IM Certified® Blog
Why is the graph of a linear function a straight line?
By William McCallum In my last post I wrote about the following standard, and mentioned that I could write a whole blog post about the first comma. 8.F.A.3. Interpret the equation $y = mx + b$ as defining a linear function, whose graph is a straight line; give...
Why We Don’t Cross Multiply
By Kate Nowak (co-authored with Kristin Gray) “Ultimately, the goal of this unit is to prepare students to make sense of situations involving equivalent ratios and solve problems flexibly and strategically, rather than to rely on a procedure (such as “set up a...
The Illustrative Mathematics Team Reflect on the 5 Practices
The entire Illustrative Mathematics team spends a lot of time reading about teaching and learning. Most recently, we have been reading—some of us rereading—and reflecting on the 5 Practices for Orchestrating Productive Mathematics Discussions by Mary Kay Stein and...
Using the 5 Practices with Instructional Routines
By Robin Moore As a coach, how can I help teachers structure their lesson-planning in order for students to unpack their mathematical understandings? This question is always at the forefront of my mind as I reflect on my work as an instructional coach. Most times, I...
Vocabulary Decisions
By Bowen Kerins A wide-ranging team worked together to develop the Illustrative Mathematics Grades 6–8 Math curriculum. Many of the authors were and are experienced teachers of Grades 6–8, while others are experienced high school teachers. My own experience is as a...
How the 5 Practices Changed my Instruction
By Alicia Farmer I am the type of teacher you want on your teaching team. I am the person that can remember vast amounts of details, predict potential obstacles, and meet any and all deadlines. My organized personality is apparent everywhere in my classroom. From...
The 5 Practices Framework: Explicit Planning vs Explicit Teaching
“Whether we’re asking students to analyze a historical event, reflect on a text, or work toward a scientific discovery, we need to give students a chance to dig into the ideas on their own first.” By Kristin Gray I’ve come to think that approaching a lesson plan is...
Not all contexts have the same purpose
By Nik Doran We sometimes use familiar contexts to understand new mathematical ideas, and sometimes we use familiar mathematical ideas to understand what is going on in a context. We do both of these things by looking for parallels between the familiar and unfamiliar...
Welcome to the new Illustrative Mathematics blog!
In continually moving forward with our vision of creating a world where learners know, use and enjoy mathematics, the Illustrative Mathematics team is so excited to announce the launch of our official blog! Our blog will be a space where our math community of learners...
Info Gap Cards: The Hidden Gem
By Sadie Estrella May 2016 seems so long ago. I actually had to look it up on a calendar because I really thought it was more than 1.41666years ago. That was when I officially started this journey with Illustrative Mathematics. Our kickoff meeting was in Chicago....
