Coming Together Around Distance Learning

By William McCallum

I can’t imagine what it must feel like right now to be a teacher facing the uncharted territory that is the coming school year. Will I be teaching 100% online, or have some face-to-face interaction with my students? Will I be teaching synchronously or asynchronously for most of the school year? How will I get to know my students and how will they engage in one another’s ideas? How will I get to know my students’ families? How can I give them manageable guidance to support students this year? Most of all, where can I get help with all these questions?

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Looking to the Fall, Part 2: Creating a Supportive Resource for K–5 Teachers

By Kristin Gray, Director K–5 Curriculum and Professional Learning
and Kevin Liner, IM K–5 Professional Learning Lead

In our previous post, we highlighted important considerations in planning to support students in the fall. While we need to first explore these ideas conceptually, we must also consider what this looks like in practice. In this post, we explore the unit adaptation materials we are creating under these considerations. We explore this structure through the IM K–5 Math beta curriculum materials being piloted this fall, but we believe this is a generalizable process and structure that could be applied to other materials.   

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Looking to the Fall, Part 1: Welcoming and Supporting K–5 Students

By Kristin Gray, Director K–5 Curriculum and Professional Learning
and Kevin Liner, IM K–5 Professional Learning Lead

It is overwhelming to think about how teaching and learning will look in the fall. The uncertainty of the impact of students missing so many days of school, and the educational inequities that have been magnified as a result of the COVID-19 virus, leave us all with so many unknowns. 

With so much uncertainty, we imagine there may be some knee-jerk reactions to unfinished learning this fall. There may be a temptation to frontload the school year with the prior grade-level content students may have missed or assess each student immediately on arrival back to school and then “fill in” the unfinished learning. As well-intentioned as these ideas may be, we can’t help but think about the impact they could have on students mentally, emotionally, and mathematically as they reenter school. 

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Shifting Practices: Helping Everyone—from Students to Administration—Find their Voice in the Math Classroom

It was easy to say yes!

By Crystal Magers

Last spring, I was approached by our Math Coordinator and asked about piloting a new math program. I knew my staff was ready for building-wide consistency and we were ready to try something new. I easily said yes! 

My teachers were offered training over the summer and access to the resources to begin teaching this fall.

After just a few weeks of instruction, my staff began to voice concerns. 

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K–5 Curriculum Design Features that Support Equity and Inclusion

By Dionne Aminata

Before I joined the K–5 curriculum writing team at IM, I was a K–8 regional math content specialist for a public charter organization that largely consisted of Title I schools, or schools receiving federal funding to support a large concentration of students in poverty. Prior to that I had experienced the joys and challenges of serving communities like these as a teacher and math coach in South Central Los Angeles and Crown Heights Brooklyn. 

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The Art of Reflection

“In times of stress, the best thing we can do for each other is to listen with our ears and our hearts and to be assured that our questions are just as important as our answers.” —Mr. (Fred) Rogers

By Kaneka Turner

We are never more “on” than when we are teaching a lesson. All of our senses are heightened and all of our energy is focused on understanding students and being understood by the students we are teaching. Often times, it is not until the lesson is over that we have the mental space to look back over the student work samples and anecdotal notes, or replay scenes from the lesson in our minds to gain insight. I was reminded of this recently when I was invited to test out new problem-solving structures from IM K–5 Math’s Grade 4 Unit 8 in my colleague’s classroom.

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Using Diagrams to Build and Extend Student Understanding

By Jenna Laib and Kristin Gray

Take a moment to think about the value of each expression below. 

\frac{1}{4}\times \frac{1}{3}

\frac{1}{4}\times \frac{2}{3}

\frac{2}{4}\times \frac{2}{3}

\frac{3}{4}\times \frac{2}{3}

What do you notice? How would you explain the things you notice?

If you are like us, or the students in Ms. Stark’s grade 5 classroom, you may have noticed many things. Things such as each expression has the same denominator, or the way in which the values increased as the problems progressed. When students notice these things, we often ask, ‘Why is that happening?” but it can be challenging to explain why beyond the procedure one followed. 

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Building a Math Community with IM K–5 Math

“I’m not sure this is working. Only five of my students are participating and commenting each day. The rest sit there and look at me.”

By Tabitha Eutsler

This was my conversation with our math coordinator after my first few days of teaching IM K–5 MathTM with my third graders. Those five students were having great conversations. However, my other students just sat there wide-eyed, silent, and staring blankly at their papers. I felt lost. Was this the best for my students? Could we survive a whole year of math like this? I wanted my students to love math and have a deeper understanding of mathematical concepts. How would this get them there? 

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Creating an Accessible Mathematical Community with IM K–5: the power of “yet” for students and adults

Does the perfect elementary math curriculum exist? Armed with a growth mindset and the Alpha IM K–5 curriculum, teachers in Ipswich Public Schools push their thinking to reach all mathematicians. 

By Maureen D. O’Connell

I preach growth mindset daily. When my students say they can’t do something, they almost always add their own “…yet.” However, walking this walk as an elementary school teacher is another story. Creating, mastering, and modifying curricula to reach each and every student—in every content area—is a daunting expectation. We hold ourselves to near impossible standards. 

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