successful students. successful teachers. …create customized professional development support...

Successful students.Successful teachers. Successful schools.Successful communities.

Interactive Mathematics Program®

IMP

Empower your students to reach their full potential!

IMP’s Proven StrategyEncourage students to think creatively and critically with:

• Daily serving of rich and rigorousproblems

• Frequent offering of Problems of the Week (POWs)–thought-provoking problems that extendfor more than one class period

• Short, readable readings whichprovide real-world context

• Student journaling, reflection and metacognition baked into every unit.

Active Learning

Problem-Based Learning

Technology Enhanced Learning

Total Support for Learning

Successful studentsIMPressive resultsNumerous studies show that, compared to students in traditional mathematics high school courses and across gender and ethnicity lines, IMP students:

• Draw simultaneously from many areas of mathematics to solve real-life problems.

• Take more mathematics courses and have significantlyhigher overall grade point averages

• Score as well or better on standardized tests such as the SAT

• Have an increased rate of attendance

• Are admitted to and succeed at a wide variety of collegesand universities, including thenation’s most selective schools

• Acquire a host of transferablelife-enriching skills, ranging from working in groups to communicating ideas orally and in writing.

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Introducing IMP: 2015 Edition and Meaningful Math —No other curricula embeds the CCSSM practices and standards so deeply Practice No. 1

Make sense of problems and persevere in solving them is the foundation of IMP.

Practice No. 2Reason abstractly and quantitatively is the basic curriculum design of the program.

Practice No. 3Construct viable arguments and critique the reasoning of others are intrinsic to the program and practices that IMP students are expected to engage in every day.

As students enter 21st Century professions and trades, demands will be placed on them that focus on their problem-solving and communication skills. This requires a shift in instruction away from routine manipulation of symbols and procedures toward an in-depth, conceptual understanding of mathematics.

Practice No. 4Modeling with mathematics are activities that IMP students engage in on a regular basis as they work to solve daily lessons and the unit problem.

Practice No. 5Use appropriate tools strategically is a constant occurrence in an IMP classroom. Students have learned to think through problems with pencil and paper, using concrete models, rulers, protractors, graphic calculators, spreadsheets, and computer algebra when needed.

Practice No. 6Attend to precision is a skill that IMP students grow increasingly adapt at as they work through real world problems.

Practice No. 7Look for and make use of structure is a practice rooted deeply in the curriculum as students look for patterns and extend them to discover mathematical principles, such as the meaning of negative integers.

Practice No. 8Look for and express regularity in repeated reasoning is used frequently as students work through specific examples to develop generalized formulae, such as for the area of an n-gon.

College and Career Readiness

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Online Teacher’s Guides cover the intent, mathematics, for every activityand include sample lesson plans, examples of student work, and discussion forums.

IMP Teacher’s Guides give detailed information to prepare and guide you through every day of every unit. They provide in-depth coverage of the underlying areas of mathematics that are embedded in the curriculum and suggest questions to ask as well as responses and questions you might expect from your students.

IntentThe key idea or activity for each day is summarized in a brief sentence or two.

MathematicsMathematical issues for the day are explained.

ProgressionThe progression summarizes the activities for a day, or for a

cluster of activities, or for a unit. Daily homework assignments and Problems of the Week (POWs) are listed under the At Home heading.

Materials neededItems needed in the classroom for each day are bulleted.

Doing the activityExplanations for how to guide the activity and support students as they work through it.

Discussing and debriefing the activityThis section guides discussion and summarizing

Active Learning




Successful teachers

Suggested questionsThese are specific questions that you might ask during an activity or discussion to promote student insight or to determine whether students understand an idea. The appropriateness of these questions generally depends on what students have already developed or presented on their own.

Linked Glossary defines important terms

Reproducible Blackline Masters contain helpful material not available in the student book,including diagrams and assessments

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We support you with everything from implementation strategies to supplemental materials, blackline masters, and assessment tools.

Teaching Handbook for the Interactive Mathematics Program: A Teacher to Teacher GuideThis guide is a distillation of the experiences of the program’s directors, writers, hundreds of IMP teachers, and thousands of students. It addresses the fundamental change in mathematics teaching, practical steps needed to implement IMP, and the impact of the program on students, teachers, parents, and educators.

It’s All WriteIt’s All Write helps students improve their mathematical writing and is suitable for use in all four years of IMP, as well as in traditional classrooms. The primary goal of the book is to have students reflect on and improve the quality of their mathematical writing. They will also learn about holistic scoring and about the creation and use of rubrics. During the units they will read and score their own and their classmates papers from the write-ups of two mathematical problems.

