By Claire Neely, Senior Implementation Specialist Illustrative Mathematics’ redesigned IMplementation Reflection Tool (IRT) is a powerful, non-evaluative resource intended to shape the way your school adopts and implements...
By Meredith Dadigan Abel, K-5 IM Certified® Facilitator When teachers come back from summer break, there is a magical feeling in the air. For me, it’s like the feeling that accompanies the first snowfall of the season....
By Dr. LaToya Byrd, IM Senior Director, Professional Learning Implementation and Talent The excitement is building. Can you feel it? Conference season is almost here! Math conferences create opportunities for educators to...
By Eric Partridge, IM Certified® Facilitator I don’t have many memories from elementary school. The one memory I have from elementary math is from playing Around the World. The object of this game was to answer a...
By Lizzy Skousen, 6–12 Curriculum Writer, IM Certified® Facilitator During a problem-based lesson, the teacher does a lot of listening while monitoring student learning. When teachers are introduced to a problem-based...
Dionne Aminata, Senior Director of Strategic Initiatives, Marketing, Illustrative Mathematics Rolanda Baldwin, Vice President of Mathematics, UnboundEd Illustrative Mathematics and UnboundEd both agree that achieving racial...
Joe Herbert, IM Certified® Facilitator “These problems are great, but they’re just so wordy. My students can’t handle all that reading!” Does this sound familiar? If so, you’re not alone! Many students and teachers struggle...
By Tina Cardone Geometry class can feel like word salad, with a heavy sprinkling of notation on top. Students need to both process and produce mathematical language in the vast majority of the tasks they work on. Here is a...
By Vanessa Cerrahoglu and Danielle Seabold, IM Certified® Facilitators Learners have brilliant mathematical ideas. How we teachers use IM 6–12 Math™ impacts how often students and teachers recognize this brilliance....
By Liza Bondurant, IM Certified® Facilitator/Associate Professor Do you spend hours hunting down materials for your lesson plans? How can you be sure the materials are aligned to your standards? How can you make your lesson...
By IM Professional Learning Team How do we attend to unfinished teaching and learning, while attending to grade-level expectations? Algebra 1 is often called a “gatekeeper.” Successful completion of Algebra 1 unlocks...
By Kate Nowak, IM Vice President of Curriculum Development and Portfolio “The more intensely interested a teacher is in a student’s thinking, the more interested the student becomes in his or her own thinking.”—Eleanor...
By Vanessa Cerrahoglu and Danielle Seabold, IM Certified® Facilitators Illustrative Mathematics (IM) believes each student has brilliant mathematical ideas has experiences and ideas that are valuable can make sense of and...
By Alex Clayton When was the last time you stepped into an entirely new environment? You weren’t sure exactly what was going to happen. There was no one you recognized. How did you feel: Uncertain? Anxious? Hopeful? During...
By Maureen D. O’Connell, IM K–5 Math™ Pilot Teacher,IM Certified® Facilitator for IM K–5 Math “The more intensely interested a teacher is in a student’s thinking, the more interested the student becomes in his or her own...
By Jen Hawkins, IM Facilitator and IM K-5 Product Specialist Illustrative Mathematics believes that students can achieve success as mathematical thinkers by working through problems and consolidating their learning through...
By Asya Howlette, Director of Mathematics and Science at Thurgood Marshall Raise your hand if you have been perplexed by professional learning that told you your class needs to be culturally responsive, but left you...
By Max Ray-Riek, Director of 6–12 Professional Learning In my role at IM, working with teachers and administrators, I am asked to help with the challenges of implementing an IM curriculum. We are often asked, “How can I...
By Lorie Banks Trying to plan for the 2020–2021 school year has been like trying to fly the airplane while building the wings. I am a career educator—a middle grades math teacher in an urban district in Western...
by Sarah Caban and Kristin Gray Teachers are so amazing and resilient. Amid all of the many thoughts and feelings about the challenges this school year brings, conversation continually revolves around their students. When...
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...
by Vanessa Cerrahoglu, Jennifer Wilson, and Liz Ramirez We envision creating a world where learners know, use, and enjoy mathematics. Knowing and using math goes beyond calculating and evaluating. We create purposeful...
by David Petersen and Kate Nowak In our previous post, we described how we are thinking about planning for next fall. We are also creating some new resources to support users of IM K–12 Math in the fall. Some of this is to...
By Jennifer Wilson and Liz Ramirez We envision creating a world where learners know, use, and enjoy mathematics. Knowing and using math goes beyond calculating and evaluating. We create purposeful opportunities for students...
By Kristin Gray, Director K–5 Curriculum and Professional Learningand Kevin Liner, IM K–5 Professional Learning Lead In our previous post, we highlighted important considerations in planning to support students in the fall....
By Liz Ramirez Which students are experiencing success in today’s “distance learning”? What barriers do other students face? While virtual learning platforms have made it possible for some live instruction to continue...
By IM 6–8 Math Team This week, IM is launching a new resource to support students and teachers with distance learning. Each week we will publish an open-ended prompt or image that invites math conversation, and a series of...
By Kristin Gray Most importantly, I hope everyone is taking care of themselves, their families, and others as much as they are able to during this time. With schools and districts pushing instruction online with a quick...
Some schools are sending home printed packets and establishing teacher office hours by phone. Some are conducting their regular class schedule, but online. And lots are doing something in between. We understand that it is...
“In times of stress, the best thing we can do for each other is to listen with our ears and our hearts and to be assured that our questions are just as important as our answers.” —Mr. (Fred) Rogers By Kaneka Turner We are...
The first thing you have to understand is that asking people to model with mathematics makes them mad. Not in all contexts, though! At a social gathering with a generally amiable and curious group of people, you might try...
At Illustrative Mathematics we are committed to creating a world where learners know, use, and enjoy mathematics. We believe that every student can learn grade-level mathematics with the right opportunities and support. Our...
Last year, we put together some reading to help people get started planning their year with IM 6–8. Now, we have another year’s worth of blog posts to choose from, plus a shiny, new high school curriculum! So once again,...
While families arrive with different school experiences and perspectives on what “doing math” means, they often share common questions: What do I need to know to set my child up for success in math this year? and How can I...
This blog post is the fourth in a series of four blog posts exploring the student experience of problem-based learning. The first three posts are available here: (1) “How Do Students Perceive Problem-Based Learning?” (2)...
“I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Maya Angelou By Kristin Gray When I think back to my 8th grade math class, I...
This blog post is the third in a series of four blog posts exploring the student experience of problem-based learning. The first two posts are available here: “How Do Students Perceive Problem-Based Learning?” and “Inviting...
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