IM K–5 Math™ certified
by Illustrative Mathematics®


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Meets all expectations in all three EdReports Gateways

Learn more about IM K–5 Math v.I with this in-depth look at our new K–5 curriculum. Tour the teacher materials, demonstrate the lesson structure from warm-up to cool down, and see how centers support math fluency.

See why educators love IM K–5 Math.

This curriculum has taken all of the fantastic instructional routines teachers were pulling from multiple sources and tied them up with a great big bow into a rigorous, coherent curriculum resource! Students are talking about math like they never have before, and students who would typically not speak up in math class now join the conversation.

Catherine Castillo, Elementary Numeracy Coordinator for Springfield Public Schools, MO

As a teacher of 25 years, I always worked on creating a strong class community. I had never considered nor had the tools to develop a safe, supportive, inclusive mathematical community until I used IM K–5  in the alpha and beta pilots. IM K–5 changed my math instruction and changed the way my students see themselves. They see themselves as mathematicians who are enjoying doing and talking about math. 

Maureen O’Connell, Math Specialist, Ipswich Public Schools, MA

Here’s what students from a grade 4 class at Wanda Gray Elementary said:

“The fractions are so much fun.”

“My favorite part of math this year is everything.”

“I like working with a partner.”

“I like figuring out what mistake the students in the book made (error analysis).”

“Working with a partner helps me get to know them better and we understand more when we work together.”

Students at Wanda Gray Elementary, Springfield, MO

With IM K–5 every single student can access grade-level math. Students don’t get pulled out for math anymore. They get to be part of the classroom because the curriculum is designed to invite all learners into the lesson with multiple opportunities to use manipulatives, have conversations, share their thinking, and explore the mathematics. It is the most inviting, rigorous, and exciting curriculum I’ve ever taught and it’s amazing how much students can learn and feel successful in math.

Nancy Sirois, K–5 Math Coach, Gerald E. Talbot Community School in Portland, ME

What makes IM K–5 unique for teachers is that it is an educative curriculum. Teachers are learning so much right along with their students. There are so many layers to it. . . community and equity, mathematical understandings, the Five Practices, language routines, and more. I feel like there are years worth of professional learning and development built right into what is presented, and we can put it into practice as we learn together. It’s amazing.

Ann Neely, Elementary Program Coordinator, Mathematics, South Williamsport, PA

Ready to get started with IM K–5 Math?

IM K–5 Math Design Features

IM K–5 Math supports:

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 K–5 Math MeetsExpectationsin All EdReports Gateways

The IM K–5 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 K–5 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.

Ready to Get Started with the IM Certified Experience?

Already using IM, but want to learn more?

Reach out to your IM Certified partner to schedule professional learning, order print materials or digital subscriptions.


Featured IM K–5 Math Blog Posts

IM K–5 Math Blog Post Series

What does it mean to know mathematics?

What does it mean to know mathematics?

A world where all learners know, use, and enjoy mathematics. Perhaps the most mysterious verb in the IM vision—a world where all learners know, use, and enjoy mathematics—is the first one: know.

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What Does It Mean to Use Mathematics?

What Does It Mean to Use Mathematics?

Our vision at Illustrative Mathematics is a world where all learners know, use, and enjoy mathematics. In my last post I picked up that first verb and talked about what it means to know mathematics.

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What does it mean to enjoy mathematics?

What does it mean to enjoy mathematics?

When I started this series of blog posts on what it means to know, use, and enjoy mathematics, I thought this one would be the easiest. Math is fun, right? How could you not enjoy mathematics? I certainly do—

read more

IM K–5 Math On-Demand Webinars

IM Certified
IM K–5 Math certified by Illustrative Mathematics is only available from our IM Certified Partners.

Imagine Learning IM K–12 Math, certified by Illustrative Mathematics, offers a comprehensive solution optimized for engagement, accessibility, and usability.  The digital and print instructional experience includes exclusive enhancements such as videos, centers, lesson cards, digital interactives, assessments, and more. Imagine Learning partners with schools and districts to ensure implementation with integrity.

Kendall Hunt provides the only free, digital access to IM K–12 Math, certified by Illustrative Mathematics, along with high-quality printed resources to ensure teachers and students are making the most of IM’s problem-based curriculum. The digital curriculum provides schools access to the most up-to-date version so students receive an effective mathematics education.
Fill out this form, and an IM Certified Partner will contact you to discuss your options for accessing IM K–5 Math.
IM K–5 Math Authors
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.
Kristin Gray

Kristin Gray

K–5 Director of Curriculum and Professional Learning, IM K–5 Math v.I

Kristin’s continuous curiosity around students’ mathematical ideas drives her work in writing instructional materials that create a coherent mathematical story for all students. She is a National Board Certified 22-year veteran teacher of grades 5, 7, and 8, and was a Teaching Channel Laureate. 

