This professional development session focuses on strengthening instructional practice through Research-Based Instructional Strategy (RBIS) 1, emphasizing the critical connection between mathematical procedures and conceptual understanding. Teachers will learn to make these connections explicit during instruction, helping students understand not only how to perform mathematical operations, but also why they work. The session will support teachers in fostering student flexibility in selecting and applying a variety of strategies to solve problems, promoting deeper reasoning and independence. A strong emphasis will be placed on ensuring all students—regardless of background or proficiency—have equitable access to rigorous mathematics instruction that builds conceptual understanding. Additionally, the session will guide teachers in planning for meaningful student engagement with standards-aligned tasks. Teachers will explore how to create intentional opportunities for all students to represent their thinking, discuss ideas, and make mathematical connections during lessons. A key component will be the application of the Concrete-Representational-Abstract (CRA) model in conjunction with the Ongoing Assessment Project (OGAP) progressions of learning. Teachers will use assessment data to inform instruction, tailor support, and advance student understanding along developmental learning pathways. By integrating CRA strategies with OGAP-informed instruction, educators will enhance their ability to meet students where they are and guide them toward conceptual mastery.