IM Algebra 1, Geometry, and Algebra 2 are problem-based core curricula rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language. Teachers can shift their instruction and facilitate student learning with high-leverage routines that guide them in understanding and making connections between concepts and procedures.

IM 9-12 Math, authored by Illustrative Mathematics, is highly rated by EdReports for meeting all expectations across all three review gateways.

Students who struggle in Algebra 1 are more likely to struggle in subsequent math courses and experience more adverse outcomes. The Algebra 1 Extra Support Materials are designed to help students who need additional support in their Algebra 1 course. Each Algebra 1 Extra Support Materials lesson is associated with a lesson in the Algebra 1 course. The intention is that students experience each Algebra 1 Extra Support Materials lesson before its associated Algebra 1 lesson. The Algebra 1 Extra Support Materials lesson helps students learn or remember a skill or concept that is needed to access and find success with the associated Algebra 1 lesson.

Students are asked to consider the expression that arises in physics as the combined resistance of two resistors in parallel. However, the context is not explicitly considered here. The task is good general preparation for problems more specifically aligned to either A-SSE.1 or A-SSE.2.

The purpose of this task is to help students see manipulation of expressions as an activity undertaken for a purpose.

The purpose of this task is to probe students' ability to correlate symbolic statements about a function using function notation with a graph of the function, and to interpret their answers in terms of the quantities between which the function describes a relationship

This task shows how to inscribe a circle in a triangle using angle bisectors. A companion task, ``Inscribing a circle in a triangle II'' stresses the auxiliary remarkable fact that comes out of this task, namely that the three angle bisectors of triangle ABC all meet in the point O.

This task is primarily for instructive purposes but can be used for assessment as well. Parts (a) and (b) are good applications of geometric constructions using a compass and could be used for assessment purposes but the process is a bit long since there are six triangles which need to be constructed.

This task provides an opportunity for students to apply triangle congruence theorems in an explicit, interesting context.

This problem introduces the circumcenter of a triangle and shows how it can be used to inscribe the triangle in a circle. It also shows that there cannot be more than one circumcenter.

This task focuses on a remarkable fact which comes out of the construction of the inscribed circle in a triangle: the angle bisectors of the three angles of triangle ABC all meet in a point.

The purpose of this task is to help students learn to read information about a function from its graph, by asking them to show the part of the graph that exhibits a certain property of the function. The task could be used to further instruction on understanding functions, or as an assessment tool with the caveat that it requires some amount of creativity to decide how to best illustrate some of the statements.

This problem provides an opportunity to experiment with modeling real data. Populations are often modeled with exponential functions and in this particular case we see that, over the last 200 years, the rate of population growth accelerated rapidly, reaching a peak a little after the middle of the 20th century and now it is slowing down.

This task rquires students to determine if linear functions would be useful to model relationships presented in a data table.

Significant figures are the number of digits in a value, often a measurement, that contribute to the degree of accuracy of the value. We start counting significant figures at the first non-zero digit. Calculate the number of significant figures for an assortment of numbers.

We've learned about matrix addition, matrix subtraction, matrix multiplication. So you might be wondering, is there the equivalent of matrix division? And before we get into that, let me introduce some concepts to you. And then we'll see that there is something that maybe isn't exactly division, but it's analogous to it.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Sal checks whether the commutative property applies for matrix multiplication. In other words, he checks whether for any two matrices A and B, A*B=B*A (the answer is NO, by the way). Created by Sal Khan.