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Empowering Students with the Geometry Reference Chart

Empowering Students with the Geometry Reference Chart

by Tina Cardone | Jul 25, 2022 | Grades 9–12

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 portion of the warm up from a section on...
Making IM Centers Work: Joyful Practice, Meaningful Fluency, and Authentic Assessment

Making IM Centers Work: Joyful Practice, Meaningful Fluency, and Authentic Assessment

by Maureen D. O’Connell | Jun 13, 2022 | Grades 3–5, Grades K–2, Grades K–5

By Maureen D. O’Connell “How is it going with your implementation of IM K–5 Math Centers?” That’s my favorite question to ask during professional learning for IM K–5 Math. The response is a pedagogical temperature check about where teachers and grade levels are in...
Two Recommendations to Elevate Instruction

Two Recommendations to Elevate Instruction

by Kate Nowak | Mar 2, 2022 | Grades 6–8, Grades 9–12, Professional Learning

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 Duckworth If you’re reading this you probably...
Math Language Routines: Discourse with a Purpose

Math Language Routines: Discourse with a Purpose

by Kristen Taylor | Feb 17, 2022 | Grades 6–8, Grades 9–12, Grades K–5, Professional Learning

By Dr. Kristen Taylor, IM Certified® Facilitator  Math teachers can talk all day about math! We get super excited when we encounter someone else who enjoys these conversations as well. But too many of our students don’t get to experience that joyful discourse,...
Using IM K–5 Math™ to Support Cognitively Guided Instruction (CGI)

Using IM K–5 Math™ to Support Cognitively Guided Instruction (CGI)

by Mike Henderson | Nov 16, 2021 | Grades 3–5, Grades K–2

By Mike Henderson “The activities require skills that students are not taught prior to doing the activity. They’re expected to just jump right in. Why isn’t there more modeling or re-teaching of basic skills so students can be successful with the lesson?” As teachers...
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RECENT POSTS

  • Coherence between Grade 8 and Algebra 1 March 9, 2023
  • Exploring the Lesson Synthesis: When do I actually teach? March 2, 2023
  • Co-Creating an Authentic Math Community February 16, 2023
  • The Problem of “Fewer”: Using Centers and the 5 Practices to support students in their production of complex math vocabulary February 9, 2023
  • Centers in Kindergarten: Purposeful Play and Authentic Assessment January 25, 2023

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