What does it mean?
Why does it matter?
What do you need to do?
HQIM?!
TEACHERS,
YOU’RE NOT ALONE
Helping you find time for what you
do best
ADMINISTRATOR, EDUCATOR,
COUNSELOR, CURRICULUM
DIRECTOR
Four experts describe
their experiences
RELENTLESS INNOVATION
Our six guiding principles of high-
quality instructional materials
Why does it matter?
What do you need to do?
HQIM?!
TEACHERS,
YOU’RE NOT ALONE
Helping you find time for what you
do best
ADMINISTRATOR, EDUCATOR,
COUNSELOR, CURRICULUM
DIRECTOR
Four experts describe
their experiences
RELENTLESS INNOVATION
Our six guiding principles of high-
quality instructional materials
You are the reason
we created Imagine IM.
You’re a mathematician. You think about
problems, share ideas, learn from mistakes,
and get curious about what others are thinking.
Every lesson in Imagine IM is full of opportunities
for you to engage in all of these activities!
This is your community, where you can explore,
listen to others’ reasoning, and connect the
mathematics you learn to things you care about.
Lesson by lesson, you’ll build confidence
—both through familiar routines and by trying
out different strategies to solve problems.
Start exploring now!
Student Workbook
8GRADE
STUDENT WORKBOOK • GRADE 8 • UNITS 7 • 8 • 9
9
8
7UNITS
Exponents and Scientific Notation
Pythagorean Theorem and Irrational Numbers
Putting It All Together
www.twigscience.com
MODULE
THE RESOURCE RACEMODULE
THE PLASTIC TIDE
Integrated
5VO L U M E
Integrated • Volume 5 • Twig Journal
TSVN-MS-IV05-TJ-USEN-ED02-01
Imagine Classroom
workbooks engage
students and give them
opportunities to record
their learning journeys.
2 | Imagine Classroom
we created Imagine IM.
You’re a mathematician. You think about
problems, share ideas, learn from mistakes,
and get curious about what others are thinking.
Every lesson in Imagine IM is full of opportunities
for you to engage in all of these activities!
This is your community, where you can explore,
listen to others’ reasoning, and connect the
mathematics you learn to things you care about.
Lesson by lesson, you’ll build confidence
—both through familiar routines and by trying
out different strategies to solve problems.
Start exploring now!
Student Workbook
8GRADE
STUDENT WORKBOOK • GRADE 8 • UNITS 7 • 8 • 9
9
8
7UNITS
Exponents and Scientific Notation
Pythagorean Theorem and Irrational Numbers
Putting It All Together
www.twigscience.com
MODULE
THE RESOURCE RACEMODULE
THE PLASTIC TIDE
Integrated
5VO L U M E
Integrated • Volume 5 • Twig Journal
TSVN-MS-IV05-TJ-USEN-ED02-01
Imagine Classroom
workbooks engage
students and give them
opportunities to record
their learning journeys.
2 | Imagine Classroom
4The Case for HQIM Demand for high-quality instructional materials
has grown in recent years. Why does that matter
and what do you need to do about it?
6Teachers, You’re Not AloneTeachers take responsibility for a huge range
of tasks — how can HQIM help them find more
time for what they do best?
7POV: The EducatorTim L. talks about time-saving sources in
Imagine Classroom’s Traverse (social studies).
8A Foundation for EquityHow HQIM help to mitigate the “educational
lottery.”
8 (cont.)
POV: The School CounselorAkin A. on why Imagine Learning EL Education
(English language arts) makes students feel like
they’re part of the story.
9Empowering EducatorsWhy research shows teachers have as much
to gain from HQIM as students.
POV: The AdministratorAllison F. describes the impact of Imagine
Classroom core curricula in her school.
10Relentless Innovation: Six Guiding
Principles Laying out the foundations of Imagine
Classroom’s core curricula.
12A Brighter FutureTransformative educational experiences for all.
POV: The Curriculum DirectorNicole R. on how introducing Imagine IM
(math) to students and teachers resulted in
performances skyrocketing.
13Sources
14Imagine Classroom: Core PortfolioPresenting Imagine Learning’s flagship
programs: Imagine Learning EL Education,
Imagine IM, Twig Science, and Traverse.
Contents
High-Quality Instructional Materials | 3
has grown in recent years. Why does that matter
and what do you need to do about it?
6Teachers, You’re Not AloneTeachers take responsibility for a huge range
of tasks — how can HQIM help them find more
time for what they do best?
