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What Does It Mean to Use Mathematics?

What Does It Mean to Use Mathematics?

by William McCallum | Feb 22, 2021 | Grades 3–5, Grades 6–8, Grades 9–12, Grades K–2, Professional Learning

By William McCallum Our vision at Illustrative Mathematics is a world where all learners know, use, and enjoy mathematics. In my last post I picked up that first verb and talked about what it means to know mathematics. In this post I’d like to talk about what it...
Supporting Culturally Responsive Pedagogy with IM K–5 Math™

Supporting Culturally Responsive Pedagogy with IM K–5 Math™

by Dionne Aminata | Feb 17, 2021 | Grades 3–5, Grades K–2

By Dionne Aminata “We are striving to . . . compose a country committed to all cultures, colors, characters, and conditions of man. And so we lift our gazes not to what stands between us, but what stands before us.” Poet Laureate, Amanda Gorman Amanda Gorman recited...
By the End of Grade 3: Developing Fluency with Multiplication

By the End of Grade 3: Developing Fluency with Multiplication

by Zack Hill | Jan 25, 2021 | Grades 3–5, Grades K–2

By Zack Hill The major work of grade 3 includes representing and solving problems that involve multiplication and division. Then, by the end of grade 3, students are expected to know from memory all products of two one-digit numbers. What does this look like and how...
What does it mean to know mathematics?

What does it mean to know mathematics?

by William McCallum | Jan 4, 2021 | article, Grades 3–5, Grades 6–8, Grades 9–12, Grades K–2

By William McCallum A world where all learners know, use, and enjoy mathematics. Perhaps the most mysterious verb in the IM vision—a world where all learners know, use, and enjoy mathematics—is the first one: know.  Knowing mathematics means being able to “do...
The Nuances of Understanding a Fraction as a Number

The Nuances of Understanding a Fraction as a Number

by Kristin Gray | Dec 7, 2020 | Grades 3–5

By Kristin Gray This was originally posted on Kristin Gray’s personal blog, Math Minds, on November 15, 2020. Student work is just the best. It is the one thing that will always motivate me to write! So, let’s kick this post off with a great work example from grade 3....
Creating Time and Space for Students to Develop Foundational Mathematical Ideas

Creating Time and Space for Students to Develop Foundational Mathematical Ideas

by Maureen D. O’Connell | Nov 16, 2020 | Grades 3–5, Grades K–2, Grades K–5

“Slow down, you’re moving too fast, you got to make the morning last…” When we consider early childhood mathematics this familiar song comes to mind. In our hurried society where more is more, childhood expectations have been pushed to earlier and earlier ages....
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RECENT POSTS

  • What Does It Mean to Use Mathematics? February 22, 2021
  • Supporting Culturally Responsive Pedagogy with IM K–5 Math™ February 17, 2021
  • IM 6–12 Math: Grading and Homework Policies and Practices February 9, 2021
  • By the End of Grade 3: Developing Fluency with Multiplication January 25, 2021
  • Growing with the IM Community Hub January 12, 2021

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