IM Certified® Blog
IM Talking Math
By Kristin Gray Most importantly, I hope everyone is taking care of themselves, their families, and others as much as they are able to during this time. With schools and districts pushing instruction online with a quick turnaround, everyone is experiencing...
Planning for Learning in Spring of 2020
Some schools are sending home printed packets and establishing teacher office hours by phone. Some are conducting their regular class schedule, but online. And lots are doing something in between. We understand that it is very challenging to translate IM curricula to...
Using math to make decisions in today’s pandemic
By William McCallum At Illustrative Mathematics, our mission is to create a world where all learners know, use, and enjoy mathematics. This is not just an idle wish, one that we have because we love mathematics. Sometimes knowledge of mathematics translates directly...
Aggregated Support for the IM Math Community in Spring 2020
We want to share our deepest gratitude for the work each of you has been doing to protect yourselves, your families, your students, and your school communities, as you face hard decisions about how to support students while also reducing our close contact with one...
Links to Resources for Shifting Instruction Online
First and most importantly, take care of yourself, your family, and your students. That might not look like doing math, or it might. To the extent that it’s useful, we have curated this list of resources recommended by our community. We understand that contexts vary...
Links to Math Resources for Caregivers
Here is a collection of links the content team here at IM has used with our own students and kids to start mathematical conversations, play math games together, explore new topics, come up with projects, and have fun. There are also some cool links to other education...
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...
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...
Rethinking Instruction for Lasting Understanding: An Example
By Kate Nowak How do we help our students build mathematical understandings that endure past the unit test? If we want students to construct strong, reliable bases of mathematical knowledge, our instruction needs to do more than present explicit procedures—even when...
When is a number line not a number line?
By William McCallum The number line is a seemingly simple object: a straight line with two points marked 0 and 1. Those two points are the seeds of great complexity, however. Whole numbers are located at positions marked off by iterating the interval. Fractions are...