7POV: The EducatorTim L. talks about time-saving sources in
Imagine Classroom’s Traverse (social studies).
8A Foundation for EquityHow HQIM help to mitigate the “educational
lottery.”
8 (cont.)
POV: The School CounselorAkin A. on why Imagine Learning EL Education
(English language arts) makes students feel like
they’re part of the story.
9Empowering EducatorsWhy research shows teachers have as much
to gain from HQIM as students.
POV: The AdministratorAllison F. describes the impact of Imagine
Classroom core curricula in her school.
10Relentless Innovation: Six Guiding
Principles Laying out the foundations of Imagine
Classroom’s core curricula.
12A Brighter FutureTransformative educational experiences for all.
POV: The Curriculum DirectorNicole R. on how introducing Imagine IM
(math) to students and teachers resulted in
performances skyrocketing.
13Sources
14Imagine Classroom: Core PortfolioPresenting Imagine Learning’s flagship
programs: Imagine Learning EL Education,
Imagine IM, Twig Science, and Traverse.
Contents
High-Quality Instructional Materials | 3
4 | Imagine Classroom
A t Imagine Learning, we know
t h a t h i g h- q u a l i t y i n s t r u c -
tional materials (HQIM) play
a crucial role in the education land-
scape, significantly influencing student
engagement and achievement and
teacher effectiveness. And in recent
years, with greater understanding of
the role curriculum plays in student
success, the demand for HQIM has
grown, with states and districts increas-
ingly prioritizing these resources.
Imagine Classroom, our innovative
portfolio of core curricula — compris-
ing Imagine Learning EL Education
(English language arts), Imagine IM
(math), Twig Science (science), and
Traverse (soc ial studies) — exem-
plifies the impact of HQIM through
inquiry-based learning that integrates
hands-on experiences, digital investiga-
tions, and real-world connections.
How Can I Identify HQIM?
HQIM are educational resources that
align closely with educational standards
and are designed to be user friendly for
both teachers and students, as defined by
EdReports1, a leading third-party curric-
ulum reviewer — and many states have
similar criteria of their own. But there are
other characteristics frequently shared
by HQIM: the use of evidence-backed
pedagogical approaches, a commitment
to equity and inclusion, and compre-
hensive teacher support, with short-
term training for implementation and
ongoing professional learning.
The adoption of HQIM across many
states and districts has been driven by
the recognition that learning materials
with these qualities make teachers’ lives
easier and get more students engaged in
learning, with improved outcomes.
THE CASE FOR HQIM
Learning materials
make teachers'
lives easier and get
students engaged.
SCIENCE
High-Quality Instructional Materials | 5
t h a t h i g h- q u a l i t y i n s t r u c -
tional materials (HQIM) play
a crucial role in the education land-
scape, significantly influencing student
engagement and achievement and
teacher effectiveness. And in recent
years, with greater understanding of
the role curriculum plays in student
success, the demand for HQIM has
grown, with states and districts increas-
ingly prioritizing these resources.
Imagine Classroom, our innovative
portfolio of core curricula — compris-
ing Imagine Learning EL Education
(English language arts), Imagine IM
(math), Twig Science (science), and
Traverse (soc ial studies) — exem-
plifies the impact of HQIM through
inquiry-based learning that integrates
hands-on experiences, digital investiga-
tions, and real-world connections.
How Can I Identify HQIM?
HQIM are educational resources that
align closely with educational standards
and are designed to be user friendly for
both teachers and students, as defined by
EdReports1, a leading third-party curric-
ulum reviewer — and many states have
similar criteria of their own. But there are
other characteristics frequently shared
by HQIM: the use of evidence-backed
pedagogical approaches, a commitment
to equity and inclusion, and compre-
hensive teacher support, with short-
term training for implementation and
ongoing professional learning.
The adoption of HQIM across many
states and districts has been driven by
the recognition that learning materials
with these qualities make teachers’ lives
easier and get more students engaged in
learning, with improved outcomes.
THE CASE FOR HQIM
Learning materials
make teachers'
lives easier and get
students engaged.
SCIENCE
High-Quality Instructional Materials | 5
A cross US education, teachers
are largely responsible for what
and how students learn — a
huge responsibility. Often, they supple-
ment district-mandated materials with
content sourced from the internet — in
fact, around 90% of teachers blend digital
resources into their teaching.2 This can’t
help but result in substantial variability
in educational quality and consistency
across classrooms, leading to unequal
educational experiences and outcomes
for students. It also takes a lot of time.
