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Imagine IM K-8 for Mississippi


The Premium Certified Illustrative Mathematics Curriculum, Optimized for Engagement, Accessibility, and Usability

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Aligns and supports the Mississippi College- and Career-Readiness Standards for Mathematics

Imagine IM’s K–8 print and digital solution is driven by student discourse, built around focus, coherence, and rigor, and equips students to thrive. The high-quality instructional materials (HQIM) offer a problem-based instructional design with classroom-ready resources that meet the needs of Mississippi classrooms.


Curiosity, Collaboration, Enjoyment

Imagine IM Features and Benefits

Make mathematics meaningful and relevant

Students are natural mathematicians: good at thinking about problems, sharing ideas, learning from mistakes, and being curious about others’ thinking. Imagine IM is full of such opportunities — valuing and inspiring students and encouraging them to be more productive. It’s a community where all students can build confidence and become empowered with skills to apply throughout college, careers, and beyond.

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Tools that you won’t find anywhere else

  • A blend of digital and print that effectively supports a variety of implementation models
  • Enhanced media content with Inspire Math and Family Support videos
  • Increased engagement through student-centered, discourse-driven instructional design
  • Enhanced manipulative and resource kits reduce teacher prep time and ease implementation
  • Accelerated middle school courses, as well as both traditional and integrated high school courses that support multiple pathways at grades 6–12

Implementation that fits teachers’ needs

Teachers can better hone their craft as master facilitators when they have high-quality, embedded supports — such as PL supports and Learning Narrative and Lesson Example videos — that save them time. Imagine IM’s exclusive print Teacher Guides and Student Workbooks offer improved design, quality, and usability over other IM versions, increasing engagement, accessibility, and appeal.

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