how to assign assignments in imagine math

IM 6–12 Math: Grading and Homework Policies and Practices

By Jennifer Willson,  Director, 6–12 Professional Learning Design

In my role at IM, working with teachers and administrators, I am asked to help with the challenges of implementing an IM curriculum. One of the most common challenges is: how can we best align these materials to our homework and grading practices? This question is a bit different from “How should we assess student learning?” or “How should we use assessment to inform instruction?” 

When we created the curriculum, we chose not to prescribe homework assignments or decide which student work should count as a graded event. This was deliberate—homework policies and grading practices are highly variable, localized, and values-driven shared understandings that evolve over time. For example, the curriculum needed to work for schools where nightly, graded assignments are expected; schools where no work done outside of class is graded; and schools who take a feedback-only approach for any formative work.

IM 6–8 Math was released in 2017, and IM Algebra 1, Geometry, and Algebra 2 in 2019. In that time, I’ve been able to observe some patterns in the ways schools and teachers align the materials to their local practices. So, while we’re still not going to tell you what to do, we’re now in a position to describe some trends and common ways in which schools and districts make use of the materials to meet their local constraints. Over the past four years, I have heard ideas from teachers, administrators, and IM certified facilitators. In December, I invited our IM community to respond to a survey to share grading and homework policies and practices. In this post I am sharing a compilation of results from the 31 teachers who responded to the survey, as well as ideas from conversations with teachers and IMCFs. We hope that you find some ideas here to inform and inspire your classroom.

How do teachers collect student responses?

Most teachers who responded to the survey collect student work for assessments in a digital platform such as LearnZillion, McGraw-Hill, ASSISTments, Edulastic, Desmos, etc. Others have students upload their work (photo, PDF, etc.) to a learning management system such as Canvas or Google classroom. Even fewer ask students to respond digitally to questions in their learning management system.

How do teachers tend to score each type of assessment, and how is feedback given?

The table shows a summary of how teachers who responded to the survey most often provide feedback for the types of assessments included in the curriculum.

How are practice problems used?

Every lesson in the curriculum (with a very small number of exceptions) includes a short set of cumulative practice problems. Each set could be used as an assignment done in class after the lesson or worked on outside of class, but teachers make use of these items in a variety of ways to meet their students’ learning needs.

While some teachers use the practice problems that are attached to each lesson as homework, others do not assign work outside of class. Here are some other purposes for which teachers use the practice problems:

• extra practice
• student reflection
• as examples to discuss in class or use for a mini-lesson
• as a warm-up question to begin class
• as group work during class

How do teachers structure time and communication to “go over” practice problems?

It’s common practice to assemble practice problems into assignments that are worked on outside of class meeting time. Figuring out what works best for students to get feedback on practice problems while continuing to move students forward in their learning and work through the next lesson can be challenging. 

Here are some ways teachers describe how they approach this need:

• We don’t have time to go over homework every day, but I do build in one class period per section to pause and look at some common errors in cool-downs and invite students to do some revisions where necessary, then I also invite students to look at select practice problems. I collect some practice problems along with cool-downs and use that data to inform what, if anything, I address with the whole class or with a small group.
• Students vote for one practice problem that they thought was challenging, and we spend less than five minutes to get them started. We don’t necessarily work through the whole problem.
• I post solutions to practice problems, sometimes with a video of my solution strategy, so that students can check their work.
• I assign practice problems, post answers, invite students to ask questions (they email me or let me know during the warm-up), and then give section quizzes that are closely aligned to the practice problems, which is teaching my students that asking questions is important.
• I invite students to vote on the most challenging problem and then rather than go over the practice problem I weave it into the current day’s lesson so that students recognize “that’s just like that practice problem!” What I find important is moving students to take responsibility to evaluate their own understanding of the practice problems and not depend on me (the teacher) or someone else to check them. Because my district requires evidence of a quiz and grade each week and I preferred to use my cool-downs formatively, I placed the four most highly requested class practice problems from the previous week on the quiz which I substituted for that day’s cool-down. That saved me quiz design time, there were no surprises for the students, and after about four weeks of consistency with this norm, the students quickly learned that they should not pass up their opportunity to study for the quiz by not only completing the 4–5 practice problems nightly during the week, but again, by reflecting on their own depth of understanding and being ready to give me focused feedback about their greatest struggle on a daily basis.
• I see the practice problems as an opportunity to allow students to go at different paces. It’s more work, but I include extension problems and answers to each practice problem with different strategies and misconceptions underneath. When students are in-person for class, they work independently or in pairs moving to the printed answer keys posted around the room for each problem. They initial under different prompts on the answer key (tried more than one strategy, used a DNL, used a table, made a mistake, used accurate units, used a strategy that’s not on here…) It gives the students and I more feedback when I collect the responses later and allows me to be more present with smaller groups while students take responsibility for checking their work. It also gets students up and moving around the room and normalizes multiple approaches as well as making mistakes as part of the problem solving process.

