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.
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Imagine Learning
Kendall Hunt
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IM K–5 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 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.
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IM K–5 MATH FEATURED CONTENT
Featured IM K–5 Math Blog Posts
With that e-mail, we were off and running in the most exciting race of my professional career. We later agreed to deliver a pilot-ready version of grades 6–8 for the 2016–17 school year, rolling out units just in time as the year progressed, and delivered a final version in the summer of 2017, along with aligned professional learning.
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Amanda Gorman recited her poem, “The Hill We Climb,” on Inauguration Day. Her words were not only inspiring, but a piercing call to action. I thought about my work at IM and wondered what a commitment to “all cultures, colors, characters, and conditions of man” meant in my role.
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We are never more “on” than when we are teaching a lesson. All of our senses are heightened and all of our energy is focused on understanding students and being understood by the students we are teaching.
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IM K–5 Blog Posts From the Authors
Many people have an aversion to word problems. They cringe at the mention of them. In elementary classrooms, teachers often report that this is what their students struggle with most.
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What do we do with curious students who are ready, willing, and able to go further with math ideas? Some students cannot wait to dig deeper into the mathematics they are studying in class.
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From the start of the year, we want students to know they are capable of engaging in grade-level mathematics. In the Opportunity Myth (2018), data shows that there is an opportunity gap for historically marginalized students to engage with this content in their math classes.
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IM K–5 Math Blog Posts From the IM Community
When we consider early childhood mathematics this familiar song comes to mind. In our hurried society where more is more, childhood expectations have been pushed to earlier and earlier ages.
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One way is through instructional routines like “Which One Doesn’t Belong” and “Notice and Wonder.” These routines give structure to time and interactions. Within the structure, there are opportunities to have time to think deeply and a predictable way to share and deepen thinking with partners and the whole class.
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Last spring, I was approached by our Math Coordinator and asked about piloting a new math program. I knew my staff was ready for building-wide consistency and we were ready to try something new. I easily said yes!
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IM K–5 Math Blog Post Series
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.
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.
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—
Fluency Development Within and Across the Grades in IM K–5 Math™, part 1: Addition and Subtraction
“When do students practice their math facts? How is math fluency assessed?” We appreciate these questions for a couple of reasons…
Fluency Development Within and Across the Grades in IM K-5 Math™, part 2: Addition and Subtraction
Because of the problem-based structure of our curriculum, students’ ideas play an integral role in the progression of learning in IM K–5 Math™.
Fluency Development Within and Across the Grades in IM K–5 Math™, part 3: Multiplication and Division
When designing IM K–5 Math™, we thought deeply about the potential impact of our curriculum on students’ mathematical identities.
Fluency Development Within and Across the Grades in IM K–5 Math™, part 4: Multiplication and Division
As a problem-based curriculum, IM K–5 Math™ aims to offer all students opportunities to problem-solve and think critically about new learning.
IM K–5 Math On-Demand Webinars
Family Engagement, Collaboration, and Support
Families play a crucial role in student learning, and at IM, we believe that students should be empowered to recognize and explore math in the world...
Access to Mathematics through Language
In IM K–5 Math™, vocabulary is formally introduced after students have had time to make sense of mathematical ideas and learn new concepts. Join us...
Racial Justice in Math Education
Join our distinguished panel of scholars and educators as they examine ways to disrupt patterns of racial inequity in mathematics education and...
Experience IM K–5 Math: A Focus on Student Thinking
At IM, we built our curriculum on the principle that all students are capable of using what they know to learn and solve problems. Students learn...
Experience IM K–5 Math: A Roundtable Celebration with the Authors
Celebrate with Illustrative Mathematics’s CEO William McCallum and the authors of IM K-5 Math at an extraordinary event, where they reunite and...
Comparing IM K–5 Math and IM 6–12 Math — What’s New?
While IM K–5 Math shares many similarities with our 6–8 and 9–12 curricula, all of the units have been geared towards meeting the unique needs of...
Advancing English Learners in IM K–5 Math
Join Erin Smith, advisor and lead for supports for English learners, to take a look at enhancements included in the IM K–5 Math designed to advance...
IM K–5 Math as a Support for Culturally Responsive Pedagogy
When developing IM K–5 Math, the authors wanted to make sure that all students—regardless of race, ethnicity, language, gender, ability, and...
Learn All About IM K–5 Math v.I
Learn more about IM K–5 Math v.I with this in-depth look at our new K–5 curriculum. Tour of the teacher materials, demonstrate the lesson structure...
IM® CERTIFIED PARTNERS
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.
Submit this form and an IM Certified partner will contact you to discuss your options for accessing IM K–5 Math v.360.