Teachers on average spend seven hours
weekly searching for and five hours creat-
ing materials3 — despite lacking formal
training in curriculum integration.
I nte r n a t i o n a l ly, to p -p e r fo r m -
ing nations such as Finland, South
Korea, and Canada implement rigor-
ous, content-rich curricula at national
or provincial levels, resulting in supe-
rior student performance. US studies
support the idea that our studies would
benefit from more widespread imple-
mentation of HQIM — for example,
TEACHERS, YOU’RE NOT ALONEresearch indicates that the choice of
ELA4, math5, and science6 programs
has significant effects on assessment
scores, and other studies suggest that
the most marked impact of HQIM
occurs when they’re put in the hands
of less experienced teachers.7
Many US districts have success-
f ully implemented HQIM, leading
to marked improvements in student
performance, and states such as Loui-
siana and Tennessee have made signifi-
cant strides in HQIM adoption, achiev-
ing near-universal access to high-quality
curricula in math and ELA .8
Teachers spend
seven hours weekly
searching for and
five hours creating
materials.
6 | Imagine Classroom
are largely responsible for what
and how students learn — a
huge responsibility. Often, they supple-
ment district-mandated materials with
content sourced from the internet — in
fact, around 90% of teachers blend digital
resources into their teaching.2 This can’t
help but result in substantial variability
in educational quality and consistency
across classrooms, leading to unequal
educational experiences and outcomes
for students. It also takes a lot of time.
Teachers on average spend seven hours
weekly searching for and five hours creat-
ing materials3 — despite lacking formal
training in curriculum integration.
I nte r n a t i o n a l ly, to p -p e r fo r m -
ing nations such as Finland, South
Korea, and Canada implement rigor-
ous, content-rich curricula at national
or provincial levels, resulting in supe-
rior student performance. US studies
support the idea that our studies would
benefit from more widespread imple-
mentation of HQIM — for example,
TEACHERS, YOU’RE NOT ALONEresearch indicates that the choice of
ELA4, math5, and science6 programs
has significant effects on assessment
scores, and other studies suggest that
the most marked impact of HQIM
occurs when they’re put in the hands
of less experienced teachers.7
Many US districts have success-
f ully implemented HQIM, leading
to marked improvements in student
performance, and states such as Loui-
siana and Tennessee have made signifi-
cant strides in HQIM adoption, achiev-
ing near-universal access to high-quality
curricula in math and ELA .8
Teachers spend
seven hours weekly
searching for and
five hours creating
materials.
6 | Imagine Classroom
Imagine Classroom’s social studies curriculum, Traverse, incorporates
high-quality primary and secondary sources to enhance student learning.
POV: THE EDUCATOR
“One of the reasons why Traverse [social
studies] is so valuable is because of the sources
that have been selected. Most of them are
really great quality and they’ve already been
pared down. I think that’s incredibly important,
not just for engaging students but also saving
teachers time. It takes a ton of time for teachers
to find sources.
With Traverse you have a source set for
each chapter, a question already developed,
activities for each source, additional source
information in the Teacher Edition that you
wouldn’t know about unless you did some
next-level investigation on your own. And it’s
so easily customizable, so let’s say there are
six sources in the Traverse source set and I know we only have time to look
at three or four, I just have to click a button and then those aren’t assigned to
the kids. It just saves people a ton of time.”
Timothy L., Imagine Learning implementation specialist
and former social studies teacher
High-Quality Instructional Materials | 7
high-quality primary and secondary sources to enhance student learning.
POV: THE EDUCATOR
“One of the reasons why Traverse [social
studies] is so valuable is because of the sources
that have been selected. Most of them are
really great quality and they’ve already been
pared down. I think that’s incredibly important,
not just for engaging students but also saving
teachers time. It takes a ton of time for teachers
to find sources.
With Traverse you have a source set for
each chapter, a question already developed,
activities for each source, additional source
information in the Teacher Edition that you
wouldn’t know about unless you did some
next-level investigation on your own. And it’s
so easily customizable, so let’s say there are
six sources in the Traverse source set and I know we only have time to look
at three or four, I just have to click a button and then those aren’t assigned to
the kids. It just saves people a ton of time.”
Timothy L., Imagine Learning implementation specialist
and former social studies teacher
High-Quality Instructional Materials | 7
T he c u r r ic u l a t ha t ma ke u p
Imagine Classroom are designed
to foster equitable and inclu-
sive learning environments in which
all students have ac c ess to rigor-
ous, standards-aligned content.