Quizzes—How often, and how are they made?

Most of the teachers give quizzes—a short graded assessment completed individually under more controlled conditions than other assignments. How often is as varied as the number of teachers who responded: one per unit, twice per unit, once a week, two times per week, 2–3 times per quarter.

If teachers don’t write quiz items themselves or with their team, the quiz items come from practice problems, activities, and adapted cool-downs.

When and how do students revise their work?

Policies for revising work are also as varied as the number of teachers who responded. 

Here are some examples:

• Students are given feedback as they complete activities and revise based on their feedback.
• Students revise cool-downs and practice problems.
• Students can revise end-of-unit assessments and cool-downs.
• Students can meet with me at any time to increase a score on previous work.
• Students revise cool-downs if incorrect, and they are encouraged to ask for help if they can’t figure out their own error.
• Students can revise graded assignments during office hours to ensure successful completion of learning goals.
• Students are given a chance to redo assignments after I work with them individually.
• Students can review and revise their Desmos activities until they are graded.
• We make our own retake versions of the assessments.
• Students can do error logs and retakes on summative assessments.
• We complete the student facing tasks together as a whole class on Zoom in ASSISTments. If a student needs to revise the answers they notify me during the session.

Other advice and words of wisdom

I also asked survey participants for any other strategies that both have and haven’t worked in their classrooms. Here are some responses.

What have you tried that has not worked?

• Going over practice problems with the whole class every day. The ones who need it most often don’t benefit from the whole-class instruction, and the ones who don’t need it distract those who do. 
• Grading work on the tasks within the lessons for accuracy
• Leaving assignments open for the length of the semester so that students can always see unfinished work
• Going through problems on the board with the whole class does not correct student errors
• Most students don’t check feedback comments unless you look at them together
• Grading images of student work on the classroom activity tasks uploaded by students in our learning management systems
• Providing individual feedback on google classroom assignments was time consuming and inefficient
• Allowing students to submit late and missing work with no penalty
• Trying to grade everything
• Below grade 9, homework really does not work.
• Going over every practice problem communicates that students do not really think about the practice problems on their own. 

What else have you tried that has worked well?

• My students do best when I consistently assign practice problems. I have tried giving them an assignment once a week but most students lose track. It is better to give 2–3 problems or reflective prompts after every class, which also helps me get ahead of misconceptions.
• I don’t grade homework since I am unsure who completes it with or for the students.
• A minimum score of 50% on assignments, which allows students the opportunity to recover, in terms of their grade in the class
• Time constraints imposed during remote learning impact the amount and type of homework I give as well as what I grade
• Give fewer problems than normal on second chance assignments
• I have used platforms such as Kahoot to engage students in IM material. I also build Google Forms to administer the Check Your Readiness pre-assessment and End-of-Unit assessments, but I may start using ASSISTments for this in the future.
• The value of homework in high school is okay, but personally I skip good for great.
• Students are able to go back and revise their independent practice work upon recognizing their mistakes and learning further about how to solve the problems.
• Sometimes I select only one or two slides to grade instead of the whole set when I use Desmos activities.
• Allow for flexibility in timing. Give students opportunities for revision.
• Frequent short assessments are better than longer tests, and they allow students to focus on specific skills and get feedback more frequently.
• Especially during the pandemic, many of my students are overwhelmed and underachieving. I am focusing on the core content.
• Homework assignments consist of completing Desmos activities students began in class. Additional slides contain IM practice problems.
• I am only grading the summative assessment for accuracy and all else for completion. I want the students to know that they have the room to learn, try new strategies and be wrong while working on formative assessments.