More Problems of the WeekProblems of the Week (POWs) have been an integral part of IMP from the start. They provide students with the opportunity for open-ended exploration and analysis of mathematical situations. They also provide students with the opportunity to improve their ability to communicate about mathematics, both orally and in writing. This book contains 18 additional POWs each with teacher notes, that can serve as alternate POWs for Years 1 and 2.

Comprehensive resources

“Both the English and the Social Studies teachers have commented to me, ‘wow something has definitely changed with math classes. I guess this curriculum is going well because these are kids coming to my class and they’re still talking about mathematics.’ That’s definitely never happened before.”

–Michael Reitemeyer, IMP Teacher

John Dickinson High School, DE

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Implementation “Getting Started” WorkshopsThese workshops begin with an overview of the curriculum and an introduction to the structure and key components. These sessions include hands-on instruction that model successful and effective research-based teaching strategies.

On-Site Follow-Up WorkshopA full-day session provides additional content and instructional support, as well as reinforcing best-practice protocols.

Mentoring and site visitOur implementation specialists can conduct site visits to schools, observe classroom practices, offer coaching techniques, and review the progress of implementation with district leaders.

Phone and Skype ConsultationsThese sessions are primarily designed to assess the progress of teachers in the classroom and provide additional support if needed.

If you’re not successful...we’re not successful. That’s why IAT is committed to providing comprehensive Professional Development support services for districts implementing our programs. We’re committed to working with each district to create customized professional development support plans that provide teachers with in-depth experiences and training in the research-based instructional strategies that ensure successful implementation of our programs and increase student performance.

CustomizedProfessional Development and instructional support tools

Professional Development VideosThere’s no substitute for face-to-face, multi-day, professional development. But our Professional Development Video Series addresses many of your concerns, plus provides a head start on implementing the Common Core Mathematics Standards.

Active Learning




Successful teachers

Support resources at your fingertipsYour teaching experience with the Interactive Mathematics Program® doesn’t have to be in isolation. Our online Active Learning Community connects you with other teachers around the country to share information and access valuable resources.

Live Support!You’re not alone! We can provide one-on-one time with an Implementation Specialist at your convience, or group-time, set-up around a planning period. You can use email, phone and/or Skype to quickly address any concerns, questions and ideas.

Multiple Formative AssessmentsAssessment opportunities available in the print student edition include Problems of the Week and End of the Unit Portfolios. These Portfolios are unique as students are asked to assemble a written record of their work allowing them to reflect upon key mathematical ideas. These cumulative Portfolios representthe growth of the students’ learning. The IMP site offers First and Second semester assessments for each year of the program from the online teacher guides, as well as unit quizzes.

Sherry FraserCo-author of IMP and Director of the IMP Implementation Center

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Total support

Implementing educational reform within your districtIAT understands that to implement reform-based curricula means change in the way students learn and the way teachers teach. Our team of workshop leaders and educators is experienced in active-learning classrooms. Our team can work directly with district or school leaders in developing strategic short-term and long-term plans to ensure successful implementation of reform-based curricula.

Educational ConsultingIAT specializes in creating partnerships with districts and schools for successful implementations.

School improvementIAT already offers a successful suite of curriculum materials, technology, and professional development that is centered on

a theory of change that promotes a shift from a teacher-centered learning environment to a student-centered learning environment that can provide the fundamental basis for significant school improvement. IAT educational services, focused on partnerships with districts and schools, can help bridge achievement gaps, develop leadership, and help to shift the core of teaching and learning to more rigor and student-focused practices. We can draw on our diverse experiences with districts and schools across the country, from rural Maine to inner city Watts, to help create comprehensive school improvement that address the variety of factors affecting each school’s improvement.

Developing leadership within your districtLeadership-development sessions provide participants with the knowledge and skills to successfully become professional-development providers and coaches to teachers implementing the district’s selected curriculum. Sessions focus on overview and understanding of leadership roles, mentoring techniques, effective facilitation and communication skills, and review of research-based best practices.

IAT specializes in creating partnerships with districts and schools for successful implementations

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IMP is one of only three comprehensive high school mathematics curricula identified as “Exemplary” by the U.S. Department of Education for providing convincing evidence of its effectiveness in multiple schools with diverse populations. “The Exemplary Programs have met the highest standards set by our nation’s leading mathematics experts and educators. These programs work, and we encourage teachers, administrators, and policy makers to learn more about them.”