Kristin has a B.S. in Elementary Education with a concentration in Mathematics from the University of Delaware, an M.Ed. in Applied Technology in Education, and is the 2014 Presidential Awardee for Excellence in Mathematics and Science Teaching.

Having served as a curriculum writer on IM 6–8 Math, and as the IM K–5 Math Director of Curriculum and Professional Learning, she is committed to providing opportunities for teachers and students to find joy in learning.

Marni Greenstein

Marni Greenstein

Grade K–3 Lead, IM K–5 Math v.I

Marni spent years as an elementary school teacher, math interventionist, K–8 coach, and Director of Curriculum and Instruction in public schools in D.C. and Brooklyn, NY. She then went on to serve as a Senior Math Specialist on the Professional Learning Team at Student Achievement Partners.

Marni has also worked with UnboundEd as a facilitator, supporting teachers and leaders to address systemic racism and disrupt patterns of injustice in mathematics education through strong curriculum, deep content knowledge, and belief in students. 

Currently, Marni is the Managing Editor for K–2 Math at Amplify Education where she continues her work developing curriculum to support teachers in creating engaging and equitable math communities with their students.

Dionne Aminata

Dionne Aminata

Grade 2–5 Lead, IM K–5 Math v.I

Dionne began her career in education in 2001 as an elementary teacher at LAUSD in South Los Angeles, CA, then taught middle school math in Brooklyn, NY, and later served as an instructional coach to new teachers with New York City Teaching Fellows. Dionne then spent 6 years as a Math Content Specialist with Aspire Public Schools in Los Angeles, where she led K–8 teachers and leaders through the transition to CCSS, the adoption of a new math curriculum, and the implementation of equitable teaching practices in mathematics.

Since 2016, Dionne has also worked as a facilitator at UnboundEd’s Standards Institutes, helping teachers and leaders from across the country deepen their understanding of the Common Core Standards and engage in critical conversations about systemic bias and racism in math education. 

Dionne successfully supported implementation of the IM K–5 Math beta pilot at LAUSD in 2020–21 and now serves as the Director of Strategic Initiatives at IM in the Marketing department. She earned her undergraduate degree in Sociology and Business at UCLA. She has an MBA in Entrepreneurship and Global Marketing from Babson College, and a Masters in Math Education from CUNY Brooklyn College.

Alex Clayton

Alex Clayton

Kindergarten Lead, IM K–5 Math v.I

Alex believes that both teachers and instructional materials should empower students to develop their ideas and mathematical identities. She worked as a kindergarten teacher in New Orleans before joining the IM team as the Kindergarten Lead. 

Now based in Philadelphia, Alex is using her passion for supporting the youngest learners as an Early Childhood Curriculum Specialist at IM. She especially loves working with her very youngest learner, her son Graham, who was born in December 2020.

Brianne Durst

Brianne Durst

Grade K–2 Writer and Coherence Reviewer, IM K–5 Math v.I

Brianne believes that all students deserve the chance to learn mathematics as a subject that makes sense, that this sense-making should be done individually as well as within a math community, and that students need to believe in the value of sharing and reflecting upon their ideas as well as the ideas of others in their math community.

She was a classroom teacher in grades 2 and 4 for a total of 12 years before becoming a math coach. She spent 5 years as a math coach and interventionist for grades K–2 at Community Roots Charter School in Brooklyn, NY. She is also a member of the Math Collective, a group that offers professional learning materials and experiences to teachers in New York City.

Brianne led the Grade 1 revisions for v.I and continues to work at IM as a K–5 Curriculum Specialist. Through her work with IM, she is able to help provide students with a mathematics experience that makes sense and encourages learning with a community of peers.

Sara Baranauskas

Sara Baranauskas

Grade 1 Lead, IM K–5 Math v.I

Sara believes that the key to developing all students’ mathematical identities hinges on fostering positive relationships with students by valuing their thinking, supporting them where they are in their trajectory.

Sara began her career as a grade 6 language arts teacher. When she changed to grade 5, her interest and love of teaching mathematics blossomed. With 24 total years of educational experience, Sara is now the K–12 STEM Coordinator for two districts in Connecticut. In 2015, she was selected as a LearnZillion National Dream Team Coach, where she collaborated with teachers to develop units for grades 1 and 2.

Sara was the lead writer for grade 1 and continues to support teachers and students across the country as an IM K–5 certified professional learning facilitator.

Deborah Peart

Deborah Peart

Grade 2 Lead, IM K–5 Math v.I

Now based in Florida, Deborah taught for over 25 years in New York, Connecticut, and Georgia in the public and private sectors. Deborah is the founder of My Mathematical Mind and speaks on a variety of topics related to math identity and literacy connections to mathematics. Blending her training in yoga and mindfulness with mathematics instruction, Deborah advocates for a mindful approach to teaching mathematics in order to address math anxiety, build confidence, and support the development of positive math identities. She has dedicated her career to helping other educators approach teaching in innovative ways that allow students to see themselves as valued mathematical thinkers and lifelong learners.