What grading and homework policies have worked for you and your students that aren’t listed? Share your ideas in the comments so that we can all learn from your experience.

What would you like to learn more about? Let us know in the comments, and it will help us design future efforts like this one so that we can all learn more in a future blog post.

We are grateful to the teachers and facilitators who took the time to share their learning with us.

to the IM Blog and Newsletter

RECENT POSTS

• Leveraging PLCs to Maintain the Magic in Math Communities Throughout the Entire Year April 4, 2024
• Elements of Problem-Based Teaching and Learning February 28, 2024
• Inviting Students to the Math Party: Creating an Inclusive and Engaging Math Community February 6, 2024
• Visualizing IM K-5 Math in Specialized Academic Settings: Part 2 January 18, 2024
• IM Kickoff Message for 2024 January 4, 2024
• Back to School (3)
• Grades 3–5 (105)
• Grades 6–8 (116)
• Grades 9–12 (92)
• Grades K–2 (86)
• Grades K–5 (53)
• Partners (4)
• Professional Learning (74)
• Recent Blog Posts (7)
• Uncategorized (2)

Popular Tags

how to assign assignments in imagine math

IM 6–12 Math: Grading and Homework Policies and Practices

By Jennifer Willson,  Director, 6–12 Professional Learning Design

In my role at IM, working with teachers and administrators, I am asked to help with the challenges of implementing an IM curriculum. One of the most common challenges is: how can we best align these materials to our homework and grading practices? This question is a bit different from “How should we assess student learning?” or “How should we use assessment to inform instruction?” 

When we created the curriculum, we chose not to prescribe homework assignments or decide which student work should count as a graded event. This was deliberate—homework policies and grading practices are highly variable, localized, and values-driven shared understandings that evolve over time. For example, the curriculum needed to work for schools where nightly, graded assignments are expected; schools where no work done outside of class is graded; and schools who take a feedback-only approach for any formative work.

IM 6–8 Math was released in 2017, and IM Algebra 1, Geometry, and Algebra 2 in 2019. In that time, I’ve been able to observe some patterns in the ways schools and teachers align the materials to their local practices. So, while we’re still not going to tell you what to do, we’re now in a position to describe some trends and common ways in which schools and districts make use of the materials to meet their local constraints. Over the past four years, I have heard ideas from teachers, administrators, and IM certified facilitators. In December, I invited our IM community to respond to a survey to share grading and homework policies and practices. In this post I am sharing a compilation of results from the 31 teachers who responded to the survey, as well as ideas from conversations with teachers and IMCFs. We hope that you find some ideas here to inform and inspire your classroom.

How do teachers collect student responses?

Most teachers who responded to the survey collect student work for assessments in a digital platform such as LearnZillion, McGraw-Hill, ASSISTments, Edulastic, Desmos, etc. Others have students upload their work (photo, PDF, etc.) to a learning management system such as Canvas or Google classroom. Even fewer ask students to respond digitally to questions in their learning management system.

How do teachers tend to score each type of assessment, and how is feedback given?

The table shows a summary of how teachers who responded to the survey most often provide feedback for the types of assessments included in the curriculum.

How are practice problems used?

Every lesson in the curriculum (with a very small number of exceptions) includes a short set of cumulative practice problems. Each set could be used as an assignment done in class after the lesson or worked on outside of class, but teachers make use of these items in a variety of ways to meet their students’ learning needs.

While some teachers use the practice problems that are attached to each lesson as homework, others do not assign work outside of class. Here are some other purposes for which teachers use the practice problems:

• extra practice
• student reflection
• as examples to discuss in class or use for a mini-lesson
• as a warm-up question to begin class
• as group work during class

How do teachers structure time and communication to “go over” practice problems?

It’s common practice to assemble practice problems into assignments that are worked on outside of class meeting time. Figuring out what works best for students to get feedback on practice problems while continuing to move students forward in their learning and work through the next lesson can be challenging. 

