During a time when students are accessing instruction virtually because of COVID-19, reflecting on the sixth of the Standards for Mathematical Practice (SMP 6) is a vital step for educators to take. Although the Common Core State Standards for Mathematics (NGA Center and CCSSO 2010) identifies SMP 6 as Attend to precision, associated expertise includes more than "calculating accurately and efficiently" (p. 7). SMP 6 also states that mathematically proficient students "communicate precisely to others," using "clear definitions in discussion with others and in their own reasoning" (NGA Center and CCSSO 2010, p. 7). Applying exact terminology allows students not only to form and support conjectures but also to engage in mathematical discourse. This, in turn, results in enhanced conceptual understanding because mathematical discourse has been linked to the unveiling of concepts and the debunking of misconceptions (Thompson and Gay 2020). This article describes an eye-opening experience, during which the authors realized that their methods of vocabulary instruction in the virtual environment needed to be revised. Data were collected in the third author's fourth-grade virtual classroom from January through February 2021. The first and third authors were co-teachers, whereas the second author assisted with instructional planning. All students were native English speakers; however, featured practices may also support the cognitive academic language proficiency development of English language learners in a virtual setting.