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ILLUSTRATIVE MATHEMATICS Illustrative Mathematics. High School Algebra. Domain Reasoning with Equations and Inequalities. Cluster Understand solving equations as a process of reasoning and explain the reasoning. Standard Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. Task Who wins the Race? ILLUSTRATIVE MATHEMATICS Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developerssince 2011.
ILLUSTRATIVE MATHEMATICS Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developerssince 2011.
ILLUSTRATIVE MATHEMATICS The relationship would be considered a strong and positive given how closely the points adhere to a line with positive slope. . Since the pattern shown is one of very strong, positive, linear association, a correlation coefficient value near +1 is plausible. . According to the model, the predicted increase in the number of annual property ILLUSTRATIVE MATHEMATICS This diagonal shows the five different ways of writing as a sum of two whole numbers: , , , , and . Each time we move up one the first summand is decreased by one while each move to the right increases the second summand by one. What we are using, in effect, is the associative property of addition. For example: The net effect is toobtain the
ILLUSTRATIVE MATHEMATICS IM Commentary. The Great Pyramid of Giza is the oldest monument on the list of the Seven Wonders of the Ancient World. The Great Pyramid of Giza along with the Pyramid of Menkaure and the Pyramid of Khafre were built almost 4600 years ago to protect the bodies and possessions of the pharaohs Khufu, Menkaure, and Khafre. ILLUSTRATIVE MATHEMATICS WHAT IS A "PROBLEM-BASED Decades of research tells us that the traditional model of instruction is flawed. Traditional instructional methods may get short-term results with procedural skills, but students tend to forget the procedural skills and do not develop problem solving skills, deep conceptual understanding, or a mental framework for how ideas fittogether.
ILLUSTRATIVE MATHEMATICS Solution. Currently, Chase has a winning record of 60%: Clearly Chase has to win some more games to raise his win percent to 75%. Then in order to determine a winning record of 75% we need to add x amount of games to 18, and x amount of games to 30 and set this equal to 0.75: So Chase will bring his win percent up to 75% if he wins the next 18 ILLUSTRATIVE MATHEMATICS Highly-rated: According to EdReports, an independent nonprofit that reviews K–12 instructional materials, IM 6–8 Math™ and IM 9–12 Math™ certified by Illustrative Mathematics® meet all expectations across all three gateways for focus, coherence, rigor, mathematical practices, and usability.K–5 reports coming soon. Grounded in best practices for effective mathematics education: Our HOME - IM COMMUNITY HUB The IM Community Hub is the place to be for educators teaching and learning with IM. Here you can: access distance learning resources created by IM authors. find classroom resources created by teachers. share resources that you create, and collaborate to make new resources. join discussions, ask questions, and get answers fromeducators like you.
ILLUSTRATIVE MATHEMATICS Illustrative Mathematics. High School Algebra. Domain Reasoning with Equations and Inequalities. Cluster Understand solving equations as a process of reasoning and explain the reasoning. Standard Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. Task Who wins the Race? ILLUSTRATIVE MATHEMATICS Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developerssince 2011.
ILLUSTRATIVE MATHEMATICS Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developerssince 2011.
ILLUSTRATIVE MATHEMATICS The relationship would be considered a strong and positive given how closely the points adhere to a line with positive slope. . Since the pattern shown is one of very strong, positive, linear association, a correlation coefficient value near +1 is plausible. . According to the model, the predicted increase in the number of annual property ILLUSTRATIVE MATHEMATICS This diagonal shows the five different ways of writing as a sum of two whole numbers: , , , , and . Each time we move up one the first summand is decreased by one while each move to the right increases the second summand by one. What we are using, in effect, is the associative property of addition. For example: The net effect is toobtain the
ILLUSTRATIVE MATHEMATICS IM Commentary. The Great Pyramid of Giza is the oldest monument on the list of the Seven Wonders of the Ancient World. The Great Pyramid of Giza along with the Pyramid of Menkaure and the Pyramid of Khafre were built almost 4600 years ago to protect the bodies and possessions of the pharaohs Khufu, Menkaure, and Khafre. ILLUSTRATIVE MATHEMATICS WHAT IS A "PROBLEM-BASED Decades of research tells us that the traditional model of instruction is flawed. Traditional instructional methods may get short-term results with procedural skills, but students tend to forget the procedural skills and do not develop problem solving skills, deep conceptual understanding, or a mental framework for how ideas fittogether.
ILLUSTRATIVE MATHEMATICS Solution. Currently, Chase has a winning record of 60%: Clearly Chase has to win some more games to raise his win percent to 75%. Then in order to determine a winning record of 75% we need to add x amount of games to 18, and x amount of games to 30 and set this equal to 0.75: So Chase will bring his win percent up to 75% if he wins the next 18 ILLUSTRATIVE MATHEMATICS Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developerssince 2011.
ILLUSTRATIVE MATHEMATICS Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developerssince 2011.