Here are some ways teachers describe how they approach this need:

• We don’t have time to go over homework every day, but I do build in one class period per section to pause and look at some common errors in cool-downs and invite students to do some revisions where necessary, then I also invite students to look at select practice problems. I collect some practice problems along with cool-downs and use that data to inform what, if anything, I address with the whole class or with a small group.
• Students vote for one practice problem that they thought was challenging, and we spend less than five minutes to get them started. We don’t necessarily work through the whole problem.
• I post solutions to practice problems, sometimes with a video of my solution strategy, so that students can check their work.
• I assign practice problems, post answers, invite students to ask questions (they email me or let me know during the warm-up), and then give section quizzes that are closely aligned to the practice problems, which is teaching my students that asking questions is important.
• I invite students to vote on the most challenging problem and then rather than go over the practice problem I weave it into the current day’s lesson so that students recognize “that’s just like that practice problem!” What I find important is moving students to take responsibility to evaluate their own understanding of the practice problems and not depend on me (the teacher) or someone else to check them. Because my district requires evidence of a quiz and grade each week and I preferred to use my cool-downs formatively, I placed the four most highly requested class practice problems from the previous week on the quiz which I substituted for that day’s cool-down. That saved me quiz design time, there were no surprises for the students, and after about four weeks of consistency with this norm, the students quickly learned that they should not pass up their opportunity to study for the quiz by not only completing the 4–5 practice problems nightly during the week, but again, by reflecting on their own depth of understanding and being ready to give me focused feedback about their greatest struggle on a daily basis.
• I see the practice problems as an opportunity to allow students to go at different paces. It’s more work, but I include extension problems and answers to each practice problem with different strategies and misconceptions underneath. When students are in-person for class, they work independently or in pairs moving to the printed answer keys posted around the room for each problem. They initial under different prompts on the answer key (tried more than one strategy, used a DNL, used a table, made a mistake, used accurate units, used a strategy that’s not on here…) It gives the students and I more feedback when I collect the responses later and allows me to be more present with smaller groups while students take responsibility for checking their work. It also gets students up and moving around the room and normalizes multiple approaches as well as making mistakes as part of the problem solving process.

Quizzes—How often, and how are they made?

Most of the teachers give quizzes—a short graded assessment completed individually under more controlled conditions than other assignments. How often is as varied as the number of teachers who responded: one per unit, twice per unit, once a week, two times per week, 2–3 times per quarter.

If teachers don’t write quiz items themselves or with their team, the quiz items come from practice problems, activities, and adapted cool-downs.

When and how do students revise their work?

Policies for revising work are also as varied as the number of teachers who responded. 

Here are some examples:

• Students are given feedback as they complete activities and revise based on their feedback.
• Students revise cool-downs and practice problems.
• Students can revise end-of-unit assessments and cool-downs.
• Students can meet with me at any time to increase a score on previous work.
• Students revise cool-downs if incorrect, and they are encouraged to ask for help if they can’t figure out their own error.
• Students can revise graded assignments during office hours to ensure successful completion of learning goals.
• Students are given a chance to redo assignments after I work with them individually.
• Students can review and revise their Desmos activities until they are graded.
• We make our own retake versions of the assessments.
• Students can do error logs and retakes on summative assessments.
• We complete the student facing tasks together as a whole class on Zoom in ASSISTments. If a student needs to revise the answers they notify me during the session.

Other advice and words of wisdom

I also asked survey participants for any other strategies that both have and haven’t worked in their classrooms. Here are some responses.

What have you tried that has not worked?

• Going over practice problems with the whole class every day. The ones who need it most often don’t benefit from the whole-class instruction, and the ones who don’t need it distract those who do. 
• Grading work on the tasks within the lessons for accuracy
• Leaving assignments open for the length of the semester so that students can always see unfinished work
• Going through problems on the board with the whole class does not correct student errors
• Most students don’t check feedback comments unless you look at them together
• Grading images of student work on the classroom activity tasks uploaded by students in our learning management systems
• Providing individual feedback on google classroom assignments was time consuming and inefficient
• Allowing students to submit late and missing work with no penalty
• Trying to grade everything
• Below grade 9, homework really does not work.
• Going over every practice problem communicates that students do not really think about the practice problems on their own. 

What else have you tried that has worked well?