—Former Assistant Education Secretary Kent McGuire

IMP was among the highest-ranked algebra textbooks in a review undertaken by the American Association for the Advancement of Science.

A report published by the Greater Philadelphia Secondary Mathematics Project highlights the results of a five-year study comparing Philadelphia IMP students to traditionally taught students who used non-standards based texts. The report states:“IMP students consistently outperformed similar students who were taught using a pre-NCTM standards curriculum and subjected to lecture style instruction. The superior performance results of IMP were found using a variety of measures and across different student ability levels .…That is, lower ability IMP students did better than their lower ability counterparts while higher ability IMP students did better than their higher ability counterparts.”

*Assessing the Cost/Benefits of an “NSF Standards-Based”

Secondary Mathematics Curriculum on Student Achievement—Part 1, F. Joseph Merlino and Edward Wolff,

The Greater Philadelphia Secondary Mathematics Project, April 2001

Active Learning




Successful schools

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“IMP meets our teachers’ needs as well as our students.’ IMP is practical, motivating, and student driven. It allows the teacher to make mathematics come alive.”

—Albert Bichner, Principal, Strath Haven High School,

Wallingford, PA

“When students see a connection between math and other subjects, it increases their motivation to learn math and to be at school. IMP’s experiential nature takes the drudgery out of learning math.”

—Janice Bussey, Principal,

Institute for Global Commerce and Government (High School),

Tracy, CA

“As a professional mathematician, I believe that IMP teaches mathematics in the way that it should be taught... The Interactive Mathematics Program helps prepare students for life, not just for college calculus. Because the program emphasizes creative thinking, communication skills, and teamwork, it should serve our students well.”

—Graeme Fairweather, Professor and Head,

Department of Mathematical and Computer Sciences,

Colorado School of Mines, Golden, CO

“I would say that IMP is the best high school curriculum that I know of that really takes the problems solving approach. I love the idea of giving students a big problem which they can’t solve and then having them work towards the solution. In all the IMP classes we worked in, watched, and researched, we found great engagement in mathematical thinking and work. I am a big fan!”

—Jo Boaler Professor of Mathematics Education at the

Stanford Graduate School of Education

“It’s a real transition for our teachers, but we think we’re well on our way to helping our students become more successful problem solvers and having the sense of “I am one that can invent math and do math…. I’m fully capable of doing that as a student.”

—Jamila Riser

Director,

Delaware Math Coalition

“IMP kids are much better prepared for the writing portion of state tests, are better/more creative thinkers, and work better in groups. They are also more independent and do not see me as the ‘sage on the stage.’ ”

—John J. Kalicki, High School of Engineering & Science,

Philadelphia, PA

Our goal is to meet YOUR needs!Your District is Unique! Your size, location, budget, and goals are important factors for us to understand. So first, we listen and learn from you. Once we understand your needs, we share support options that have been successful. These range from implementation support workshops, to sessions on major reform efforts including the Common Core and NGSS. Next, we design the implementation plan, with you, that meets your specific goals. Finally, our Support Team will continue to be your partner assessing your ongoing needs and ensuring success. To begin designing your plan today, contact Liz Pabon at [email protected]

Ongoing partnership

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IMP’s proven integratedcontent has also been restructured and repurposed into Meaningfull Math, a traditional pathwaythat fully meets the CCSS for Math.

Life-enriching skillsIMP’s and Meaningful Math’s problem-centered approach helps students learn to think creatively and critically, and teaches them to draw simultaneously from many areas of mathematics to solve real-life problems. Students acquire a host of other transferable life-enriching skills, ranging from working in groups to expressing ideas orally and in writing.

Beyond the Common Core State Standards in MathematicsIn addition to covering the CCSSM content and exemplifying its practices, IMP delves even more deeply into important content and develops advanced topics. As a result, students studying advanced mathematics topics such as statistical analysis, matrix algebra, discrete mathematics, and the conceptual basics of calculus,

and therefore are prepared to excel in AP Statistics and AP Calculus courses!

Technology-enhanced learningThe IMP curricula incorporates graphing calculators as an integral part of the development of mathematical ideas. The calculators enable students to see mathematics and problem solving in a different way and allow them to focus on ideas. They can do experiments trying hundreds of examples, formulate conjectures and test them quickly, create simulations and graphics, and develop mathematical models. Smartboard-ready extensions have also been created that leverage software already implemented by New York Public Schools (e.g., The Geometer’s Sketchpad) and free software such as GeoGebra.

