*By Ashli Black, Algebra 2 Lead*

Students need a chance at the beginning of the year to shake off the summer dust. Learn how IM’s curricular design builds in opportunities for review while starting the year with inviting, grade-level mathematics.

*By Ashli Black, Algebra 2 Lead*

Students need a chance at the beginning of the year to shake off the summer dust. Learn how IM’s curricular design builds in opportunities for review while starting the year with inviting, grade-level mathematics.

*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 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 first lesson in Grade 3, Unit 1: Introducing Multiplication. While we believe the structure of this activity — “What do you notice? What do you wonder?” — implicitly supports equity, it is the word* each *in the question at the top that has become central to our design of the IM K-5 Math curriculum.

*By Sadie Estrella*

Illustrative Mathematics’ high school curriculum is scheduled to be released this summer. This is an exciting time for Algebra 1, Geometry, and Algebra 2 teachers. I honestly am ready to take a job at a school just to have the opportunity to teach with this material (and everyone knows I am always dreaming of being back in the classroom). However, I want to bring light to a hidden gem I think not too many people are aware of that is also part of our high school materials.

Continue reading “Extra Supports for Algebra 1: The Gateway Resources”Q: What is the fastest way to get a heated debate going about some topic in the IM 6–-8 math curriculum?

A: Show people this graph from Lesson 4 in Unit 8.5:

My first years of teaching, I worried my students looked at me much like Ben Stein as the teacher in *Ferris Bueller’s Day Off*. I cringe to think about the series of monotonous and leading questions I strung together to a room of dazed students slowly wilting in front of my eyes. “Bueller? Anyone?”

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.

Continue reading “Catalyzing Change through the IM Algebra 1, Geometry, Algebra 2 Math”

Supporting high-school students to write detailed, precise proofs is challenging. Learn about some of the design elements that IM used to invite students to a deep exploration of proof.

Continue reading “Proof in IM’s High School Geometry (A Sneak Preview)”