A s p r o d u c e r s o f H Q I M , we
want to prov ide a foundation for
equity by offering consistent, high-
level learning opportunities regard-
less of students’ backgrounds.
This consistency is crucial in miti-
gating what is known as the “educa-
tional lottery,” where student success
can depend heavily on where their
learning takes plac e. High- quality
c ontent exp o s e s ever y s t udent to
grade-appropriate assignments and
high expectations, critical for academic
growth and closing achievement gaps.
It meets various student needs, ensur-
ing that all learners can access and
benefit from the curriculum. It also
promotes inclusivity by incorporat-
ing diverse perspectives and valuing
all voices within the curriculum.
Th i s exp o s ure help s st udent s
from all backgrounds see themselves
represented in their learning mate-
rials, fostering a sense of belong-
ing and engagement, enriching class-
room discussions, and broadening
understanding of a w ide range of
different cultures and viewpoints.
POV: THE STUDENT
COUNSELOR
“Now that Imagine Learning has hit the
scene, you guys are creating a real diverse
and inclusive curriculum that students feel
like, ‘Yo, I can learn from this because that
person looks like me or that person acts like
me.’ It’s amazing for them. They feel included,
they feel like they are part of the story, which
influences their love of reading, influences
their love of storytelling and their desire to
learn more.”
Akin A., School Counselor, Pendergast
Elementary School District AZ
A FOUNDATION FOR EQUITY
“The average cost-effectiveness ratio of
switching curriculum was almost 40 times
that of class-size reduction.”
8 | Imagine Classroom
Imagine Classroom are designed
to foster equitable and inclu-
sive learning environments in which
all students have ac c ess to rigor-
ous, standards-aligned content.
A s p r o d u c e r s o f H Q I M , we
want to prov ide a foundation for
equity by offering consistent, high-
level learning opportunities regard-
less of students’ backgrounds.
This consistency is crucial in miti-
gating what is known as the “educa-
tional lottery,” where student success
can depend heavily on where their
learning takes plac e. High- quality
c ontent exp o s e s ever y s t udent to
grade-appropriate assignments and
high expectations, critical for academic
growth and closing achievement gaps.
It meets various student needs, ensur-
ing that all learners can access and
benefit from the curriculum. It also
promotes inclusivity by incorporat-
ing diverse perspectives and valuing
all voices within the curriculum.
Th i s exp o s ure help s st udent s
from all backgrounds see themselves
represented in their learning mate-
rials, fostering a sense of belong-
ing and engagement, enriching class-
room discussions, and broadening
understanding of a w ide range of
different cultures and viewpoints.
POV: THE STUDENT
COUNSELOR
“Now that Imagine Learning has hit the
scene, you guys are creating a real diverse
and inclusive curriculum that students feel
like, ‘Yo, I can learn from this because that
person looks like me or that person acts like
me.’ It’s amazing for them. They feel included,
they feel like they are part of the story, which
influences their love of reading, influences
their love of storytelling and their desire to
learn more.”
Akin A., School Counselor, Pendergast
Elementary School District AZ
A FOUNDATION FOR EQUITY
“The average cost-effectiveness ratio of
switching curriculum was almost 40 times
that of class-size reduction.”
8 | Imagine Classroom
I t’s important to keep in mind that
the purpose of HQIM isn’t to reduce
the importance of the teacher’s role
in the classroom. There’s no doubt that
effective teaching is the most important
thing for student outcomes. Accord-
ing to research organization RAND,
educators have the highest impact
on student achievement compared to
“any other aspects of schooling.”9
But over the last decade, a grow-
ing body of research has also linked
positive student outcomes to HQIM.
In fact , the ev idence sug gests that
c h o i c e o f i n s t r u c t i o n a l m a te r i a l s
has an impac t at least as g reat as
teacher quality, and while improv-
ing teacher quality is difficult, making
the decision to use HQIM is relatively
straightfor ward and inexpensive.10
Similarly, the Center for American
Progress reported that “ the average
c ost- effec tiveness ratio of sw itch-
ing curriculum was almost 40 times
that of class-size reduction.”11
H Q I M s u p p o r t g o o d t e a c h -
ers by providing a robust framework
that enhances their ability to deliver
effective and engaging lessons. These
materials free teachers from the task
of developing content from scratch,
allowing them to focus on pedagogy
and personalized student suppor t .