Success in two pathways

Active Learning




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Algebra 1

New content

Provides a broad introduction to algebra

Helps students develop strong mathematical skills and habits of mind

Includes moreembedded practice

Improves writing andcommunication skills

THE OVERLAND TRAIL Students look at mid-19th-century Western migration in terms of the many linear relationships involved.

ALL ABOUT ALICEThe unit starts with a model based on Lewis Carroll’s Alice’s Adventures in Wonderland, through which students develop the basic principles for working with exponents.

THE PIT AND THE PENDULUM Exploring an excerpt from this Edgar Allan Poe classic, students use data from experiments and statistical ideas, such as standard deviation, to develop a formula

for the period of a pendulum.

COOKIESIn their work to maximize profits for a bakery, students deepen their understanding of the relationship between equations and inequalities and their graphs.

FIREWORKSThe central problem of this unit involves sending up a rocket to create a fireworks display. This unit builds on the algebraic investigations of the earlier chapters, with a special focus on quadratic expressions, equations, and functions.

Traditional Pathway

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Geometry

New content

Covers quadratic functions and equations

Deepens students’ conceptual understanding through new contexts

Includes more embedded practice


SHADOWSStudents use principles about similar triangles and basic trigonometry to develop formulas for finding the length of a shadow.

GEOMETRY BY DESIGN Students explore the history of geometry and human design to learn the concepts of congruence, transformations, geometric construction, and proof.

DO BEES BUILD IT BEST? Students study surface area, volume, and trigonometry to answer the question, “What is the best shape for a honeycomb?”

ORCHARD HIDEOUTStudents study circles and coordinate geometry to determine how long it will take before the trees in a circular orchard grow so large that someone standing at the center of the orchard cannot see out.

Active Learning




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Algebra 2

New content

Extends students’ understanding of material studied in preceding years of the curriculum as they learn and apply new skills

Topics include combinatorics, trigonometric functions, and modeling with algebra


Improves writing and communication skills

SMALL WORLD, ISN’T IT? Beginning with a table of population data, students study situations involving rates of growth, develop the concept of slope, and then generalize this to the idea of the derivative.

THE GAME OF PIG Students develop a mathematical analysis for a complex game based on an area model for probability.

HIGH DIVE Using trigonometry, polar coordinates, and the physics of falling objects, students model this problem: When should a diver on a Ferris wheel aiming for

a moving tub of water be released in order to create a splash instead of a splat?

THE WORLD OF FUNCTIONS In this unit, students explore families of functions in terms of various representations—tables, graphs, algebraic representations, and situations they can model; they also explore ways of combining functions using arithmetic operations and composition.

IS THERE REALLY A DIFFERENCE? Students build on prior experience with statistical ideas, expanding their understanding of statistical analysis.

Traditional Pathway

Year 1 Curriculum

New content

Provides a broad introduction to algebra

Helps students develop strong mathematical skills and habits of mind

Includes moreembedded practice


THE OVERLAND TRAIL Students look at mid-19th-century Western migration in terms of the many linear relationships involved.

THE PIT AND THE PENDULUM Exploring an excerpt from this Edgar Allan Poe classic, students use data from experiments and statistical ideas, such as standard deviation, to develop a formula for the period of a pendulum.

SHADOWS Students use principles about similar triangles and basic trigonometry to develop formulas

for finding the length of a shadow.

COOKIESIn their work to maximize profits for a bakery, students deepen their understanding of the relationship between equations and inequalities and their graphs.

ALL ABOUT ALICEThe unit starts with a model based on Lewis Carroll’s Alice’s Adventures in Wonderland, through which students develop the basic principles for working with exponents.

The Pit and the Pendulum

Active Learning




“Last year I had D’s in math, but now, this year I have an A in math!”

–Vinisha9th Grade Student

John Dickinson High School, Wilmington, DE

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Year 2 Curriculum

New content

Covers quadratic functions and equations

Deepens students’ conceptual understanding through new contexts



FIREWORKSThe central problem of this unit involves sending up a rocket to create a fireworks display. This unit builds on the algebraic investigations of Year 1, with a special focus on quadratic expressions, equations, and functions.

