by Jenna Laib | Nov 25, 2019 | Grades 3–5, Grades 6–8, Grades 9–12, Grades K–2
By Jenna Laib and Kristin Gray Take a moment to think about the value of each expression below. $\frac{1}{4}\times \frac{1}{3}$ $\frac{1}{4}\times \frac{2}{3}$ $\frac{2}{4}\times \frac{2}{3}$ $\frac{3}{4}\times \frac{2}{3}$ What do you notice? How would you explain...
by Jenna Laib | Nov 21, 2019 | Grades 6–8
By Catherine Castillo Our district had seen a downhill trend in standardized test scores in mathematics. This forced us, as educators, to take an intentional look at our teaching practices. The past few years have been an exciting time in math instruction. Research on...
by Jenna Laib | Nov 2, 2019 | Grades 3–5, Grades K–2
“I’m not sure this is working. Only five of my students are participating and commenting each day. The rest sit there and look at me.” By Tabitha Eutsler This was my conversation with our math coordinator after my first few days of teaching IM K–5 MathTM with my third...
by Jenna Laib | Oct 13, 2019 | Grades 3–5, Grades 6–8, Grades K–2
We want students to think about math deeply. Creatively. Analytically. Instead, what often happens is that students race towards quick solutions. So what can we do to support this other kind of thinking in class—the slow, deep kind? By Jenna Laib One way is through...
by Jenna Laib | Aug 2, 2019 | Grades 6–8, Grades 9–12
Establishing norms is critical to creating an environment where all students see themselves as knowers and doers of mathematics. Reflecting on the Illustrative Mathematics mission statement, Creating a world where learners know, use, and enjoy mathematics, how can we...
