IM 6–8 MATH
Learn more about IM 6–8 Math™ v.III and IM 9–12 Math™ v.I with this in-depth look at our 6–12 curriculum. Examine the structure of a lesson through the lens of the design features of the curriculum and with a focus on the philosophy and instructional shifts. Learn about the resources available around student understanding, discourse, planning, assessment, and access for each student.
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IM 6–8 Math DESIGN FEATURES
A coherent progression of learning
IM K–12 Math™ is fully aligned to the focus, rigor, and coherence of the standards, and has been given the stamp of approval by EdReports, earning perfect scores in the areas of Focus & Coherence and Rigor & Mathematical Practices. The scope and sequence of units, activities, and representations are designed to help students develop a deep understanding of mathematical concepts, build fluency with procedures, and solve mathematical problems that reflect their lived experiences.
Academic language development
Math vocabulary is developed through the process of actively exploring and learning mathematics. Students make sense of mathematical concepts using informal language before academic terms are introduced. Embedded within the curriculum are Mathematical Language Routines to support academic language development for all learners. These routines also provide opportunities for English Learners to engage in the specialized academic language demands of reading, writing, speaking, listening, conversing, and representing in math.
Culturally responsive pedagogy
Materials are designed to affirm students as they build positive mathematical identities. Units and lessons begin by inviting students to use their prior mathematical knowledge, funds of knowledge, language, and culture to make sense of new mathematical concepts. Activities offer collaborative learning opportunities and instructional routines that center student thinking and encourage students to bring their whole selves to math class. Grades K–5 courses (and coming soon to 6–12 courses) include problem-solving contexts that positively reflect ethnically diverse cultures and support the implementation of culturally relevant and responsive pedagogy.
Teacher learning
Units and lessons include narratives that describe the mathematical work that will unfold, and activities and lessons include a synthesis that assists the teacher with ways to help students incorporate new insights gained into their big-picture understanding. Formative assessments help create clear pathways to address student outcomes. Teacher-facing materials support teachers to develop, refine, and reflect on instructional practices.
IM 6–8 Math Accelerated Certified by IM
The IM Accelerated Difference
A Condensed and Comprehensive Two-year Pathway That Addresses all Standards
IM 6–8 Math Accelerated, a compressed version of IM 6–8 Math, is a thoughtful alternative to conventional accelerated programs because its design eliminates the possibility for unfinished learning as students arrive at Algebra 1. It includes all of the standards in IM 6–8 Math and compacts them into a two-year curriculum meant to be covered during grades 6 and 7. The pace is faster than IM 6–8 Math, but no crucial mathematical concepts are left-out.
See also Guidance for Accelerating Students in Mathematics and FAQs for IM 6–8 Math Accelerated
Successfully Used in Over 200 Districts with Over 300,000 Students.
The IM 6–8 Math certified curriculum is rigorous, problem-based, and fully aligned to the standards, with coherence across grade bands.
The curriculum is available in both print and digital versions. IM 6–8 Math is highly rated by EdReports for meeting all expectations across all three review gateways. Read the full analysis for Kendall Hunt and Imagine Learning.
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Reach out to your IM Certified partner to schedule professional learning, order print materials or digital subscriptions.
IM 6–8 MATH FEATURED CONTENT
Featured IM 6–8 Math Blog Posts
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 differentiate instruction while using this curriculum?” or “What resources does IM offer to support differentiation?”
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How can educators act on these beliefs, in teaching and learning with IM 6–12 Math™, to craft learning communities and experiences in which each learner knows, uses, and enjoys mathematics?
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All students can be successful in mathematics. For most mathematics educators, we lean into this. We believe that all students can learn mathematics, that they can be successful. However, as we focus our lens on the word all, what do we see?
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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, which limits their understanding of and positive experiences with math.
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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.
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IM Professional Learning for mathematics is deeply integrated with the curriculum. The program provides teachers and leaders long-term, sustainable support for developing, refining, and reflecting on instructional practices.
IM CERTIFIED® PARTNERS
Our partners provide the ideal experience with our curriculum.
IM Certified Partners share our commitment to providing the IM Certified Curriculum to all teachers and students as it is meant to be experienced, in the format they need to ensure success.
Fill out this form, and an IM Certified Partner will contact you to discuss your options for accessing IM 6–8 Math.
An Expert-Authored Curriculum
We're Dedicated to Teacher and Student Success
Our curricula are designed by respected thought leaders who share IM's goal
to create a world where learners know, use, and enjoy mathematics.
William G. McCallum
CEO & Co-Founder
Bill McCallum has dedicated his life to helping teachers, educators, mathematicians, and policymakers show fidelity to both mathematical coherence and student learning.
