Tag: Adapting Curriculum

Updates to Supports for Students with Disabilities and English Language Learners in IM 6–8 Math

At Illustrative Mathematics we are committed to creating a world where learners know, use, and enjoy mathematics. We believe that every student can learn grade-level mathematics with the right opportunities and support. Our approach is to remove unnecessary barriers and provide teachers with options for additional support so that every student can engage in rigorous mathematical content. We’ve been busy this year working on some exciting enhancements to the teacher tools and supports to empower teachers to deliver instruction that meets the specialized needs of English learners and students with disabilities.

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Planning Lessons for a Block Schedule

By Jennifer Wilson and Vanessa Cerrahoglu

Update 2020-May-04: IM has created a sample plan for a block schedule for Unit 1 for each of IM Algebra 1, Geometry, and Algebra 2. (In order to make your own edits to the doc, use File –> Make a Copy.)

Having an extended period of time to teach a lesson can be an advantage in a problem-based classroom. Students and teachers can savor the questions that are asked. Activities can breathe in a way that they can’t in a shorter period of time. But questions about planning inevitably arise. We find ourselves asking questions like: Do I simply merge two lessons? What stays? What goes? How do we ensure that we engage our students in the right conversations that will prepare them for the next leg of the journey?

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A Fraction Unit Does Not Always Begin With Lesson 1

By Jared Gilman

As I sat down at my local coffee shop to plan my upcoming 5th grade unit on fractions, a wave of dread spread across my body. I started having flashbacks to last winter, when my students’ frustrations with fractions led to daily meltdowns. Looking back at my lesson plans, I noticed how many reteaching lessons I was forced to add into the middle of my unit. I recalled the painstaking hours of scouring YouTube for videos on the “easiest tricks” and “fastest shortcuts” for adding and subtracting fractions. “My students just didn’t get it,” I thought at the time. This year would be different, I told myself as I gulped down my large iced coffee.

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