Q: What is the fastest way to get a heated debate going about some topic in the IM 6–-8 math curriculum?

A: Show people this graph from Lesson 4 in Unit 8.5:

Continue reading “What is the Time? It Depends…”

Q: What is the fastest way to get a heated debate going about some topic in the IM 6–-8 math curriculum?

A: Show people this graph from Lesson 4 in Unit 8.5:

Continue reading “What is the Time? It Depends…”

I asked my 15-year-old what she learned today at school. She paused for a moment and then answered, “What did *you* learn at school today?”

It took me a while to think about what I had learned (which will make me more patient when I ask her again tomorrow), and then I remembered and shared with her:We are working with some teachers who are using the *Illustrative Mathematics 6–8 Math* curriculum. The 7th grade teachers are in Unit 1, Scale Drawings. They are working with scale drawings and maps. Today I learned to look more closely at the scale given for a map.

Continue reading “What I Learned Today: Scale Drawings & Maps”

*By William McCallum*

Somewhere back in days of Facebook fury about the Common Core there was a post from an outraged parent whose child had been marked wrong for something like this:

$$

6 \times 3 = 6 + 6 + 6 = 18.

$$

Apparently the child was supposed to do

$$

6 \times 3 = 3 + 3 + 3 + 3 + 3 +3 = 18

$$

because of this standard: Continue reading “Ways of thinking and ways of doing”