By ensuring that all students receive
consistent, high-quality content, HQIM
empower teachers to maximize their
impact, leading to better educational
o u t c o m e s f o r a l l s t u d e n t s .
POV: THE ADMINISTRATOR
“The impact that this program has had on my teachers? Really, it’s that impact on
their instruction and on what they do every day with their data and with the kids
that are in front of them. And that’s made a huge
change, which then causes teachers to be more
confident and they feel like math teachers instead
of being unsure going into every math block.
We did that first training the very first year [with
Imagine Learning], and our teachers wanted
more, they wanted more. And every time we gave
them a little bit more, they were able to continue
to grow and add on to what they’ve gotten in
previous professional developments.
Our math scores have gone up pretty
dramatically. We have students who were
impacted by the pandemic and really we’ve been
able to take what they know and move them
forward while also continuing to fill those holes.”
Allison F., Principal, Meeker School District, CO
EMPOWERING EDUCATORS
High-Quality Instructional Materials | 9
the purpose of HQIM isn’t to reduce
the importance of the teacher’s role
in the classroom. There’s no doubt that
effective teaching is the most important
thing for student outcomes. Accord-
ing to research organization RAND,
educators have the highest impact
on student achievement compared to
“any other aspects of schooling.”9
But over the last decade, a grow-
ing body of research has also linked
positive student outcomes to HQIM.
In fact , the ev idence sug gests that
c h o i c e o f i n s t r u c t i o n a l m a te r i a l s
has an impac t at least as g reat as
teacher quality, and while improv-
ing teacher quality is difficult, making
the decision to use HQIM is relatively
straightfor ward and inexpensive.10
Similarly, the Center for American
Progress reported that “ the average
c ost- effec tiveness ratio of sw itch-
ing curriculum was almost 40 times
that of class-size reduction.”11
H Q I M s u p p o r t g o o d t e a c h -
ers by providing a robust framework
that enhances their ability to deliver
effective and engaging lessons. These
materials free teachers from the task
of developing content from scratch,
allowing them to focus on pedagogy
and personalized student suppor t .
By ensuring that all students receive
consistent, high-quality content, HQIM
empower teachers to maximize their
impact, leading to better educational
o u t c o m e s f o r a l l s t u d e n t s .
POV: THE ADMINISTRATOR
“The impact that this program has had on my teachers? Really, it’s that impact on
their instruction and on what they do every day with their data and with the kids
that are in front of them. And that’s made a huge
change, which then causes teachers to be more
confident and they feel like math teachers instead
of being unsure going into every math block.
We did that first training the very first year [with
Imagine Learning], and our teachers wanted
more, they wanted more. And every time we gave
them a little bit more, they were able to continue
to grow and add on to what they’ve gotten in
previous professional developments.
Our math scores have gone up pretty
dramatically. We have students who were
impacted by the pandemic and really we’ve been
able to take what they know and move them
forward while also continuing to fill those holes.”
Allison F., Principal, Meeker School District, CO
EMPOWERING EDUCATORS
High-Quality Instructional Materials | 9
SIX GUIDING PRINCIPLES
I magine Learning pursues relentless
innovation at the intersection of tech-
nology, people, and curricula, and
we’ve been at the forefront of the develop-
ment of HQIM, creating K–12 digital-first
solutions fueled by insights from educa-
tors to support 15 million students in
over half of the districts nationwide.
I n s h o r t , t h e i d e a o f H Q I M
matters to us, and we believe that
Imagine Classroom — our portfolio
of core curricula covering ELA, math,
science, and social studies — repre-
sents the best available resources for
teachers and students today.
Definitions of HQIM may vary, but
at their core they share vital components.
With Imagine Classroom, our approach is
rooted in six guiding principles that form
the foundation of our curricula.
• Standards alignment: Meticulously crafted curricula aligned with state and
national standards
• Best-practice pedagogy: Research-backed teaching methods and strategies
to promote student engagement and understanding
• Equity and inclusion: Diverse perspectives and resources to meet the needs
of all learners
• Teacher and student experience: Intuitive and easy-to-implement curricula,
facilitating enriching learning experiences
• Measuring student learning: Comprehensive tools to track growth and
personalize instruction to individual needs
• Professional learning: Ongoing support and training opportunities to help
teachers refine their skills and practices
RELENTLESS INNOVATION
10 | Imagine Classroom
I magine Learning pursues relentless
innovation at the intersection of tech-
nology, people, and curricula, and
we’ve been at the forefront of the develop-
ment of HQIM, creating K–12 digital-first
solutions fueled by insights from educa-
tors to support 15 million students in
over half of the districts nationwide.
