Continue reading “Updates to Supports for Students with Disabilities and English Language Learners in IM 6–8 Math”
At Illustrative Mathematics we are committed to creating a world where learners know, use, and enjoy mathematics. We believe that every student can learn grade-level mathematics with the right opportunities and support. Our approach is to remove unnecessary barriers and provide teachers with options for additional support so that every student can engage in rigorous mathematical content. We’ve been busy this year working on some exciting enhancements to the teacher tools and supports to empower teachers to deliver instruction that meets the specialized needs of English learners and students with disabilities.
Last year, we put together some reading to help people get started planning their year with IM 6–8. Now, we have another year’s worth of blog posts to choose from, plus a shiny, new high school curriculum! So once again, we’ve gathered some posts from IM’s blog with different purposes to help get your year off to a good start.
Before we dive into the links, if you are new to the IM curriculum, here are some tips to help you stay on pace:Continue reading “Preparing for the School Year, Updated with Tips for Staying on Pace”
Continue reading “Co-Creating Classroom Norms with Students”
Establishing norms is critical to creating an environment where all students see themselves as knowers and doers of mathematics. Reflecting on the Illustrative Mathematics mission statement, Creating a world where learners know, use, and enjoy mathematics, how can we contribute to this mission as first year teachers implementing the IM curriculum in our classrooms?
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?”
Jennifer Wilson and Vanessa Cerrahoglu
Having an extended period of time to teach a lesson can be an advantage in a problem-based classroom. Students and teachers can savor the questions that are asked. Activities can breathe in a way that they can’t in a shorter period of time. But questions about planning inevitably arise. We find ourselves asking questions like: Do I simply merge two lessons? What stays? What goes? How do we ensure that we engage our students in the right conversations that will prepare them for the next leg of the journey?
By William McCallum
When I was a child, I used to get puzzle books out of the library. One of the puzzles was the twelve-coin problem, the most difficult of all coin weighing problems. My mother and I worked on it separately at the same time, and she solved it first. Some time later that evening she came into my room to find me in tears of frustration. Instead of helping me, she asked: “Do you want me to tell you the solution?” I said no and she left. I will never forget the joy when I finally figured it out.