by susanllovell | Apr 27, 2021 | Grades 3–5, Grades K–2, Grades K–5
By Dionne Aminata, Grade 2–5 Lead Writer and Sarah Caban, Grade 5 Lead Writer “We have to break from the notion that learning mathematics must be a linear and procedural endeavor mastered through rote practice and memorization. Instead, we must recognize and...
by susanllovell | Apr 20, 2021 | Grades 3–5, Grades K–2, Grades K–5
By Dionne Aminata, Grade 2–5 Lead Writer and Sarah Caban, Grade 5 Lead Writer When do students practice their math facts? How is math fluency assessed?” —current and prospective IM K-5 Math™ teachers everywhere We appreciate these questions for a couple of reasons: 1)...
by Carrie Duncan | Apr 5, 2021 | Grades K–5
By William McCallum I’m not a very good skier, but I have once or twice in my life experienced the joy of a perfect run: gliding down the slopes, taking each turn with confidence. And I’ve had terrible runs where I struggled up a slope to find a detached...
by Carrie Duncan | Jan 25, 2021 | Grades 3–5, Grades K–2
By Zack Hill The major work of grade 3 includes representing and solving problems that involve multiplication and division. Then, by the end of grade 3, students are expected to know from memory all products of two one-digit numbers. What does this look like and how...