I n s h o r t , t h e i d e a o f H Q I M
matters to us, and we believe that
Imagine Classroom — our portfolio
of core curricula covering ELA, math,
science, and social studies — repre-
sents the best available resources for
teachers and students today.
Definitions of HQIM may vary, but
at their core they share vital components.
With Imagine Classroom, our approach is
rooted in six guiding principles that form
the foundation of our curricula.
• Standards alignment: Meticulously crafted curricula aligned with state and
national standards
• Best-practice pedagogy: Research-backed teaching methods and strategies
to promote student engagement and understanding
• Equity and inclusion: Diverse perspectives and resources to meet the needs
of all learners
• Teacher and student experience: Intuitive and easy-to-implement curricula,
facilitating enriching learning experiences
• Measuring student learning: Comprehensive tools to track growth and
personalize instruction to individual needs
• Professional learning: Ongoing support and training opportunities to help
teachers refine their skills and practices
RELENTLESS INNOVATION
10 | Imagine Classroom
Examples of high-quality
multimedia to engage students in
Imagine Classroom curricula.
That final principle is key. HQIM alone
are not sufficient. To maximize the impact
of HQIM, it is essential to combine these
materials w ith in-program teacher
support, implementation guidance, and
ongoing professional learning.12
At Imagine Learning, we don’t lose
sight of this vital stage in the success
of our programs. Imagine Classroom
includes numerous teaching aids at
point of use and a comprehensive
professional learning offering that builds
on the pedagogical principles of the
core products, incorporating authen-
tic demonstrations, meaningful collab-
oration, and structured planning to
make teaching and learning visible for
leaders, coaches, and teachers.
Ongoing Learning
It is essential to
combine these
materials with
teacher support,
implementation
guidance, and
professional
learning.
High-Quality Instructional Materials | 11
multimedia to engage students in
Imagine Classroom curricula.
That final principle is key. HQIM alone
are not sufficient. To maximize the impact
of HQIM, it is essential to combine these
materials w ith in-program teacher
support, implementation guidance, and
ongoing professional learning.12
At Imagine Learning, we don’t lose
sight of this vital stage in the success
of our programs. Imagine Classroom
includes numerous teaching aids at
point of use and a comprehensive
professional learning offering that builds
on the pedagogical principles of the
core products, incorporating authen-
tic demonstrations, meaningful collab-
oration, and structured planning to
make teaching and learning visible for
leaders, coaches, and teachers.
Ongoing Learning
It is essential to
combine these
materials with
teacher support,
implementation
guidance, and
professional
learning.
High-Quality Instructional Materials | 11
W e believe that high-quality
instructional materials are
a cornerstone of effective
education, with benefits for student
achievement, equity, and teacher effi-
ciency. We built Imagine Classroom
c ore curricula to alig n w ith rigor-
ous standards, employ best-practice
pedagogy, and support teachers with
ongoing professional development
i n orde r to c re a te t ra n s for ma t ive
educational experiences for all.
As states and districts continue to
recognize the value of HQIM such as
Imagine Classroom, the future of educa-
tion looks brighter, with more students
achieving their full potential and teachers
empowered to excel in their roles.
POV: THE CURRICULUM DIRECTOR
“We knew we wanted a strong focus on grade level standards. We also
wanted to make sure that there was equitable access for all students to
engage in math instruction.
Our math performance has skyrocketed [with Imagine IM]. We had
an increase of 30% of our students on or above grade level from fall to
spring, and that is absolutely due to having a high-
quality curricular resource in front of our students
and giving our teachers the support that they need
to implement that well.
Going into classrooms, I’m able to see immediately
a difference in how kids are engaging with math
and how our teachers are really understanding
those high-quality practices.”
Nicole R., Executive Director of Curriculum and
Instruction, Community Consolidated School
District 59, Illinois
A BRIGHTER FUTURE
12 | Imagine Classroom
instructional materials are
a cornerstone of effective
education, with benefits for student
achievement, equity, and teacher effi-
ciency. We built Imagine Classroom
c ore curricula to alig n w ith rigor-
ous standards, employ best-practice
pedagogy, and support teachers with
ongoing professional development
i n orde r to c re a te t ra n s for ma t ive
educational experiences for all.
