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Interactive Mathematics Program
Alissa Ganci
Timothy Slaght
Project Description:
• History
– Mathematicians, teacher-educators and teachers
developed a new four year curriculum to
embody the NCTM Standards designed to
replace the traditional program of Algebra I,
Geometry, Algebra II and Trigonometry.
See correlation handout
• Philosophy
– IMP is an integrated, problem based curriculum
that teaches challenging content and
emphasizes mathematical reasoning.
– Concentrates on group work and collaboration,
usually in groups of four.
– Teacher is seen as the facilitator.
• Design
– Four year program.
– Each year is broken into five units.
• Each is designed to take thirty days
• Based on a central problem
• Includes supplemental problems for gifted students
– Assessment ($100)
Daily Homework
POW’s (Problem Of the Week)
In class activities
– Requires the use of a graphing calculator
Curriculum Outline
• Year 1
The first-year curriculum contains an
introduction to problem-solving strategies,
the use of variables, and the meaning and
use of functions and graphs, as well as
concepts from statistics, geometry, and
trigonometry. These mathematics ideas are
set in varied contexts, such as the settlement
of the American West, games of chance,
Edgar Allan Poe's The Pit and the
Pendulum, and measurement of shadows.
• Year 2
Students work with powerful
mathematical ideas, including the chisquare statistic, the Pythagorean theorem,
and linear programming, and learn a variety
of approaches to solving equations. Problem
contexts include statistical comparison of
populations, the geometry of the
honeycomb, and maximization of profits
from a cookie store.
• Year 3
Students extend their understanding of
material studied in preceding years of the
curriculum, while learning about and
applying new topics such as combinatorics,
derivatives, and algebra of matrices. A
baseball pennant race, population growth,
and decision-making on land use provide
some of the contexts for the mathematical
• Year 4
Fourth-year IMP has a more varied
subject matter than a calculus-focused
course, and includes topics such as circular
functions, computer graphics, and statistical
sampling. Units build on the strong
knowledge base of students who have
completed three years in the program.
Problem settings include a Ferris-wheel
circus act and election polling.
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Addressing the 2061 Benchmarks
• I.1 Each unit has a central purpose, that is understandable
and motivating to students.
• I.3 Each lesson builds towards answering the unit’s
• III.2 Includes materials that promote first hand
• V.1 Through oral presentations and write-ups included in
the portfolio, students are encouraged to explain their
• VII.2 Presented material establishes a challenging
• VII.3 Group activities promote a sense of belonging and
accountability, and generate a want to succeed. ($100)
Evaluation Data
• IMP students take more semesters of math,
language arts and science then non-IMP students.
• Significantly higher GPA’s in high school, even
after mathematics grades were discounted.
• SAT scores also showed an increase.
• It helps students who score at the low end of the
achievement spectrum.
• Even though 20-30% of the curriculum covers
topics not on standardized tests, “they are not
being harmed by using a non-traditional
Teacher Support and Resources
• Each unit has a teacher’s guide that can be
• There is the IMP-lementation Center
– Supports schools and districts that are using the
– A professional development center
– A networking center
– Promotes the program to interested districts
Publisher Information
• Key Curriculum Press
– To Order the series
• Call
1(800) 995-MATH
• Visit
• To Learn more about the series
• Call
• Visit
And this series can be yours for
Year 1 Student Textbook
Shadows Student Textbook (Soft cover)
Patterns Teacher's Guide
The Game of Pig Teacher's Guide
The Overland Trail Teacher's Guide
Pit and the Pendulum Teacher's Guide
Shadows Teacher's Guide
Year 1: Calculator Guide
for the TI-81, TI-82, and TI-83
• That’s for only ONE year.
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