He is an Emeritus Distinguished Professor of Mathematics at The University of Arizona, where he researches number theory and arithmetical algebraic geometry, authors textbooks, and advises researchers and policymakers. Bill’s work as a lead writer of the Common Core State Standards in Mathematics earned him the Distinguished Public Service Award from the American Mathematical Society and the Dolciani Award from the Mathematical Association of America.
As President and co-founder of Illustrative Mathematics, he chairs the Board of Directors where he helps craft the strategic direction of the organization and contributes to the curricula; he also represents IM to funders, at speaking events, and in workshops.
Kristin Umland
Content Lead, IM 6–8 Math v.III
Kristin believes that all children can learn and enjoy mathematics, and that by coordinating the expertise of teachers, mathematicians, math education researchers, and business professionals, we can help students realize their mathematical potential.
Before joining the IM team, she was an Associate Professor in the Department of Mathematics and Statistics at the University of New Mexico (UNM). After joining UNM with a Ph.D. in Mathematics, she carried out research in mathematics education, taught pre-service and in-service elementary and secondary teachers, and conducted education outreach at the local, state, and national level. A recipient of both the Louise Hay Award and the AMS Impact Award, Kristin’s goal has always been to improve the mathematical and pedagogical quality of children’s learning experiences.
A co-founder of IM, she now serves as VP for Content Development and oversees the development of curriculum and professional learning.
Kate Nowak
Director 6–12 Curriculum
Kate is a writer, teacher, and curriculum designer. After a successful 8 years teaching high school mathematics and writing the popular blog f(t), she transitioned into a career in curriculum design.
As the instructional lead author of the IM 6–8 and IM Algebra 1, Geometry, and Algebra 2 curricula, Kate loves leading teams to create products that help teachers and students know, use, and enjoy mathematics.
Kate is very enthusiastic about puzzles, smoothies, and navigating public transit in new cities.
Yenche Tioanda
Grade 6 Lead, IM 6–8 Math v.III
Yenche is passionate about learning and helping others learn. She is also a fan of spicy food, public radio, walking outings, and game nights with her family.
Her adventures in math education began as a high-school teacher and a corps member of Teach For America in Philadelphia. Over the past 14 years, she has worked as a teacher, curriculum designer, leader of a professional learning community, administrator, and consultant to schools and non-profit organizations.
Now as Algebra 1 and Grade 6 Lead for IM, she is dedicated to expanding the opportunities for all students to enjoy and be curious about math.
Michelle Mourtgos
Grade 7 Lead, IM 6–8 Math v.III
Michelle is motivated by a desire to help teachers enjoy teaching, help students enjoy learning, and build up everyone’s sense of self-efficacy. She also enjoys computer programming, Siberian Huskies, and woodwind instruments.
A middle school math teacher since 2007, Michelle holds an M.Ed. in Curriculum & Supervision from Pennsylvania State University. In 2013 she received the Huntsman Award for Excellence in Education.
She was the lead author for grade 7 of the Illustrative Mathematics 6–8 Math Curriculum and is now the middle school content specialist.
Ashli Black
Grade 8 Lead, IM 6–8 Math v.III
Ashli is inspired by doing math with other teachers, discussing classroom practice, and reading what research tells us about how to best support student learning. She can often be found hiking in the mountains or covered in flour in the kitchen.
She began her education career 12 years ago as a high school teacher in Washington State. She is a National Board Certified teacher, and an alumna of the Park City Mathematics Institute.
In 2011, Ashli joined the Illustrative Mathematics team part-time working on social media outreach and task publication. She is now the lead writer of the grade 8 and Algebra 2 IM curricula.
Max Ray-Riek
6–12 Professional Learning Lead
Max Ray-Riek is the Director of 6–12 Professional Development at Illustrative Mathematics and worked as a writer on the high school curriculum. Before coming to Illustrative Mathematics, Max worked for The Math Forum, focusing on fostering problem-solving and making student thinking the center of math class. He is the lead author of Powerful Problem Solving: Activities for Sense Making with the Math Practices.
Max is a former secondary mathematics teacher (and before that, preschool teacher) who finds the art and discipline of valuing each student’s ideas and supporting all students to see themselves as people who can listen, connect, and act mathematically, to be the hardest, most rewarding, and most important work in the world. Max lives in Philadelphia with his wife, with whom he fosters puppies who will grow up to be trained to be service dogs.
Liz Ramirez
Director of Access and Supports
Liz Ramirez is passionate about supporting access for English learners and students with disabilities and has spent her career learning along with the best in her field. She started out as a middle school math teacher in New York City. In the years that followed, she taught and coached in NYC Public Schools and abroad.
At Illustrative Mathematics, Liz has worked with teams to develop quality resources and professional learning opportunities that empower teachers to meet the diverse needs of their students. In her current role as Director of Implementation, she is focused on the development of tools, resources, and professional learning that will help districts successfully implement the IM curriculum.