There is a concern among educators in schools with high levels of poverty that students are lacking certain academic strategies, especially in mathematics. These students struggle to explore data systematically and procedurally. The purpose of this pre-posttest design study is to intentionally teach number sense skills in order to increase mathematic comprehension. Most of the students at this school struggle with mathematics concepts-specifically number sense related to place value. As a result, the treatment given will be repeated practice with place value and other work with number sense. The treatment was implemented in a fifth grade classroom containing 26 students. Findings indicated gains from pre- to post-test. The implications for practice will be discussed. The following are appended: (1) Think Link Sheet; (2) 100/300 Chart; (3) Place Value Game; and (4) Classroom Visit Rubric. (Contains 1 figure and 1 table.) [This classroom action research project was supported by the Gheens Institute for Innovation and Spalding University.]