IM 6–8 MATH
Illustrative Mathematics’ collaborative model invites students to talk and write about math, listen to each other’s ideas, justify their thinking, and critique the reasoning of others to further develop their mathematical understanding.
IM 6–8 Math has earned top ratings from EdReports in every review category.
View Reports:
Imagine Learning
Kendall Hunt
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IM 6–8 Math v.360 DESIGN FEATURES
A coherent progression of learning
IM v.360 is fully aligned to the Common Core State Standards and provides the proper focus, rigor, and coherence required to achieve grade-level mathematics. Courses, units, lessons, activities, and representations are sequenced to help students develop an understanding of mathematical concepts, build fluency with procedures, and solve mathematical problems that reflect their lived experiences. Each unit and lesson is designed to build on what students previously learned and is part of a mathematical story that spans units and grade levels. This coherence allows students to view mathematics as a connected set of ideas.
Academic language development
Students acquire mathematical language by actively exploring and learning mathematics. Tasks encourage students to use informal language while making sense of concepts, and introduce academic language as they strengthen their mathematical understanding. The curriculum provides opportunities to develop mathematical language through social interaction and collaboration, and through the use of math language routines (MLRs). 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
Culturally responsive pedagogy supports students in building positive mathematical identities by providing mirrors to reflect their own cultures and experiences, and windows to see the cultures and experiences of others. Problem-solving contexts that positively reflect diverse cultures are applied to courses in grades 6–8 to encourage an inclusive mathematics community and build upon students’ prior knowledge of mathematics, language, and culture. Throughout the curriculum, students engage in collaborative learning opportunities that center student thinking and allow students to participate authentically.
Embedded teacher supports
Each unit, section, and lesson begins with a narrative to describe the mathematical work that will unfold, how it connects to what students have previously learned, and how it will prepare students for future coursework. Lessons and activities end with a synthesis that supports teachers in clearing up any misconceptions or questions students may have encountered during their learning. Throughout lessons and activities, teachers can find guidance on providing more access with embedded language support, UDL guidelines, and enrichment opportunities for students who need them. Finally, teachers are invited to develop and refine their practice with reflection questions centered around math content, student thinking, pedagogy, and access and equity.
IM 6–8 Math Accelerated Certified by IM
The IM Accelerated Difference
A condensed, comprehensive two-year pathway that addresses all Common Core State Standards
This compressed version of IM 6–8 Math v.360, is a thoughtful alternative to conventional accelerated programs because its design eliminates the possibility of unfinished learning as students arrive at Algebra 1. It includes all of the standards in IM 6–8 Math v.360 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 v.360, but no crucial mathematical concepts are excluded.
See also: Guidance for Accelerating Students in Mathematics.
Over 2.6 million students in more that 1,600 districts and schools have found success with IM Certified Math.
IM 6–8 Math v.360 is rigorous, problem-based, and fully aligned to the Common Core State Standards, with coherence across grade bands. The curriculum is available in both print and digital versions.
IM 6–8 Math earned EdReports’ highest ratings across all three review gateways: focus and coherence; rigor and mathematical practices; and usability. EdReports is a highly regarded independent nonprofit that reviews K–12 curricula for standards alignment and quality. 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 Certified® IM Professional Learning
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
IM v.360 certified by Illustrative Mathematics is only available from our IM Certified® partners.
Our partners offer the ideal curriculum experience because they share our commitment to providing the IM Certified curriculum to all teachers and students as it is meant to be experienced, in the format needed to ensure success.
Submit this form and an IM Certified partner will contact you to discuss your options for accessing IM 6–8 Math v.360.
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 and Cofounder
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 Award for Distinguished Public Service from the American Mathematical Society and the Dolciani Award from the Mathematical Association of America.
As CEO and cofounder of Illustrative Mathematics, Bill chairs the organization’s board of directors, helping craft IM’s strategic direction and contributing to the curricula. He also represents IM to funders, at speaking events, and in workshops.
Kristin Umland
President and Cofounder
Kristin Umland believes that by coordinating the expertise of teachers, mathematicians, mathematics educators, and business professionals, we can help all 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 PhD 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.
Kate Nowak
6–12 Curriculum Lead Author
Kate is a writer, teacher, and curriculum designer. After a successful eight years teaching high school mathematics and writing the popular blog f(t), she transitioned into a career in curriculum design.
Kate was the instructional lead author of the IM 6–8 and IM geometry, algebra 1, and algebra 2 curricula, and loves leading teams to create products that help teachers and students know, use, and enjoy mathematics.
Yenche Tioanda
Grade 6 Lead, IM 6–8 Math v.III
Since then, she has strived to create meaningful learning experiences—in mathematics and beyond—as a curriculum designer, leader of professional learning communities, academic director, and consultant to schools and non-profit organizations.
Yenche served as the lead author of the grade 6 course in the IM 6–8 curriculum, the lead for Algebra 1 in the IM 9–12 curriculum, and a writer for the IM K–5 curriculum.
Yenche holds a BA in Architecture from Washington University in Saint Louis, an MArch from Harvard Design School, and an MS in Education from the University of Pennsylvania.
Michelle Mourtgos
Grade 7 Lead, IM 6–8 Math v.III
A middle school math teacher since 2007, Michelle holds an MEd in Curriculum & Supervision from Pennsylvania State University. She received the Huntsman Award for Excellence in Education in 2013.
Michelle was the lead author for grade 7 of the Illustrative Mathematics 6–8 math curriculum.
Ashli Black
Grade 8 Lead, IM 6–8 Math v.III
Ashli was the lead writer of the grade 8 and Algebra 2 IM curricula.
Max Ray-Riek
6–12 Writer
Max Ray-Riek is IM’s senior director of teacher professional learning and a contributing writer for the IM high school curriculum. Max is a former secondary mathematics teacher and previously 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 values each student’s ideas and works to help students see themselves as people who can listen, connect, and act mathematically. He finds the art and discipline of teaching to be the hardest, most rewarding, and most important work in the world.
