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Grades K–5
The Story of Grade 3

The Story of Grade 3

By Mike Henderson As a former grade 3 teacher, I know first hand how daunting teaching math at this level can be. On top of developing fluency with addition and subtraction within 1,000, students need to learn about new...

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The Story of Grade 2

The Story of Grade 2

By Mike Henderson Teaching addition and subtraction in grade 2 is a challenging balancing act. As students move from numbers within 100 to numbers within 1,000, they need to use approaches that involve directly representing...

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Towards Coherence

Towards Coherence

By William McCallum Last week, we had our first large-scale in-person event in quite a while, a training for new and returning facilitators in Baltimore, with over 110 facilitators and 13 employees attending. I gave a...

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Math Language Routines: Discourse with a Purpose

Math Language Routines: Discourse with a Purpose

By Dr. Kristen Taylor, IM Certified® Facilitator  Math teachers can talk all day about math! We get super excited when we encounter someone else who enjoys these conversations as well. But too many of our students don't get...

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Revisiting Distance Learning with IM K–12 Math™

Revisiting Distance Learning with IM K–12 Math™

With the surge of the Omicron variant, many schools are moving back to distance learning. Although we may not be excited to leave our classrooms again, we are better prepared for distance learning this time around. Most, if...

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Taking the Long View

Taking the Long View

By William McCallum A few weeks ago, my wife and I took a 17-day rafting trip through the Grand Canyon. We descended through the layers of rock, from the 270 million year old Kaibab sedimentary layer of chert, dolomite,...

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In the Beginning: Unit 1 in Kindergarten

In the Beginning: Unit 1 in Kindergarten

By Alex Clayton When was the last time you stepped into an entirely new environment? You weren’t sure exactly what was going to happen. There was no one you recognized. How did you feel: Uncertain? Anxious? Hopeful? During...

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Remembering Bob Moses

Remembering Bob Moses

By William McCallum and Kristin Umland "Math literacy will be a liberation tool for people trying to get out of poverty and the best hope for people trying not to get left behind.” —Bob Moses, 1935–2021 Bob Moses, the civil...

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Multi-grade Classrooms and  IM K–5 Math™

Multi-grade Classrooms and
IM K–5 Math™

By Jen Hawkins, IM Facilitator and IM K-5 Product Specialist Illustrative Mathematics believes that students can achieve success as mathematical thinkers by working through problems and consolidating their learning through...

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Introducing the IM Implementation Reflection Tool

Introducing the IM Implementation Reflection Tool

by Liz Ramirez, Director of Implementation “This makes the expectations for what I need to change visible.” “It’s not about the tool. It’s about the conversation using the tool.” Quotes from leaders who participated in IM’s...

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A Love for Math Reignited

A Love for Math Reignited

By Michael Ramirez, Senior Coordinator of School Transformation, Elementary Math When I began school as a kindergartener, I absolutely adored math. As a lower elementary school student, I remember relatives asking me what...

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IM K–5 Math: An End and a Beginning

IM K–5 Math: An End and a Beginning

By William McCallum On March 20, 2015, I received the following email: Thank you for submitting your proposals to the K–12 OER Collaborative. We are pleased to advise you that Illustrative Mathematics has been selected as a...

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Culturally Responsive Teaching and Math

Culturally Responsive Teaching and Math

By Asya Howlette, Director of Mathematics and Science at Thurgood Marshall Raise your hand if you have been perplexed by professional learning that told you your class needs to be culturally responsive, but left you...

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The Joy of Fluency

The Joy of Fluency

By William McCallum I'm not a very good skier, but I have once or twice in my life experienced the joy of a perfect run: gliding down the slopes, taking each turn with confidence. And I've had terrible runs where I...

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A Circumference By Any Other Name…

A Circumference By Any Other Name…

By Becca Phillips You can’t tell a child “there’s no such thing as monsters” because, well, then, why is there a word for it? I was given this advice when my own daughter was an infant, but I’ve thought a lot about it over...

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Making Sense of Story Problems

Making Sense of Story Problems

by Deborah Peart, Grade 2 Lead Many people have an aversion to word problems. They cringe at the mention of them. In elementary classrooms, teachers often report that this is what their students struggle with most. When...

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Storytelling in the IM K-5 Math Curriculum

Storytelling in the IM K-5 Math Curriculum

By Kristin Gray, Director of K–5 Curriculum & Professional Learning Curriculum "An excellent mathematics program includes a curriculum that develops important mathematics along coherent learning progressions and...

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IM K-5 Math: Designing for Each Student

IM K-5 Math: Designing for Each Student

By Noelle Conforti Preszler and Kristin Gray In the following activity, think about the students in your classroom. How might each respond? What do you notice? What do you wonder? This activity is the drafted warm-up of the...

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