This session examines how Cognitive Load Theory and evidence from the Science of Learning can inform the design of effective mathematics instruction. Participants will explore how strategies derived from Cognitive Load Theory, along with well-structured lesson sequencing, can reduce extraneous cognitive load while strengthening conceptual coherence. Attention will be given to identifying required background knowledge for learning novel concepts and addressing learning gaps to support equitable access to grade-level content. By connecting theory to classroom application, this session provides a research-grounded framework for improving clarity and inclusivity in the mathematics classroom. Attendees will leave with practical, immediately implementable instructional strategies.