• My students do best when I consistently assign practice problems. I have tried giving them an assignment once a week but most students lose track. It is better to give 2–3 problems or reflective prompts after every class, which also helps me get ahead of misconceptions.
• I don’t grade homework since I am unsure who completes it with or for the students.
• A minimum score of 50% on assignments, which allows students the opportunity to recover, in terms of their grade in the class
• Time constraints imposed during remote learning impact the amount and type of homework I give as well as what I grade
• Give fewer problems than normal on second chance assignments
• I have used platforms such as Kahoot to engage students in IM material. I also build Google Forms to administer the Check Your Readiness pre-assessment and End-of-Unit assessments, but I may start using ASSISTments for this in the future.
• The value of homework in high school is okay, but personally I skip good for great.
• Students are able to go back and revise their independent practice work upon recognizing their mistakes and learning further about how to solve the problems.
• Sometimes I select only one or two slides to grade instead of the whole set when I use Desmos activities.
• Allow for flexibility in timing. Give students opportunities for revision.
• Frequent short assessments are better than longer tests, and they allow students to focus on specific skills and get feedback more frequently.
• Especially during the pandemic, many of my students are overwhelmed and underachieving. I am focusing on the core content.
• Homework assignments consist of completing Desmos activities students began in class. Additional slides contain IM practice problems.
• I am only grading the summative assessment for accuracy and all else for completion. I want the students to know that they have the room to learn, try new strategies and be wrong while working on formative assessments.

What grading and homework policies have worked for you and your students that aren’t listed? Share your ideas in the comments so that we can all learn from your experience.

What would you like to learn more about? Let us know in the comments, and it will help us design future efforts like this one so that we can all learn more in a future blog post.

We are grateful to the teachers and facilitators who took the time to share their learning with us.

to the IM Blog and Newsletter

RECENT POSTS

• Elements of Problem-Based Teaching and Learning February 28, 2024
• Inviting Students to the Math Party: Creating an Inclusive and Engaging Math Community February 6, 2024
• Visualizing IM K-5 Math in Specialized Academic Settings: Part 2 January 18, 2024
• IM Kickoff Message for 2024 January 4, 2024
• 5 Steps We Must Take To Truly Create An Inclusive, Representative, and Equitable Society December 20, 2023
• Back to School (3)
• Grades 3–5 (104)
• Grades 6–8 (115)
• Grades 9–12 (91)
• Grades K–2 (85)
• Grades K–5 (52)
• Partners (4)
• Professional Learning (73)
• Recent Blog Posts (7)
• Uncategorized (2)

Popular Tags

Imagine Math ®

SUPPLEMENTAL / GRADES PreK–GEOMETRY

Imagine Math®

Explore a rich and adaptive supplemental mathematics curriculum that builds students’ confidence with grade-level content. Fun incentives and scaffolds keep learners motivated while Live Teaching offers real-time, on-demand rigorous instruction.

Drive Math Breakthroughs with Scaffolded, Grade-Level Content

Grades prek–2.

Overall average annual Quantile growth in a 2021–2022 national analysis

“Promising”

Evidence for ESSA has ranked Imagine Math as “Promising”

of Imagine Math educators use it for independent practice in class

Imagine Math Features and Benefits

Adaptive, Age-Appropriate Learning

Ideal as a supplement to standards-based core instruction from PreK through Geometry, Imagine Math’s two, age-appropriate learning environments are designed for student engagement. Set learners on adaptive, grade-level pathways, or create custom pathways aligned to your core program or your district learning goals.

Grades PreK – 2

Created to inspire a lifelong love of mathematics, Imagine Math for Grades PreK–2 immerses early learners in an engaging storybook context that seamlessly teaches them to see mathematics in their everyday world.  

Purposeful, intentional scaffolds encourage perseverance and growth

Fully available in both English and Spanish

Contextualized vocabulary promotes the use of academic language

Game-based lessons develop motivation and perseverance with supports and incentives

Engage students in a meaningful exploration of mathematical understanding. An emphasis on academic discourse empowers learners to apply reasoning and critical thinking skills , setting them up for future successes in school and beyond.

