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Hello!  Your district rosters via Clever.  So, your district technology person would need to have Clever rostered for the 23-24 school year.  Then, this would sync with Imagine Learning Classroom.  I have checked with your district technology coordinator to ensure this happens, you should see updated classes in the next 24 hours (8/30). -Lauren Samaras, Customer Success Manager with Imagine Learning

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We have a question from last week about populating rosters. If they are not already populated, how can we get this accomplished? I know it was talked about but wanting clarification please?

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Use the login below to explore the IL Classroom Platform with Imagine Learning

URL:  https://blainschools.ilclassroom.com/resources/11191855-welcome-to-il-classroom
Username:
Password:

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Classroom environments that foster a sense of community that allows students to express their mathematical ideas-together with norms that expect students to communicate their mathematical thinking to their peers and teacher, both orally and in writing, using the language of mathematics-positively affect participation and engagement among all students .

Principles to Action, NCTM

The beginning of the school year offers teachers and students a fresh start full of exciting possibilities. From the first day of class, as we begin to learn about each of the students in front of us, we have the opportunity to set the stage for how learning math will look, sound, and feel throughout the year. We also begin to foster the attitudes and beliefs that are important in shaping a mathematical classroom community in which each and every student is positioned as a capable learner and doer of mathematics, truly believes their voice is valued and heard, and understands that we learn math by doing deep and meaningful mathematics together. Building this classroom community requires a purposeful process that takes time and careful attention.

To build this community, it is first important to be mindful of who is involved in the process. While it may be fast and easy to simply tell students how they will engage in math this year by offering a given set of rules or norms, it completely removes student ownership in their own learning. It is also a missed opportunity to engage students in reflecting on the things they need to feel safe and successful in mathematics. To be invested in a classroom community, students should be active participants in identifying what it means for them to do math and the collective norms that allow each and every one of them the opportunity to do so.

Student-generated norms offer guidance and continuous reminders to students as to how they can work collaboratively and productively as individuals as well as in groups. Even with the best of intentions, however, all too often we establish norms at the beginning of the year only to struggle to maintain them. Creating norms within the context of building a mathematical community moves the norms from just a poster on the wall to a living, breathing culture in the classroom.

There are two important considerations when planning the student experiences through which to establish norms:

1. The experiences should be reflective of how learning math will look, sound, and feel all year.

2. The experiences should be connected to convey the message that learning math is a coherent journey.

If we want students to have access to, and engage in, deep and meaningful mathematics, their opportunities to do mathematics should be connected. A series of connected experiences that encourage mathematical discussions, collaborative work, and engagement in the Mathematical Practices not only create a mathematical classroom culture, but also give students a coherent picture of what it means to learn math. Through these experiences, the established norms are continuously reinforced.

T he first two weeks of class are often dedicated to giving students exciting math problems and establishing norms. While this is great for engaging students in mathematics, these activities are typically disconnected, isolated tasks that then create the need for the teacher to establish new routines and lesson structures when starting their first curriculum unit. These additional tasks take time and can add extra days into an already full year of learning, forcing teachers to make decisions about which content to cut later in the year because of pacing issues.

From the beginning of Unit 1 in the IM 6-8 Math curriculum, the problem-based lesson structure engages students in collaborative, connected mathematical experiences. Through warm-ups such as "Which One Doesn't Belong," "Notice and Wonder," and "Number Talks," and classroom activities that include card sorts and interactive Geogebra applets, the norms are intrinsic to the daily function of the mathematics classroom throughout the year.

Linked below is a process to start building a mathematical classroom community during the first week of school in Unit 1 of the IM 6-8 Math curriculum. In preparation for this work, we recommend teachers read the "What Is a Problem-based Curriculum?" section of the curriculum course guide to gain insight into the ways students actively participate in the learning throughout a lesson.

Download the Building a Mathematical Classroom Community plan.

Here are some ideas to help maintain your mathematical community norms throughout the year:

As the teacher, be a daily example of what it looks like to do math and be mindful of the community norms.

After the first week, be sure to revisit the "Mathematical Community" ideas and ask for revisions at least once a week. It is easy to focus solely on the math students are doing, but by revisiting this list it shows students that you value the mathematical community as much as you value the math.

To ensure this is a working and growing collection of ideas, make Post-its available to students and ask them to make suggestions or show evidence of either doing math or norms they experienced.

Before launching activities that require a lot of group interaction, remind students of their mathematical community ideas so the ideas are at the forefront of their work.

As students work during a lesson, occasionally monitor for evidence of their mathematical community in addition to the math. During the synthesis, highlight the actions and norms you saw being attended to during the lesson.

If time allows, periodically ask students to be more metacognitive about the norms by asking them which norms they think are the most difficult to follow, and why.

Organizational tip for the classroom: In the FB group, Lindsey K. posted, "I'm moving from elementary to middle school. I've always done collaborative norms and posted them. How do you do that for multiple classes? I was thinking of doing each class and then synthesizing all 5 on one anchor chart. Any other ideas?"

I thought this was a great question and one that many teachers face with limited wall space. I taught three 5th grade math classes and kept a separate piece of chart paper for each class because they were uniquely different. I also had an abnormally long room with a huge, empty wall that made it easy to do! If you are short on wall space, I think consolidating the class norms to one poster is a way to save space. And then, to value each classes' differences, you could make a 5×8 index card or copy of the norms on card stock to tape to the front of their workbooks or math journals.

If you use this process, we would love to see your students' ideas and hear about your experience. You can share your pictures, blog post links, and reflections in the comments section below, or on Twitter using our #LearnWithIM hashtag and tagging @IllustrateMath!