As states and districts continue to
recognize the value of HQIM such as
Imagine Classroom, the future of educa-
tion looks brighter, with more students
achieving their full potential and teachers
empowered to excel in their roles.
POV: THE CURRICULUM DIRECTOR
“We knew we wanted a strong focus on grade level standards. We also
wanted to make sure that there was equitable access for all students to
engage in math instruction.
Our math performance has skyrocketed [with Imagine IM]. We had
an increase of 30% of our students on or above grade level from fall to
spring, and that is absolutely due to having a high-
quality curricular resource in front of our students
and giving our teachers the support that they need
to implement that well.
Going into classrooms, I’m able to see immediately
a difference in how kids are engaging with math
and how our teachers are really understanding
those high-quality practices.”
Nicole R., Executive Director of Curriculum and
Instruction, Community Consolidated School
District 59, Illinois
A BRIGHTER FUTURE
12 | Imagine Classroom
Sources
1. EdReports, “Why Materials Matter” —
https://edreports.org/impact/why-materi-
als-matter
2. Rand (2020), “Digital Instructional Mate-
rials: What Are Teachers Using and What
Barriers Exist?” https://www.rand.org/pubs/
research_reports/RR2575z17.html
3. Education World (2017), “Survey Finds
Teachers Spend 7 Hours Per Week Search-
ing for Instructional Materials” https://www.
educationworld.com/a_news/survey-finds-
teachers-spend-7-hours-week-searching-in-
structional-materials-490526015
4. Thomas J. Kane et al., (2016) “Teach-
ing Higher: Educators’ Perspec-
tives on Common Core Implementa-
tion,” https://cepr.harvard.edu/files/
cepr/files/teaching-higher-report.
pdf?m=1454988762
5. Ibid.
6. EdReports and NextGenScience (2021),
“Critical Features of Instructional Mate-
rials Design for Today’s Science Stand-
ards,” https://www.nextgenscience.org/
resources/critical-features-instruction-
al-materials-design-today%E2%80%99s-sci-
ence-standards
7. Kirabo Jackson, Alexey Makarin (2016),
“Simplifying Teaching: A Field Experiment
with ‘Off-the-Shelf’ Lessons” https://www.
ipr.northwestern.edu/documents/work-
ing-papers/2016/wp-16-11.pdf
8. David Steiner (2024), “The Unrealized Prom-
ise of High-Quality Instructional Materi-
als,” State Education Standards, https://
www.nasbe.org/the-unrealized-prom-
ise-of-high-quality-instructional-materi-
als/
9. RAND, “Teachers Matter” — https://www.
rand.org/education-and-labor/projects/
measuring-teacher-effectiveness/teach-
ers-matter.html
10. Matthew M. Chingos and Grover J. “Russ”
Whitehurst (2012), “Choosing Blindly:
Instructional Materials, Teacher Effec-
tiveness, and the Common Core —
https://www.brookings.edu/articles/
choosing-blindly-instructional-materi-
als-teacher-effectiveness-and-the-com-
mon-core/
11. Center for American Progress (2015), “The
Hidden Value of Curriculum Reform,”
https://www.americanprogress.org/arti-
cle/the-hidden-value-of-curriculum-re-
form/
12. Center for American Progress (2019),
“Successful Implementation of High-Qual-
ity Instructional Materials,” https://www.
americanprogress.org/article/success-
ful-implementation-high-quality-instruc-
tional-materials/
High-Quality Instructional Materials | 13
1. EdReports, “Why Materials Matter” —
https://edreports.org/impact/why-materi-
als-matter
2. Rand (2020), “Digital Instructional Mate-
rials: What Are Teachers Using and What
Barriers Exist?” https://www.rand.org/pubs/
research_reports/RR2575z17.html
3. Education World (2017), “Survey Finds
Teachers Spend 7 Hours Per Week Search-
ing for Instructional Materials” https://www.
educationworld.com/a_news/survey-finds-
teachers-spend-7-hours-week-searching-in-
structional-materials-490526015
4. Thomas J. Kane et al., (2016) “Teach-
ing Higher: Educators’ Perspec-
tives on Common Core Implementa-
tion,” https://cepr.harvard.edu/files/
cepr/files/teaching-higher-report.
pdf?m=1454988762
5. Ibid.
6. EdReports and NextGenScience (2021),
“Critical Features of Instructional Mate-
rials Design for Today’s Science Stand-
ards,” https://www.nextgenscience.org/
resources/critical-features-instruction-
al-materials-design-today%E2%80%99s-sci-
ence-standards
7. Kirabo Jackson, Alexey Makarin (2016),
“Simplifying Teaching: A Field Experiment
with ‘Off-the-Shelf’ Lessons” https://www.
