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.

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Preparing for the School Year, Updated with Tips for Staying on Pace

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

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Planning Lessons for a Block Schedule

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?

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What is problem-based instruction?

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.

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