Deborah was the lead writer for second grade for the Illustrative Mathematics Elementary Math Curriculum project. Currently, as a Mathematics Content Specialist at UnboundEd, Deborah Peart works with a team to develop and implement professional development programs for K–12 mathematics. 

Zack Hill

Zack Hill

Grade 3 Lead, IM K–5 Math v.I

Zack is passionate about each and every student having access to high-quality math instruction.

Now based out of Saint Petersburg, FL, he spent 16 years as a teacher and instructional coach with Pinellas County Schools where he coached and presented professional development at the district, state, and national levels. He currently serves on the board of directors for the Florida Council of Teachers of Mathematics (FCTM) and was the lead writer on the FCTM Access and Equity Position Statement.

Zack’s work on the IM K–5 Curriculum leverages both his extensive background in mathematics education and his dedication to ensuring quality instruction for every student.

Kaneka Turner

Kaneka Turner

Grade 4 Lead, IM K–5 Math v.I

Kaneka believes that math can change the trajectory of a person’s life, by empowering them to view themselves as capable.

For the last two decades, she has had the privilege of leading in and out of the classroom. Her journey as an educator includes experience as a classroom teacher, teacher of gifted education, elementary math coach, Title I elementary math specialist, and district math specialist. In addition to her work in local school districts, she has also served teachers as an author facilitator of math professional learning for more than 18 years.

Her work on the IM K–5 Curriculum has amplified her dedication to changing lives through teaching, coaching, curriculum development, and professional learning.

Yenche Tioanda

Yenche Tioanda

Grade 3–4 Writer and Coherence Reviewer, IM K–5 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.

At Illustrative Mathematics, 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 B.A. in Architecture from Washington University in Saint Louis, an M.Arch from Harvard Design School, and an M.S. in Education from the University of Pennsylvania. 

Sarah Caban

Sarah Caban

Grade 5 Lead, IM K–5 Math v.I

Sarah believes that all students learn math by doing math together, and sees great value in listening to students’ ideas.

She started her teaching career on an island off the coast of Maine, teaching in a K–8 one-room schoolhouse, then she spent four years teaching grade 4. Since 2001 she has been a K–12 math coach and coordinator, and she also presents professional development at local, state, and national conferences.

At IM, she facilitated professional learning for the Illustrative Mathematics Middle School Curriculum, and her work as a Grade 5 Lead puts her passion for listening and collaboration at the heart of every lesson she designs, teaches, and places in a teacher’s hand.

Noelle Conforti Preszler

Noelle Conforti Preszler

Grade K–5 Writer and Coherence Reviewer, Managing Editor, IM K–5 Math v.I

Noelle values students’ experiences with mathematics and works to create classrooms where students feel they belong and know their mathematical ideas are honored.

She is a mathematics educator with a Ph.D. from the University of Washington and over 10 years of undergraduate teaching experience, including 8 years teaching pre-service teachers in K–8 math content courses.

Along with writing and reviewing lessons across K–5 at IM, Noelle served as the Instructional Designer for the project. Her work focused on thinking carefully about the educative aspects of IM K–5 and its coherence across grades. Noelle led the final content and print book reviews for IM K–5 Math v.I. She continues her work at IM as Managing Editor, K–5 Curriculum. 

Michael Nakamaye

Michael Nakamaye

IM Mathematician in Residence, IM K–5 Math v.I

Mike Nakamaye is Mathematician in Residence at Illustrative Mathematics. He is the only author who has written classroom materials for every grade of IM curricula. He has a B.A. in French from Gonzaga University and Ph.D. in mathematics from Yale. He taught mathematics at Harvard and the University of New Mexico for over 20 years, including pre-service elementary and secondary teacher courses. He still loves French literature as well as cycling and the music of Rossini. His ideal time is attending the Rossini Opera Festival (by night), biking along the beautiful Italian coast (by morning), and taking a nap or dreaming about mathematical ideas (in the afternoon).

Liz Ramirez

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.

Kevin Liner

Kevin Liner

Professional Learning Lead, IM K–5 Math v.I

Kevin is guided by a personal passion for mathematics and a boundless desire to help students and teachers succeed.

He began his career as a high school math teacher and Secondary Mathematics Curriculum Specialist in Hartford, Connecticut. Now a Ph.D. student at the University of Connecticut, his focus is Curriculum and Instruction in Secondary Mathematics. His passion for teaching and learning has taken him as far as Rwanda, where he works with the Rwanda Teacher Education Program helping to design and implement a national teacher training program.

His work with IM is a perfect extension of his dedication to providing mathematics educators the resources they need to succeed.

Kristin Umland

Kristin Umland


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 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.

Kristin is co-founder and President of IM.

William G. McCallum

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 CEO 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.