Access to on-demand Live Teaching

First-language support for English learners

Embedded opportunities for students to model with mathematics

Interactive reward system develops both intrinsic and extrinsic motivation

Live Teaching for Grades 3+

Certified, bilingual (English/Spanish) Live Teachers offer grades 3+ students real-time, on-demand rigorous instruction before, during, and after school — even during school vacations

Live Teaching:

Develops conceptual understanding through direct, rigorous instruction

Helps students before, during, and after school — exactly when they need it

Uses multiple visual representations to engage students in academic discourse

Teaches students the concept behind the problem, encouraging reasoning and conceptual understanding

Reinforces appropriate mathematical discourse during every session

Includes access to bilingual English-Spanish teachers available  75+ hours/week , including nights and weekends

Progressive Layers of Support

Imagine Math’s unique, adaptive curriculum lets students have fun while still constantly challenging them with grade-level content to develop conceptual understanding — multiple scaffolds and progressive levels of support ensure they always feel successful.

Level 1 Support: Math Help

As students proceed through their personalized learning pathways, they receive automated corrective feedback at each step. A calculator, a formula reference guide, a multilingual glossary, and other scaffolds are available at the click of a button.

Level 2 Support: Live Teaching

Grades 3+ students work 1:1 with certified, bilingual math teachers in real time, explaining their thought processes and asking questions using chat.

Level 3 Support: Interactive Whiteboard

Live Teachers clarify complex concepts, demonstrate multiple representations to solve problems, and provide visual models using voice, chat, and a two-way interactive whiteboard that simulates a classroom environment.

Take the Product Tour

Real-world motivation.

As students work through Imagine Math lessons, younger students earn tokens and older students earn THINK points, with opportunities to recover points when they persevere. All students can use their rewards to join in nationwide contests, and grades 3+ students can design and accessorize their avatars, contribute to classroom goals (pizza party, anyone?), or donate money to student-centered charitable causes.

Research-Proven Math Gains

We analyzed data from students nationwide who used the Imagine Math program during the 2021-2022 school year to determine the overall efficacy of the program. 

The number of students whose benchmark data was analyzed

Overall average Quantile growth

Students who completed 30+ lessons outperformed their peers

The greater the gap, the greater the gains

Students who tested far below grade level showed the most substantial Quantile score growth after a year of using Imagine Math.

Take us with you

See how Imagine Math can motivate learners in your classroom.

Don’t miss these Imagine Math highlights:

• Custom, flexible learning pathways fit the scope and sequence of your district’s curriculum map
• Multiple scaffolds provide access to grade-level content
• STEM-Focused Application Tasks align to Next-Generation Science Standards
• Technology-enhanced items mirror state assessments
• Align instruction to popular core programs , including Illustrative Math, Eureka Math, EnVision Math, Go Math, and Bridges

Research Brief

Supplemental

Improved Scores for Diverse Populations in Idaho

Stellar Results for Clifton Public Schools, New Jersey

The Impact of Imagine Math on Math Proficiency

Awards and buzz.

New Study Reveals Significant Gains in Student Math Performance with Imagine Math

Evidence for ESSA Has Ranked Imagine Math as “Promising”

Previous awards.

Discover Supplemental Solutions for Every Classroom

Educators are saying:.

“We’ve doubled our proficiency. We went from 21% proficient in Benchmark 1 to 40% proficient across the board, total population. That’s what Imagine Math has done.”

Erin Z., Mathematics Supervisor Clifton Public School District

“I love that my students can review skills already covered during instruction and be exposed to skills I haven’t covered in class yet — all at their own pace! We just finished a practice version of our state test and the students that show dedication to the Imagine Math program did phenomenal… I love Imagine Math!”

Jarrod W., 3rd Grade Mathematics Teacher Buffalo Elementary School

“Imagine Math is engaging. It allows all students in my room to be successful.”

Jessica P., 6th Grade Mathematics Teacher Sissonville Middle School

“It’s technology-based. The students are engaged, they have a good time with it, it’s differentiated, and we get to track their data and see where they are and how they grow. It’s a huge relief… that we can do all of that in one spot.”

Therese B., Inclusion Teacher Clifton Public School District

“We are using Imagine Math in 3rd-5th grade, and we are using it across the board for all students. That’s one of the things we love about. Our struggling kids can show some success, and then we have students in some of our high achieving classed that are working a grade level or two grade levels ahead.”

