By the Illustrative Mathematics team East Hartford Public Schools didn’t start its math improvement journey by choosing a new curriculum. It started by asking a more fundamental question: What should mathematics instruction look like, and why? That distinction...
by Sarah Caban, Director, PK–12 Learning Experiences and Timesha Brooks, Sr Specialist, PL Design Imagine you're teaching Grade 6, Unit 1, Lesson 4. Students have spent the class investigating the area of parallelograms. As you circulate during activity 3, you notice...
by Lindy Olejniczak, PK–6 Content Specialist In this series of blog posts—The Anatomy of an IM® Math Lesson—we’re taking a closer look at each part of an IM® Math lesson and how it contributes to meaningful student learning. After exploring the launch and warm-up in...
by Fattama Alkaysi, Content Specialist, PK–6 In this series of blog posts—The Anatomy of an IM® Math Lesson—we’ll take a closer look at each part of an IM Math lesson and how it contributes to meaningful student learning. After exploring the launch in our first post,...
By the Illustrative Mathematics team Not long ago, much of the conversation in mathematics education centered on curriculum quality. Today, there is broad agreement that high-quality instructional materials (HQIM) matter. Research has demonstrated their impact, and...
By the Illustrative Mathematics team A new analysis conducted by Leanlab Education found that schools in Los Angeles Unified School District (LAUSD) using IM® Math demonstrated stronger mathematics growth than similar schools that were not. The gains were equivalent...
By Dylan Dechant, Senior Vice President, Product Engineering and Innovation A decade ago, a math teacher’s year was largely shaped by a textbook and a pacing guide. A student moved through a year of math that was, for better or worse, the product of a single...
By Cristina Roof, Math Specialist, Lexington Public Schools What are students thinking as they sit on the rug during a whole-class lesson? How much are they learning? How much are they simply just sitting quietly in their own world? These questions became the focus of...
By Sarah Caban, Director, PK–12 Learning Experiences A snow day. An assembly schedule. A class that needs more time to build understanding before moving on. Suddenly, you’re behind and asking yourself: Should I . . . rush the next lesson? skip activities? cut...
By Neal Tucker, Director of Marketing, with Linelle Brunson, EdD., Senior Specialist in Partnerships When I got home from the District 7 New York City Public Schools Math Showdown in the Bronx, I brought back a painted rock that says ”I’m a math person.” The IM is the...
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