ipr.northwestern.edu/documents/work-
ing-papers/2016/wp-16-11.pdf
8. David Steiner (2024), “The Unrealized Prom-
ise of High-Quality Instructional Materi-
als,” State Education Standards, https://
www.nasbe.org/the-unrealized-prom-
ise-of-high-quality-instructional-materi-
als/
9. RAND, “Teachers Matter” — https://www.
rand.org/education-and-labor/projects/
measuring-teacher-effectiveness/teach-
ers-matter.html
10. Matthew M. Chingos and Grover J. “Russ”
Whitehurst (2012), “Choosing Blindly:
Instructional Materials, Teacher Effec-
tiveness, and the Common Core —
https://www.brookings.edu/articles/
choosing-blindly-instructional-materi-
als-teacher-effectiveness-and-the-com-
mon-core/
11. Center for American Progress (2015), “The
Hidden Value of Curriculum Reform,”
https://www.americanprogress.org/arti-
cle/the-hidden-value-of-curriculum-re-
form/
12. Center for American Progress (2019),
“Successful Implementation of High-Qual-
ity Instructional Materials,” https://www.
americanprogress.org/article/success-
ful-implementation-high-quality-instruc-
tional-materials/
High-Quality Instructional Materials | 13
SCIENCE
Twig Science was designed from the
ground up for the NGSS/3-D science by
award-winning STEM education special-
ists. Students investigate and make sense
of phenomena through multiple modali-
ties — from hands-on activities and digi-
tal and video investigations to collabo-
rative projects — empowering each and
every student to connect with science in
the world around them.
SCIENCE
GRADES PRE-K–8
Imagine Learning EL Education is
a comprehensive, digital-first , core
language arts program in which students
focus on mastery of knowledge and skills
and produce high-quality work while
building habits of character. It employs
a content-based approach to literacy
instruction, using compelling real-world
texts to engage and excite learners.
ELA
GRADES K–8
CORE PORTFOLIO
14 | Imagine Classroom
Twig Science was designed from the
ground up for the NGSS/3-D science by
award-winning STEM education special-
ists. Students investigate and make sense
of phenomena through multiple modali-
ties — from hands-on activities and digi-
tal and video investigations to collabo-
rative projects — empowering each and
every student to connect with science in
the world around them.
SCIENCE
GRADES PRE-K–8
Imagine Learning EL Education is
a comprehensive, digital-first , core
language arts program in which students
focus on mastery of knowledge and skills
and produce high-quality work while
building habits of character. It employs
a content-based approach to literacy
instruction, using compelling real-world
texts to engage and excite learners.
ELA
GRADES K–8
CORE PORTFOLIO
14 | Imagine Classroom
Powered by high-quality media and
driven by inquiry, Traverse is a digital-for-
ward, one-stop social studies curriculum
with flexible, customizable content. It
enables teachers to approach instruc-
tion with confidence and students to
experience engaging content in a variety
of modalities to appeal to different learn-
ing styles.
SOCIAL STUDIES
GRADES 6–12
Imagine IM is the premium certified
Illustrative Mathematics curriculum,
optimized by Imagine Learning for
engagement, accessibility, and usability.
Imagine IM’s print and digital solution is
enhanced with tools and features to drive
student discourse, build focus, coherence,
and rigor, and equip students to thrive.
MATH
GRADES K–12
High-Quality Instructional Materials | 15
driven by inquiry, Traverse is a digital-for-
ward, one-stop social studies curriculum
with flexible, customizable content. It
enables teachers to approach instruc-
tion with confidence and students to
experience engaging content in a variety
of modalities to appeal to different learn-
ing styles.
SOCIAL STUDIES
GRADES 6–12
Imagine IM is the premium certified
Illustrative Mathematics curriculum,
optimized by Imagine Learning for
engagement, accessibility, and usability.
Imagine IM’s print and digital solution is
enhanced with tools and features to drive
student discourse, build focus, coherence,
and rigor, and equip students to thrive.
MATH
GRADES K–12
High-Quality Instructional Materials | 15
1358105146
imaginelearning.com/core-curriculum
877-725-4257 • solutions@imaginelearning.com
You’ve never seen core like this before
imaginelearning.com/core-curriculum
877-725-4257 • solutions@imaginelearning.com
You’ve never seen core like this before