When teaching problem solving, how many times have you been frustrated by students plugging in numerical values at the earliest opportunity? Symbols that represent concepts--"m" for mass, "v" for speed, "F" for force, and so forth--are too quickly submerged from view by numerical replacements. Better physics is keeping the expressions of concepts in the problems. Early numerical substitution also misses cancellations of terms. To circumvent this problem in your physics classroom, try implementing this problem-solving framework that helps students use math to support and expand their physics understanding--rather than using math to mask the physics.