Chuck Larrieu Casias, California, is driven by curiosity and learning. He received his B.Sc. in Mathematics Research from University of Nebraska Lincoln. There, he used math to answer questions like, “What is the Cayley Graph of the Braid Group on Four Strands?” and “What is the stable daily growth rate of this aphid population?” He received his teaching credential and Master of Arts in Teaching from University of Southern California before teaching in LAUSD for 3 years as a Math for America Teaching Fellow. He is now a curriculum writer for Illustrative Mathematics’ middle school and high school curricula. In his personal time, he likes to learn computer programming, build computers, play video and board games, and listen to podcasts.
SUBSCRIBE TO BLOG
RECENT POSTS
- Growing with the IM Community Hub January 12, 2021
- What does it mean to know mathematics? January 4, 2021
- Preparing for the Unknown: Our Journey to Virtual Facilitation December 21, 2020
- The Nuances of Understanding a Fraction as a Number December 7, 2020
- Creating Time and Space for Students to Develop Foundational Mathematical Ideas November 16, 2020
Categories
- Grades 3–5 (56)
- Grades 6–8 (70)
- Grades 9–12 (48)
- Grades K–2 (36)
- Professional Learning (39)
Popular Tags
5 Practices
Adapting Curriculum
Algebra 1
assessment
back to school
CCSS
CCSSM
classroom community
classroom discourse
classroom success stories
Common Core
conceptual understanding
curriculum
Design principles
dilation
distance learning
Division
Elementary Grades Math
Equity
Fractions
Geometry
high school
Illustrative Mathematics 6–8 Math
IM 6-8 Math
IM 9-12 Math
IM K-5 Math
instructional routines
in the classroom
learning goal
learning target
lesson-planning
lesson planning
math content
Math Language Routines
notice and wonder
number talk
planning
problem-based learning
professional books
Professional Learning
routines
slope
Standards
supports for English Language Learners
Unfinished Learning