GEOMETRY BY DESIGN This unit provides students with historical knowledge about how people created mathematics, and in particular, geometry. Students use the ancient tools of straightedge and compass to do constructions, and ruler and protractor to make accurate drawings. The classical deductive system consisting of Euclid’s postulates and theorems is

introduced to prove theorems about triangles and quadrilaterals.

THE GAME OF PIG Students develop a mathematical analysis for a complex game based on an area model for probability.

DO BEES BUILD IT BEST? Students study surface area, volume, and trigonometry to answer the question, “What is the best shape for a honeycomb?”

SMALL WORLD, ISN’T IT? Beginning with a table of population data, students study situations involving rates of growth, develop the concept of slope, and then generalize this to the idea of the derivative.

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Integrated Pathway

New content

Extends students’ understanding of material studied in preceding years of the curriculum as they learn and apply new skills

Topics include combinatorics, trigonometric functions, and modeling with algebra


Improves writing and communication skills

PENNANT FEVERStudents use combinatorics to develop the binomial distribution and find the probability that the team leading in the pennant race will ultimately win the pennant.

ORCHARD HIDEOUT Students study circles and coordinate geometry to determine how long it will take before the trees in a circular orchard grow so large that someone standing at the center of the orchard cannot see out.

HIGH DIVE Using trigonometry, polar coordinates, and the physics of falling objects, students model this problem: When should a

diver on a Ferris wheel aiming for a moving tub of water be released in order to create a splash instead of a splat?

THE WORLD OF FUNCTIONS In this unit, students explore families of functions in terms of various representations—tables, graphs, algebraic representations, and situations they can model; they also explore ways of combining functions using arithmetic operations and composition.

IS THERE REALLY A DIFFERENCE? Students build on prior experience with statistical ideas from IMP Years 1 and 2, expanding their understanding of statistical analysis.

Year 3 Curriculum

Active Learning




“It’s a lot more engaging for me because we figure out what we are supposed to be learning instead the teacher telling us ‘this is how you do it.’ We learn what the formulas are and how we are supposed to use them. We won’t ever forget the formula...we made the formula…so it’s like ours.”

–Phillip, 9th Grade Honors Student

John Dickinson High School

Wilmington DE

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New content

Features widely varied topics, including computer graphics,statistical sampling, and an introduction to accumulation and integrals.

Builds on the strongknowledge base ofIMP students



MEADOWS OR MALLS? This unit concerns making a decision about land use and builds on skills learned in “Cookies” about graphing systems of linear inequalities and solving systems of linear equations.

HOW MUCH? HOW FAST? This unit adds integrals to the derivative concepts explored in Year 2. Students solve accumulation problems using a version of the Fundamental Theorem of Calculus. They find that the derivative of the function that describes the amount of accumulation up to a particular time is the rate of accumulation, and that the function describing accumulation is an anti-derivative of the function describing the rate of accumulation.

THE POLLSTER’S DILEMMA The central problem of this unit concerns an election poll, and

students use normal distributions and standard deviations to find confidence intervals and see how concepts such as margin of error are used in polling results.

AS THE CUBE TURNSStudents study the fundamental geometric transformations—translations, rotations, and reflections—in two and three dimensions, in order to create a display of a cube rotating around an axis in three-dimensional space.

KNOW HOW In this unit, students independ-ently research mathematical concepts and skills that they either have not yet learned or may have forgotten. Students reflect on their future needs for independent learning, and consider what it means to really know something.

Year 4 Curriculum

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Integrated Pathway

Active Learning




IMP units often begin with students collecting data and identifying variables

Teamwork and independence

In each unit, students are presented with a large problem to consider; then they mathematize the situation by focusing on variables and how they interact.

In the IMP classroom, students learn both teamwork and independence. The IMP curriculum requires extensive oral and written communication.

Geometry and algebra are integrated in these activities

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IMP units capture your students’ interest and make the mathematics relevant and compelling.

The IMP program correlates to the Common Core standards for Mathematical Practice by nurturing conceptual understanding, fostering abstract and quantitative reasoning, and using models to teach students how to appropriately and strategically apply math in both college courses and everyday situations.

Group activities, individual activities, end of unit Portfolios, Problems of the Week, Supplemental Problems—which extend or reinforce student learning—are the major components of every IMP unit.

Real-life situations

“At first it was like - ‘I have to write in a math class?’ - this is really weird. But then I began to realize that when you have to write down your thoughts on paper, when you have to figure out your thoughts and organize them, it really helps you understand.”

