Extra Supports for Algebra 1: The Gateway Resources

By Sadie Estrella

Illustrative Mathematics’ high school curriculum is scheduled to be released this summer. This is an exciting time for Algebra 1, Geometry, and Algebra 2 teachers. I honestly am ready to take a job at a school just to have the opportunity to teach with this material (and everyone knows I am always dreaming of being back in the classroom). However, I want to bring light to a hidden gem I think not too many people are aware of that is also part of our high school materials.

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Realizing the promise of open resources

By William McCallum

All of our curriculum here at Illustrative Mathematics is released under a Creative Commons Attribution (CC-BY) license, which allows anyone to “copy and redistribute the material in any medium or format” and to “remix, transform, and build upon the material for any purpose, even commercially,” on the conditions that attribution is given and that others’ rights under the license are not restricted. This is both super scary and super exciting.   Continue reading “Realizing the promise of open resources”

Truth and Consequences Revisited

By William McCallum

What are extraneous solutions?

A while ago I wrote a blog post about solving equations where I talked about seeing the steps in solving equations as logical deductions. Thus the steps
\begin{align*}3x + 2 &= 5\\3x &= 3\\x &= 1\\ \end{align*}

are best thought of as a sequence of if-then statements: If $x$ is a number such that $3x + 2 = 5$, then $3x = 3$; if $3x = 3$, then $x = 1$. Continue reading “Truth and Consequences Revisited”

Catalyzing Change through the IM Algebra 1, Geometry, Algebra 2 Math

NCTM has called for structural and curricular changes in high school mathematics. Learn about how IM’s high school curriculum is aligned with the vision put forth by NCTM to end tracking, implement effective targeted instructional supports, and broaden the focus of teaching high school mathematics beyond college and career readiness.

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Professional Learning Through a Fraction Task Progression


Teaching mathematics is a continuous cycle of identifying where each student is in their learning trajectory and determining meaningful ways in which to build on their current understandings. While we often have little control over students’ mathematical experiences before they walk into our classrooms, we do have complete control of our own learning.

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