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Building a Mathematical Classroom Community - IM CERTIFIED® BLOG

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Classroom environments that foster a sense of community that allows students to express their mathematical ideas-together with norms that expect students to communicate their mathematical thinking to their peers and teacher, both orally and in writing, using the language of mathematics-positively affect participation and engagement among all students.

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This guide will assist you in reviewing Imagine Learning’s comprehensive print and digital solution.

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Emily Bybee
Email:  emily.bybee@imaginelearning.com
Cell: 801-376-8939

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Algebra 1, Geometry  and Algebra 2 Overview Brochure 9-12

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Algebra 1, Geometry  and Algebra 2 Overview Brochure 9-12

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Lauren Samaras
Email: lauren.samaras@imaginelearning.com

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Watch to learn more about how students learn math in a problem based learning curriculum.

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Password: 51S#!LC#

The Guided Tour is designed to navigate customers through the IM curriculum on Imagine Learning Classroom prior to accessing a demo site. Within the tour they will have the opportunity to experience the structure of the digital application, preview our exclusive IL IM resources to gain further insight into the program.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Getting Started with Imagine Learning Classroom 

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Getting Started with Imagine Learning Classroom 

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Grades 6-8:
https://imaginelearning.zoom.us/rec/share/E7UO9s22Ux__hV9KGCW-GCZwexX3IVstf3aeV0TAZ6oB3_sungXkOzRkI1eoUjv6.CX3EU9AJOEz_OPaU
Passcode: 51S#!LC#

Grades 6-12:
https://imaginelearning.zoom.us/rec/share/OrcLlQtWo8PTe2kqnEcZxNOKxSnz6pJPPEiwObI3WcjBysz8kb74PLM0o3B4W0_u.1qGU1_Cmc0Y2PdMI
Passcode: =?ba0ZAr

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This is to go along with the above question.
I am able to see my classes from last year with students, but not this year's classes and students yet. When can I expect that to be populated?

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Hi, I tried sharing https://blaineschools.ilclassroom.com  with students and it didn't work for them. Which link do I share with them?

Answer: Remove the e, Blaine is abbreviated in the code to Blain.  The website is https://blainschools.ilclassroom.com
Alternatively, students can log into Clever at clever.com and then click on the IL Classroom tile and avoid going to this website altogether.

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Are the PDF versions of the Check your readiness assessment available in Spanish?

YES! Click on the Unit. Scroll down to Lessons & Assessments. Click on Check Your Readiness Assessment Option B. Click the Materials Tab. Scroll down and click on Spanish Check Your Readiness, Option B (PDF). See pictures below if needed.

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Will the next edition of the student workbooks be in color? Our Spanish ones are and it is fabulous!

Answer: YES! Student workbooks are being revamped and will all be in color starting Fall 2024.

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Preview Flyer - Imagine Learning Illustrative Mathematics

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Hi! First off, I appreciate all these quick replies. Thanks! :)

If I annotate on a video lesson summary, can it be saved somehow? Or would I have to use a screen sharing program (Loom, Screencastify, etc) to show what I am annotating?

Answer: At the moment, annotations are not saved once the teacher exits the lesson. Please feel free to use the "feedback" button on the platform to share if this is a feature you would like to see added! Your idea for a screen sharing program is a great solution.

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I know I can find the vocabulary in Spanish within each unit.
It looks like there is supposed to be the list of Spanish vocabulary below the English Glossary but it is empty. Is this a feature that's "under construction"?  I thought I saw it here a few weeks ago.

Answer: Thank you so much for bringing this to our attention!  We will look into it.  As you said, for now, each unit in 6-8 includes Spanish Vocabulary lessons on the Unit Materials Page.  Here is a click path as an example.  6th grade > Unit 1 > Unit Materials > Vocabulary > 6.1 Spanish Vocabulary
https://blainschools.ilclassroom.com/lesson_plans/46038-6-1-spanish-vocabulary?path=Wiki.11191855%2FWiki.491628%2FWiki.235592%2FWiki.236746%2FWiki.292073&card=652608

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Hello,
Will the student books have perforated pages in the future?

Answer: In current and future workbooks, pages will be perforated in K-5, but not 6-8.

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Hello again,
Can you explain if there is a (publishing) connection between Imagine Learning (LearnZillion) with Illustrative Mathematics and the Imagine Math online program that the state has paid for? I have used Imagine Math in an intervention class before. I just looked again recently and saw that there is an Illustrative Mathematics pathway, along with other curriculums. I'm wondering if it could be supplementary to the book and if so, how what are the best practices with it.

Answer: Great questions! Imagine Learning provides Imagine Math AND Illustrative Mathematics. We do have Illustrative Mathematics pathways within Imagine Math. As a default, students are typically assigned their grade-level pathway, but you can replace that pathway or add another pathway that specifically aligns to the Illustrative Mathematics curriculum. You have the ability to assign the entire year of the Illustrative Mathematics pathway to your students or you can assign Illustrative Mathematics pathways unit by unit to use as a supplement to your core instruction.

One of our amazing PD Specialists (Tiffany Poppe) will actually be in town this Wednesday (Oct 25) at 2:30pm training on Imagine Math (Blaine County School District Community Campus: - Queen of the Hills Room). If you'd like further information about how Imagine Math can be used as a supplement to Illustrative Mathematics you can address the question there. And/or we'd be happy to schedule a quick call and walk you through the details when you have a moment. Feel free to contact emily.bybee@imaginelearning.com if you'd like some one-on-one support for this. Hope this helps!

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Hello,

Right now, only Assessment B is available in Spanish. Will A be available in Spanish next year?

Answer: Unfortunately, Assessment A will not be translated to Spanish due to copyright restrictions.