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This Concept Map, created with IHMC CmapTools, has information related to: Figure 3.5, Independent Problem Solving supported through Student Math Journals, Student Math Journals reveal Student Misconceptions, Student Math Journals reveal Student Understandings, Student Misconceptions for example The One Who Doubled, Independent Problem Solving begin through use of Skip-counting, Independent Problem Solving begin through use of Small Number Problems, Efficient Strategies including use of Landmark Numbers, Efficient Strategies enabling Independent Problem Solving, Efficient Strategies including use of Estimation, The One Who Doubled elicited to clarify in Math Seminars, Division requires use of Supportive Instructional Tools, Multiplication requires use of Efficient Strategies, Multiplication requires use of Supportive Instructional Tools, Supportive Instructional Tools including Student Math Journals, Supportive Instructional Tools including Math Seminars, Independent Problem Solving begin through use of Hands-on Manipulatives, Division requires use of Efficient Strategies, Student Math Journals inform Math Seminars