*Illustrative Mathematics*

It was great to see so many of you at NCSM and NCTM in San Diego. If we missed you, or you weren’t able to attend, read our NCSM and NCTM round-up below.

*Illustrative Mathematics*

It was great to see so many of you at NCSM and NCTM in San Diego. If we missed you, or you weren’t able to attend, read our NCSM and NCTM round-up below.

*Jennifer Wilson and Vanessa Cerrahoglu*

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?

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:

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”

Growing up we usually think we are either a math person or not a math person. But, in preparing for this year I saw a picture that said ‘How to be a math person: Step 1: Do math Step 2: Be a person’ and I really started to look at math differently.

Continue reading “The IM Curriculum Changed How I Think About Math Instruction”

*By Kate Nowak*

A thing that I think we did really well in Illustrative Mathematics 6–8 Math was attend carefully to really deep, important things that adults that already know math can easily overlook. For example, what does an equation mean? What does it mean for a number to be a solution to an equation? What does it mean for two expressions to be equivalent? (This is an example of the crucially important foundational understanding that gets short shrift when we rush kids through middle school math.) Continue reading “Respecting the Intellectual Work of the Grade”

*By Bowen Kerins*

A wide-ranging team worked together to develop the Illustrative Mathematics Grades 6-8 Math curriculum. As Assessment Lead, it was my responsibility to write and curate the Shared Understandings document about assessments we used throughout the writing process, and I thought you might be interested to read some of the key features.

This quote drives a lot of the ideas about assessment:

*“You want students to get the question right for the right reasons and get the question wrong for the right reasons.” – Sendhil Revuluri* Continue reading “Assessment Principles in Illustrative Mathematics 6-8 Math”

*By Ashli Black*

Woo, blogging! As I start work on high school curriculum, I thought I would go back and revisit the grade 8 units that I’ve spent the past 18 months working on and share some of my favorite things. This gives me a chance to think about what sorts of things I really want to keep in mind as I write new stuff and gives folks a way to take a peek “under the hood” at how some activities came about. A new curriculum can be a daunting thing to jump into, so hopefully this is a friendly way to dip toes in. Let’s start in grade 8, unit 1, shall we? Oh, and some of the links are going to be to the online curriculum, which you’ll need to sign up for. Signing up is free and you can do that here.

Continue reading “Reflection & Discussions in Grade 8, Part 1”