by Carrie Duncan | Feb 17, 2021 | Grades 3–5, Grades K–2
By Dionne Aminata “We are striving to . . . compose a country committed to all cultures, colors, characters, and conditions of man. And so we lift our gazes not to what stands between us, but what stands before us.” Poet Laureate, Amanda Gorman Amanda Gorman recited...
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...
by susanllovell | Oct 27, 2020 | Grades 3–5, Grades K–2, Grades K–5
by Deborah Peart, Grade 2 Lead Many people have an aversion to word problems. They cringe at the mention of them. In elementary classrooms, teachers often report that this is what their students struggle with most. When word problems show up in math class, even...
by Carrie Duncan | Oct 15, 2020 | Grades 3–5
by Sarah Caban From the start of the year, we want students to know they are capable of engaging in grade-level mathematics. In the Opportunity Myth (2018), data shows that there is an opportunity gap for historically marginalized students—often students of...
by Jenna Laib | Aug 11, 2020 | Grades 6–8, Grades 9–12
by Tina Cardone The vision of Illustrative Mathematics is to create a world where learners know, use, and enjoy mathematics. This raises the question: Which learners? And what role do the authors of a curriculum play in shaping the experience? There are multiple...
