IM® K–5 Math certified
by Illustrative Mathematics


IM K–5 Math

Illustrative Mathematics’ collaborative model invites K–5 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 K–5 Math has earned top ratings from EdReports in every review category.

View Reports:
Imagine Learning
Kendall Hunt

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?


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 K–5 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 K–5 Math MeetsExpectationsin All EdReports Gateways

IM Certified® math curricula have 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.

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 obtain 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.

read more
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.

read more
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 v.360 certified by Illustrative Mathematics is only available from our IM Certified partners.

Our partners offer the ideal curriculum experience because they are committed to providing the IM Certified curriculum to all teachers and students as IM intends it to be experienced, in the format needed to ensure success.

Imagine IM, from Imagine Learning, offers the comprehensive IM® v.360 curriculum with enhanced resources. Imagine IM includes classroom-ready print books designed for usability. The digital experience offers customizable lessons, interactive tools, assessments, and exclusive features like digital centers and videos. Imagine Learning is IM’s original premium partner and supports districts to ensure implementation with integrity.

Kendall Hunt is an IM Certified Partner and print provider of the upgraded IM® v.360 curriculum. The Kendall Hunt version will be the pure, untouched print version – one that is unaltered, unedited, and aligns directly with IM’s free digital version. In addition to this upgraded print version, Kendall Hunt offers professional learning opportunities aligned with customer needs.

IM® v.360 powered by Kiddom unites ground-breaking technology with Illustrative Mathematics’ high-quality curriculum.  Kiddom empowers educators to customize, implement, and measure the impact of IM® v.360 on a simple, powerful platform. A full suite of digital tools and functionality creates dynamic, engaging learning experiences for students, while real-time data supports informed instructional choices.


Submit this form and an IM Certified partner will contact you to discuss your options for accessing IM K–5 Math v.360.

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 Washington, DC, and Brooklyn, NY. She 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.

Marni is the managing editor for K–2 Math at Amplify Education where she develops 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 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 six 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 Common Core State Standards, the adoption of a new math curriculum, and the implementation of equitable teaching practices in mathematics.

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. 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. 

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 began her career as a grade 6 language arts teacher. When she transitioned to grade 5, her love of teaching mathematics blossomed. With decades 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.

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.

Zack Hill

Zack Hill

Grade 3 Lead, IM K–5 Math v.I

Zack spent 16 years as a teacher and instructional coach with Pinellas County Schools in Florida, 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 leveraged 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 has been a leader inside and outside of the classroom for decades. 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 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.

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. 

Sarah Caban

Sarah Caban

Grade 5 Lead, IM K–5 Math v.I

Sarah 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. She also presents professional development at local, state, and national conferences.

Sarah facilitated professional learning for the IM 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. She believes that all students learn math by doing math together, and sees great value in listening to students’ ideas.

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 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 BA in French from Gonzaga University and PhD 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. 

Mike 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

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.

William G. McCallum

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

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.