ILLUSTRATIVE MATHEMATICS This diagonal shows the five different ways of writing as a sum of two whole numbers: , , , , and . Each time we move up one the first summand is decreased by one while each move to the right increases the second summand by one. What we are using, in effect, is the associative property of addition. For example: The net effect is toobtain the
ILLUSTRATIVE MATHEMATICS GRADE 1, UNIT 2.3 The purpose of this warm-up is for students to make sense of the structure of a story problem, which will be useful when students solve story problems and write equations in a later activity.MODELING TASKS
It is very important to note that students will not have addressed all the concepts needed to answer all of the questions at the beginning of the unit, but they can begin toMODELING TASKS
Students may forget that length, volume, and area do not scale in the same way. For example, if two objects are scaled copies of each other and the larger one is 2 times as tall as the smaller one, it will have \(2^2 = 4\) times the surface area of the small one and \(2^3=8\) times the volume. If students try to rush through the calcuations, remind them to justify their steps.MODELING TASKS
Tell students the meaning of mean lower low water (MLLW) used as a reference point in the table of water levels. This is an average of low tides taken over a long period of time: 0 on this scale corresponds to this average level of low tides. ILLUSTRATIVE MATHEMATICS GRADE 3, UNIT 1.17 The purpose of this warm-up is for students to compare four arrangements of dots to elicit the attributes, or structure, of an array. It gives students a reason to use language precisely (MP6).MODELING TASKS
An organization is trying to decide between three sets of assumptions for their viral marketing campaign: Send the message to 20 people, and assume that each person will take 1 day to share the message with 3 other, new people (and each of them will share with 3 new people, andso on).
MODELING TASKS
Prompt:. Two friends, Han and Jada, live 7 miles apart. One Saturday, they decide to meet up somewhere between their houses. They each leave their house at 8 a.m. and travel toward each other.* Math Curriculum
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IM K\u201312\u2122 Math","tablet":" IM K\U201312 MATH"}},"SLUG":"ET_PB_TEXT"}" DATA-ET-MULTI-VIEW-LOAD-TABLET-HIDDEN="TRUE">IM K–12™ MATH CURRICULUM • PROFESSIONAL LEARNING • COMMUNITY _ENGAGING STUDENTS, SUPPORTING TEACHERS, AND CREATING LIFELONGLEARNERS_
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_Integrating curriculum, professional learning and community\n \U00A0","TABLET":"INTEGRATING CURRICULUM, PROFESSIONAL LEARNING AND COMMUNITY"}},"SLUG":"ET_PB_TEXT"}" DATA-ET-MULTI-VIEW-LOAD-TABLET-HIDDEN="TRUE">INTEGRATING CURRICULUM, PROFESSIONAL LEARNING AND COMMUNITY_ We understand that it’s challenging for teachers to find resources to support students in building an enduring understanding of mathematics. Only the IM Certified Experience helps teachers catalyze mathematical proficiency with an engaging and inclusive approach that lifts students up to the skills, understandings, and practices that will stay with them for a lifetime. IM K–12 Math gives you exclusive access to engaging content and professional learning and to an inclusive community. Help students become lifelong math learners. Preview IM K–12 Math.
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Set up a time to discuss your students’ needs and how we can help. * SELECT YOUR IM CERTIFIED PARTNER Choose one of our exclusive distributors, implement the curriculum, and ensure all students learn math for life. THE IM CERTIFIED DIFFERENCE * HIGHLY-RATED: According to EdReports, an independent nonprofit that reviews K–12 instructional materials, IM 6–8 Math™ and IM 9–12 Math™ certified by Illustrative Mathematics® meet all expectations across all three gateways for focus, coherence, rigor, mathematical practices, and usability. K–5 reports coming soon. * GROUNDED IN BEST PRACTICES FOR EFFECTIVE MATHEMATICS EDUCATION: Our programs are rooted in well-respected pedagogy and methodology to form a rigorous, standards-aligned curriculum. * EXPERT AUTHORING TEAM: Read more about the educators and mathematicians who developed our curricula and professional learning:K–5 , 6–8
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* FULL-SERVICE EXPERIENCE: By combining the curricula with IM Certified Facilitator-led professional learning and an active online community provides educators with 24/7 support, districts receive support at every level to create effective mathematics classrooms. ALL GREEN ON ALL EDREPORTS GATEWAYS > My students’ mathematical thinking blows my mind! Each and every > student in my classroom can explain their answer. Their strategies > look different because they all approach and solve problems in > different ways, but they can use words, diagrams, and equations to > explain their answer. _Tabitha E. Grade 3 Teacher, MO_ > The curriculum facilitates productive struggle for our learners, and > teachers have been excited to shift their instruction from being the > ‘sage on the stage’ to the ‘guide on the side.’ Corrine Williams, secondary math specialist, Evergreen Public Schools,WA
> IM 9–12 Math has spurred a rapid shift in how I go about teaching > and learning mathematics. Furthermore, my students have developed a > deeper understanding of mathematical concepts through making meaning > of their conversations with each other and myself about the topic at> hand.
Joseph Dziuba, math teacher, New Brunswick Public Schools, NJ > We consider a facilitator’s ‘IM Certified™’ stamp shorthand > for quality and expertise, both in mathematics and in delivering the > very best professional learning experiences to teachers and coaches. Katie Martin, lead secondary math teacher, New Hanover County Schools,NC
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