How I Teach Illustrative Mathematics… And Get Results
A structured, explicit approach to teaching Illustrative Mathematics so that ALL students learn math.
If you teach in a large urban district, you’ve likely encountered Illustrative Mathematics (IM). IM is a problem-based learning curriculum that takes a student-centered, inquiry-based approach to math instruction.
I’ve written about my experience with IM before, but with the recent release of the National Assessment of Education Progress (NAEP) 2024 scores, discussions about math curriculum and instructional practices have resurfaced.
The NAEP scores confirmed what teachers and administrators across the country already know:
American students are struggling in math and reading.
The gap between the lowest and highest performers is widening.
Not only have students not returned to pre-pandemic levels, but the lowest-performing students are reading worse than students did 30 years ago.
It’s time for educators to acknowledge that what we’re doing isn’t working. Our students deserve a sense of urgency—now is not the time to stand by and wait for them to "discover" learning on their own. A passive approach to teaching is the wrong approach considering academic outcomes have been slowly decreasing, even before the pandemic. We must turn these scores around so that our students leave our classrooms with the knowledge and skills they need to become active participants in society.
Our district is now in its second year of IM implementation, and while there has been some improvement in math proficiency, the overwhelming majority of students still do not meet grade-level expectations on state tests. We need a faster, more efficient approach.
While IM is not my favorite curriculum, I’ve been able to use it—with supplementation and adaptations—to help my lowest-performing students improve by multiple grade levels in a single academic year.
In this (long) post, I’ll discuss how I use the curriculum to get those results.
My Teaching Philosophy
Before diving into my instructional practices, here’s what you should know about my teaching philosophy:
Explicit instruction is the most efficient and effective way to educate all struggling learners (not just students with IEPs).
Teachers should have high expectations for all students.
Math class should be fast-paced and exciting.
Students should develop both conceptual and procedural understanding.
Students should be able to recall math facts (addition, subtraction, multiplication, and division) with automaticity.
Students should have multiple opportunities to practice math (in whole-group settings and independently) to build fluency and problem-solving skills.
Yes to mini whiteboards, cold-calling, “all hands up,” and **any strategy that keeps students engaged—**as long as the classroom remains supportive and encouraging.
And most importantly: My teaching philosophy continues to evolve as I learn and grow in the profession.
Components of the Math Block
Below, I’ll break down each of these components in more detail.
Do Now / Spiral Review (10 minutes)
Students begin the Do Now immediately upon entering the classroom. It consists of three math problems:
A multi-digit multiplication problem
A long-division problem
A problem related to our current unit
Students work independently while I actively monitor, check work, and address misconceptions. After 6–7 minutes of work time, we review answers together as a class.
Fluency Practice (5 minutes)
After the Do Now, we move into math fact practice, focusing on 10 facts per week.
I lead a call-and-response round with students reciting the facts.
They recite them a few more times as a group.
They complete a 60-second, low-stakes quiz.
Students love this activity and compete against themselves to answer more questions within the time limit each day. On Fridays, we go straight to the quiz to see how well they remember what they learned throughout the week.
The Illustrative Math Components
IM lessons are structured as follows:
Warm-Up
Activity 1
Activity 2
Synthesis
Cool Down
Below, you’ll see my planned time stamps as well as a brief description of how I implement each component.
Warm-Up (5 minutes)
Before starting, we read the learning target (objective) aloud so students know what to expect.
IM suggests 10 minutes, but I’ve found that 5 minutes works best to keep students engaged.
I launch the Warm-Up by reading directions and reviewing any key vocabulary.
Students work independently for 2 minutes before we discuss answers as a class.
If students aren’t getting to the answers after a few guided questions, I tell them how to get the answer. If there is a skill they don’t know how to do, I move on to the lesson and make a note of the skill to cover at a later time.
Activity 1 (10–15 minutes)
The first activity is usually based on prior knowledge.
Some students can work independently, but most struggle, so I explicitly model problem-solving during the Launch.
Students then work independently or in pairs while I monitor and provide feedback.
We discuss answers as a class, allowing students to share their strategies and mistakes.
Brain Break (5 minutes)
After Activity 1, we take a 5-minute Brain Break with a math game like Blooket or 99 Math.
The game aligns with the math fact family we’re practicing that week.
Students use this time to go to the bathroom or refill water bottles.
Activity 2 (10–15 minutes)
The second activity focuses more directly on the lesson’s objective.
Again, I explicitly model problem-solving before students work independently or in pairs.
I actively monitor to address misconceptions.
If there are students who struggled through Activity 1, I may invite them to my table to work on the problem.
When the work time ends, we review solutions as a class, emphasizing conceptual and procedural understanding.
If there are 3 activities planned for a lesson, I always do the two that are most aligned to the learning target.
Synthesis (5 minutes)
This is our opportunity to tie everything together.
I restate the learning target.
I ask pre-planned questions to check for understanding.
Students copy key definitions or create worked examples in their notebooks.
Cool Down (5 minutes)
The Cool Down serves as a quick formative assessment.
Students complete a final task in 5 minutes.
After collecting their work, we discuss the correct approach to ensure no student leaves with misconceptions.
Independent Practice / Small Groups
I rarely use IM Centers. Instead:
Students complete Khan Academy assignments that align with IM topics.
Early finishers who demonstrate proficiency on Khan Academy work on K5 Learning worksheets.
Meanwhile, I work with small groups to provide targeted support.
Is This Approach Effective?
It works for my classroom.
My students have made significant progress on benchmark assessments and progress monitoring.
Although not required in 5th grade, students have improved on multiplication CBMs.
While IM was designed with good intentions, it often fails struggling learners who are multiple grade levels behind in math and reading.
One final tip: I create my own slides, adding:
Additional examples
Clearer definitions
Scaffolds to help students find success (and joy!) in math.
Timers
Final Thoughts
My students have a long way to go to meet proficiency, but structured, explicit teaching within the IM framework is driving real student growth. If your students are years behind, don’t be afraid to modify and supplement the curriculum.
If your district has committed to IM, you can make it work—with the right adaptations.