Many students demonstrate they can “do” the math, while admitting they do not understand “why” it works. Other students understand the big picture of many math ideas, but are not able to accurately carry out their procedures, or effectively arrive at solutions. In this session, participants will actively explore the symbiotic relationship between these two pillars of mathematical learning. Participants will engage in collaborative math tasks designed to develop student conceptual understanding and then determine strategic teaching moves that bridge the divide between understanding the concept behind the math skill and the mastery of its standard algorithm(s). They will reflect on their professional practice and examine key considerations necessary to cultivate a classroom environment where procedural fluency is built on a foundation of conceptual understanding.