Isabel, 9th Grade Honors Student

John Dickinson High SchoolWilmington, DE

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IMP Problems of the Week help students develop thoughtfulness and perseverance, and guide them to focus on their own thinking processes.

Each unit contains several Problems of the Week (POWs)—open-ended problems, often mathematical classics, that cannot be solved easily in a short period of time. The mathematics of these problems is usually independent of the unit problem.

To solve this POW, a student can use either a construction or geometry software, such as The Geometer’s Sketchpad®.

“IMP’s Problems of the Week are extremely valuable. The POW is an opportunity to practice and improve the ability to think logically and then communicate that chain of logic to somebody else. These are skills that will affect every aspect of the students’ lives, no matter what career field they may choose.”

—Mike Bryant, Santa Maria High School,

Santa Maria,

Students must explain and illustrate their strategies and solutions and must justify their reasoning in clearly-written reports. Over the course of the school year, each student will make at least one oral presentation on a POW.

Focus

Active Learning




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IMP Supplemental Problems give teachers theflexibility to meet individual student needs.

Extensions can be used for students who quickly understand a concept and want a greater challenge. These activities require students to take ideas from the IMP curriculum farther than they do in the basic unit.

Supplemental Reinforcements can help students who need additional experience in order to better understand and synthesize what they have encountered in the unit.The supplementary Extension Problem shown above is the first of several activities that support deeper investigation of complex numbers, which are discovered in the unit as solutions to some special quadratic equations.

Problems solved

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Both supporting theCommon Core State Standards and preparing your students for thenew assessments.

The Interactive Mathematics Program® (IMP)gives you two Pathways—Integrated and Traditional

Active Learning




Your Choice for Success

Both supporting the Common Core State Standards and preparing your students for the new assessments.

Integrated PathwayIMP 2015 Edition, Year 1, Year 2, Year 3, Year 4.

IMP is also available in individual drop-in units for more flexibility

Traditional PathwayMeaningful Math, Algebra 1, Geometry, Algebra 2

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Real-life situations

Active Physics® (third edition) is a full-year physics course developed for ALL students. Learn more at: iat.com/active-physics

InterActions in Physical Science™ uses a learning-progression, inquiry-based approach. The content is broken down into carefully crafted chapters of learning. Learn more at: iat.com/ips

Investigating Astronomy is a full-year astronomycourse written expressly for high school students.Learn more at: iat.com/investigating-astronomy

EarthComm® is a comprehensive, project-based, secondary level Earth and space sciences program. Learn more at: iat.com/earthcomm

Active Chemistry® (second edition) is a full-year chemistry course developed for ALL students. Learn more at: iat.com/active-chemistry

Astrobiology™ is a full-year integrated course that weaves through biology, chemistry, physics, astronomy, and Earth science. Learn more at: iat.com/astrobiology

High School Science

Investigating Earth Systems® is an Earth-science curriculum for middle school developed by the American Geosciences Institute (AGI). Learn more at: iat.com/ies

Middle School Science

Project-Based Inquiry Science™ is a three-year, middle-school curriculum designed as 13 stand-alone units. Learn more at: iat.com/pbis

More STEM curricula

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Through practical real-world connections, students have an opportunity to see how science, mathematics, and engineering are part of their everyday world. Learn more at: iat.com/etf

Engineering

TECHNOLOGY-ENHANCED LEARNINGOur 21st century technology is designed to support a seamless implementation of our curricula. It includes all hands-on equipment needed for the classroom and top-of-the-line electronic books, probes, and mobile devices. Learn more at: iat.com/technology

ACTIVE LEARNING Students actively engage in science and engineering practices and mathematical reasoning to deepen their understanding of core ideas. Students work together to define problems, conduct investigations, make models, use computational thinking, write explanations, and discuss and present findings. Learn more at: iat.com

PROBLEM-BASED LEARNING Students are motivated to learn in the context of highly engaging and authentic “real-world” projects and problems that guide instruction, serve to organize meaningful learning, and promote the excitement and joy of learning. Learn more at: iat.com

Designed and field-tested with support from the National Science Foundation, IMP has demonstrated in schools throughout the country that the successful study of advanced mathematics is an achievable standard for all students. Learn more at: iat.com

TOTAL SUPPORTWe are committed to providing comprehensive support services for districts implementing our programs. From face-to-face workshops to our ever-expanding Cyber Professional Development resources, we can tailor fit a complete solution to your needs. Learn more at: iat.com

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successful students. successful teachers. …create customized professional development support...

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