IM 9–12 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 9–12 Math has earned top ratings from EdReports in every review category.
View Reports:
Imagine Learning
Kendall Hunt
Algebra 1, Geometry, Algebra 2 and Integrated Math 1 are available now. Integrated Math 2 and 3 courses will be available for back to school 2025.
Ready to get started with IM 9–12 Math?
IM 9–12 v.360 MATH 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 9–12 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.
A High School Curriculum That Tells a Story
Teacher-tested, standards-aligned, and research-based
Designed for high school learners, IM 9–12 Math v.360 encourages the problem-solving skills students need to better understand the real world. The story of each course is told in units. Each unit and lesson within a unit includes a narrative that describes the mathematical work that will unfold.
IM 9–12 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 analyses for Kendall Hunt and Imagine Learning.
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IM 9–12 MATH FEATURED CONTENT
Featured IM 9–12 Math Blog Posts
The Algebra 1 course in IM 9–12 Math™ begins with a unit on one-variable statistics, a choice that many find surprising. Why start with statistics? And where does it go from there? As in all IM courses, the arrangement of units in Algebra 1 is informed both by a progression of mathematical ideas and by key principles on mathematics teaching and learning.
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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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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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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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Supporting high-school students to write detailed, precise proofs is challenging. Learn about some of the design elements that IM used to invite students to a deep exploration of proof.
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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 9–12 Math v.360.
An Expert-Authorized 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
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
Director 6–12 Curriculum, IM 9–12 Math™ v. I
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
Algebra 1 Lead, IM 9–12 Math™ v. I
Yenche is passionate about learning and helping others learn. Her adventures in mathematics education began in Philadelphia, where she taught high school students as a member of Teach For America and later served as a founding teacher of Science Leadership Academy.
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.
Ashli Black
Algebra 2 Lead, IM 9–12 Math™ v. I
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 began her education career as a high school teacher in Washington State. She is a national board certified teacher and an alumna of the Park City Mathematics Institute.
Ashli was the lead writer of the grade 8 and Algebra 2 IM curricula.
Tina Cardone
Geometry Lead, IM 9–12 Math™ v. I
Tina spent more than 10 years teaching high school math at public schools in Massachusetts. Active in the online math community, she organized the ideas of her Twitter network into the book Nix the Tricks in 2013. She also published a second edition in 2015. Tina has presented about nixing tricks in the mathematics classroom and language routines to support student learning at regional and national conferences.
As geometry lead at IM, Tina is excited to bring her experience with teaching conceptually and making math accessible for all students to the IM curricula.
David Petersen
Statistics Lead Writer, IM 9–12 Math™ v. I
Currently based in Ohio, David organizes annual conferences that bring math teachers together offline where they can share insights and expertise, and build real-world communities. He also enjoys spending time with his two young children and reading comic books.
David spent ten years teaching high school math in Tennessee and Missouri before joining the IM team. He is dedicated to helping people explore connections among concepts to better understand how math relates to real-life experiences.
Jennifer Wilson
High School Professional Learning Lead
Jennifer enjoys learning alongside the IM community as a professional learning facilitator and writer. She previously taught math in Mississippi for 25 years. She is a national board certified teacher and received the Presidential Award for Excellence in Mathematics and Science Teaching in 2011.
Jennifer thinks a lot about how we might slow down and savor learning math through questions, connections, and collaboration. She enjoys reading, hiking, running, and eating slow food with family and friends.
Liz Ramirez
VP of Implementation Programs
Liz unequivocally believes that education is an essential means of empowerment. This conviction guides her passion for advancing access and equity in the field of mathematics education for students and for teachers.
Liz led the strategic direction and development of IM’s research-based frameworks for enhancing access for both English learners and students with disabilities within IM K–12 math. The associated resources and professional learning have equipped IM teachers with math language routines that facilitate discourse and language development, as well as access-supporting instructional strategies grounded in the Universal Design for Learning guidelines.
Liz also managed several projects focused on the development of tools, resources, and guidance to help districts establish the conditions necessary to successfully implement the IM curriculum.
As the vice president of implementation programs, Liz leads the strategy and development of IM programs for teachers, coaches, instructional leaders, and partner organizations. Liz and her team are committed to the continued advancement of IM’s professional learning for teachers and support for the districts and organizations that serve them.
