\/uploads\/2025\/11\/its-time-to-prioritize-rigor-in-math-instruction_1200x630_social.jpg","type":"image\/jpeg"}],"author":"Mary Resanovich","twitter_card":"summary_large_image","twitter_image":"https:\/\/www.nwea.org\/blog\/uploads\/2025\/11\/its-time-to-prioritize-rigor-in-math-instruction_1200x630_social.jpg","twitter_creator":"@nwea","twitter_site":"@nwea","twitter_misc":{"Written by":"Mary Resanovich","Est. reading time":"8 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/#article","isPartOf":{"@id":"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/"},"author":{"name":"Mary Resanovich","@id":"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/2647331203421cf7934df0105a350b0d"},"headline":"It\u2019s time to prioritize rigor in math instruction","datePublished":"2025-11-11T13:00:00+00:00","dateModified":"2025-12-17T20:39:49+00:00","mainEntityOfPage":{"@id":"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/"},"wordCount":1631,"publisher":{"@id":"https:\/\/www.nwea.org\/blog\/#organization"},"keywords":["Classroom tips","Math"],"articleSection":["STEM"],"inLanguage":"en-US"},{"@type":"WebPage","@id":"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/","url":"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/","name":"It\u2019s time to prioritize rigor in math instruction - Teach. Learn. Grow.","isPartOf":{"@id":"https:\/\/www.nwea.org\/blog\/#website"},"datePublished":"2025-11-11T13:00:00+00:00","dateModified":"2025-12-17T20:39:49+00:00","description":"To become critical thinkers who can apply math to solve real problems, students must be taught to engage with and understand key concepts.","breadcrumb":{"@id":"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/www.nwea.org\/blog\/2025\/its-time-to-prioritize-rigor-in-math-instruction\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/www.nwea.org\/blog\/"},{"@type":"ListItem","position":2,"name":"It\u2019s time to prioritize rigor in math instruction"}]},{"@type":"WebSite","@id":"https:\/\/www.nwea.org\/blog\/#website","url":"https:\/\/www.nwea.org\/blog\/","name":"Teach. Learn. Grow.","description":"The education blog","publisher":{"@id":"https:\/\/www.nwea.org\/blog\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/www.nwea.org\/blog\/?s={search_term_string}"},"query-input":"required name=search_term_string"}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/www.nwea.org\/blog\/#organization","name":"NWEA","url":"https:\/\/www.nwea.org\/blog\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/www.nwea.org\/blog\/#\/schema\/logo\/image\/","url":"https:\/\/d1ushxurfijnsi.cloudfront.net\/blog\/uploads\/2023\/02\/NWEA_Blog_FEB23.png","contentUrl":"https:\/\/d1ushxurfijnsi.cloudfront.net\/blog\/uploads\/2023\/02\/NWEA_Blog_FEB23.png","width":1200,"height":642,"caption":"NWEA"},"image":{"@id":"https:\/\/www.nwea.org\/blog\/#\/schema\/logo\/image\/"},"sameAs":["https:\/\/www.instagram.com\/nwea\/","https:\/\/www.linkedin.com\/company\/nwea","https:\/\/www.pinterest.com\/nweamap\/","https:\/\/www.facebook.com\/NWEA","https:\/\/twitter.com\/nwea"]},{"@type":"Person","@id":"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/2647331203421cf7934df0105a350b0d","name":"Mary Resanovich","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/image\/dc6ca8cdd6a4fc1559451856b1c7d8e9","url":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","contentUrl":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","caption":"Mary Resanovich"},"description":"Mary Resanovich is a content design and development lead who has been with NWEA since 2011, working on both item development and test design. Her current focus is helping educators use MAP\u00ae Growth\u2122 data to make instructional decisions through our curriculum partnerships and ensuring the appropriate use of assessment data to support teachers and students. In addition to working at NWEA, Mary has 10 years of experience in educational publishing and was both an elementary education teacher and a K\u20135 gifted and talented specialist.","sameAs":["https:\/\/www.nwea.org"],"url":"https:\/\/www.nwea.org\/blog\/author\/mary-resanovich\/"}]}},"formatted_date":"11.11.25","post_default_image":{"ID":16450,"id":16450,"title":"","filename":"6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social.png","filesize":1169907,"url":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social.png","link":"https:\/\/www.nwea.org\/blog\/2025\/6-ways-to-help-your-child-read-fluently-cover-to-cover\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social\/","alt":"","author":"142","description":"","caption":"","name":"6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social","status":"inherit","uploaded_to":16447,"date":"2021-12-15 18:43:32","modified":"2023-05-16 19:36:21","menu_order":0,"mime_type":"image\/png","type":"image","subtype":"png","icon":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/media\/default.png","width":1200,"height":630,"sizes":{"thumbnail":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social-150x150.png","thumbnail-width":150,"thumbnail-height":150,"medium":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social-300x158.png","medium-width":300,"medium-height":158,"medium_large":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social-768x403.png","medium_large-width":768,"medium_large-height":403,"large":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social.png","large-width":1200,"large-height":630,"1536x1536":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social.png","1536x1536-width":1200,"1536x1536-height":630,"2048x2048":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social.png","2048x2048-width":1200,"2048x2048-height":630,"lg_square":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social-325x325.png","lg_square-width":325,"lg_square-height":325,"rel_thumb":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social-720x378.png","rel_thumb-width":720,"rel_thumb-height":378}},"time_to_read":"7-minute read","_links":{"self":[{"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/posts\/19704"}],"collection":[{"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/users\/104"}],"replies":[{"embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/comments?post=19704"}],"version-history":[{"count":13,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/posts\/19704\/revisions"}],"predecessor-version":[{"id":25967,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/posts\/19704\/revisions\/25967"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/media\/25854"}],"wp:attachment":[{"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/media?parent=19704"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/categories?post=19704"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/tags?post=19704"},{"taxonomy":"grade_level","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/grade_level?post=19704"},{"taxonomy":"product","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/product?post=19704"},{"taxonomy":"nwea_theme","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/theme?post=19704"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/coauthors?post=19704"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}