Continue reading “Building a Supportive Home/School Partnership”
While families arrive with different school experiences and perspectives on what “doing math” means, they often share common questions: What do I need to know to set my child up for success in math this year? and How can I continue to support them throughout the school year? Hosting a family math night can answer these questions and help bring a school community together.
Kristin Gray, Director of K–5 Curriculum & Professional Learning
“An excellent mathematics program includes a curriculum that develops important mathematics along coherent learning progressions and develops connections among areas of mathematical study and between mathematics and the real world.“
Principles to Action by National Council of Teachers of Mathematics
Developing coherent learning progressions and connections among areas of study requires crafting lessons to tell a mathematical story. Lessons must coherently build across units and grade levels and attend to many things: the mathematics, representations, activity structures, and learning trajectories, to name only a few. Each of these considerations impact how students access the mathematics and influence the belief that mathematics is a connected set of ideas that makes sense.Continue reading “Storytelling in the IM K-5 Math Curriculum”
It was great to see so many of you at NCSM and NCTM in San Diego. If we missed you, or you weren’t able to attend, read our NCSM and NCTM round-up below.
Kristin Umland,VP Content Development
A great conversation I had with the IM elementary school curriculum writing team got me thinking: What is a measurable attribute? That is, when given an object, what can we measure about it? Before you jump in with your own answer, consider these questions:
Is “redness” a measurable attribute? Why or why not? Does this picture help you decide?Continue reading “What is a Measurable Attribute?”
By Greta Anderson & Patti Drawdy, IM Certified Facilitator
I read the lesson three times through, but was still unsure why the number line below shows $3 – 7$. My aha moment arrived courtesy of the grade 1 standards.Continue reading “Representing Subtraction of Signed Numbers: Can You Spot the Difference?”
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.
There are always so many things to do in preparation for a new school year. At this point of the summer, to-do lists start getting made, materials get purchased, rooms are organized, and math class planning begins. Whether you are using the IM 6–8 Math curriculum for the first time or entering your second or third year with the program, there are always new things to learn. While the Illustrative Mathematics blog is packed with great information from curriculum authors, teachers, and coaches, it can often be a job in and of itself to narrow down what to read.Continue reading “IM Preparing for the School Year”
By Kristin Gray, Jenna Laib, Sarah Caban
Open House. Back-to-School Night. Family Welcome. Math Night. No matter what the name of the event that launches the school year, family members will arrive at your school with the same burning questions: What do I need to know to set up my child up for success in math this year? and How can I continue to support them throughout the school year?Continue reading “Building a Supportive Home/School Partnership”
Classroom environments that foster a sense of community that allows students to express their mathematical ideas—together with norms that expect students to communicate their mathematical thinking to their peers and teacher, both orally and in writing, using the language of mathematics—positively affect participation and engagement among all students.
Principles to Action, NCTM
The beginning of the school year offers teachers and students a fresh start full of exciting possibilities. From the first day of class, as we begin to learn about each of the students in front of us, we have the opportunity to set the stage for how learning math will look, sound, and feel throughout the year. We also begin to foster the attitudes and beliefs that are important in shaping a mathematical classroom community in which each and every student is positioned as a capable learner and doer of mathematics, truly believes their voice is valued and heard, and understands that we learn math by doing deep and meaningful mathematics together. Building this classroom community requires a purposeful process that takes time and careful attention.Continue reading “Building a Mathematical Classroom Community”