The idea to incorporate higher-order thinking (questioning, reasoning, strategies, activities, i.e.) into lessons, sometimes falls short of its delivery. Teachers struggle to consistently add these elements in their instructional practices. In light of the new State assessment, considerations for teaching strategies, key words, and the like are far from the expected rigor built into the test. When approaching math from a science perspective (math is a science), students will use tools to explore, discover, and analyze mathematical outcomes.