Jen E., Principal Somerset Academy Broward County

Nurture Curious, Confident Math Students

Related products and solutions, imagine math facts.

Award-winning gamification makes math fluency fun and effective for students in grades 1–5.

Math Supplemental Suite

Help every student build grade-level math skills with age-appropriate, personalized curricula.

Math Solutions

Discover math solutions designed to help students learn and apply essential math skills inside and outside the classroom.

STEM Solutions

With STEM skills, who knows how far they’ll go? Prepare the next generation of STEM leaders with digital and hands-on learning.

DreamBox Math Assignments: How to Create a Personalized Assignment (Educators)

The assignments tool enables educators to give students up to two short or long-term assignments at a time from across all dreambox math content at any grade level. educators can personalize assignments by aligning them with state or regional standards, dreambox learning units, aligned print programs, or students’ nwea or quantile assessment scores. feb 19, 2024 • knowledge, information.

The Math Assignment tool can be used to create personalized lessons for an individual student, groups of students, or an entire class. In addition, teachers can assign 2 lessons and choose the duration of each assignment. The two assignments can be a combination of Short-Term and Long-Term Assignments. After an assignment has been created, it will be marked with a special blue icon in the student’s Lesson Chooser and will appear in the Assignment History Report. To learn more about using Assignments Effectively, open our article  How to Use DreamBox Math Assignments Effectively .  

What is the difference between a Short-Term Assignment and a Long-Term Assignment? 

Create a personalized assignment.

• Select Home in the Top Navigation Pane.
• Using the filter drop-down menus, select the classroom and/or student you wish to view. School administrators may need to select a school and teacher first. 
• Click Add Assignment .

Select the parameters of the assignment Step 1 : Choose Short-Term or Long-Term by clicking the circle.

Step 2 : Using the drop-down menu, customize the length of the assignment from 1-10 weeks. Step 3:  Select your academic standards, DreamBox Learning Units, domain, and/or cluster:

• When using Assignments selected by standards, we recommend utilizing higher tiers such as Domains or Clusters, instead of the narrower standards themselves. Creating an assignment at the Domain or Cluster level will broaden the range of lessons that DreamBox can offer to the student providing more differentiated learning pathway options within Assignments.
• Looking for your state or regional standards, click HERE . 
• If a learner is struggling with lessons assigned by print program, we recommend using DBL Units to target specific concepts being taught in the classroom. 

Step 4 : Choose an aligned Print Program (optional - skip to step 5 if you are not selecting an aligned print program.)

  Step 5 : Select an Assessment (optional).

Preview Sample Lessons

After selecting the parameters of the assignment, review the description of the standard and click Just Started Lesson , In-Progress Lesson , or Review Lesson to preview samples of the different lessons the standard includes.

Select Students

Check the boxes of all students you would like to receive the assignment. For students who have Standard Not Started or have Standard In Progress, the lesson box will automatically be checked. 

Save the Assignment

Save your new assignment by clicking the Add Assignment button in the bottom-left corner of your screen.

The assignment will be created and appear in the Assignment History Report. The students will be able to identify their lessons by the special blue icon that appears next to the assigned lesson. A student may need to complete an existing lesson before the new lesson will appear or primary students may need to pick up a backpack for the lesson to appear on their Lesson Chooser.   

Assignment FAQs 

A: The student already has two open assignments. Each student can only work on two open assignments at a time. The student already has an In Progress or Not Started assignment for this standard. Once the assignment is completed, you can reassign it.   

A: The student already has two open assignments. Each student can only work on two open assignments at a time.   

A: The results of the assignments will be recorded in the student’s account and any relevant growth the student makes will be displayed on the Insight Dashboard, but assignments will not affect the student’s placement otherwise. This means you can safely use DreamBox Assignments to introduce new concepts or review old concepts without affecting their curricular placement.   

A: If a student has more than one teacher with access to their account, all teachers can create or cancel assignments for the student. If the student is in more than one classroom, you will see an option to select which classroom the assignment should be tracked under when creating the lesson. You can also see the name of the teacher who created the assignment.   

A: The Assignments tool honors student agency by continuing to present other concepts for the student to complete. Just as a student can choose not to complete homework, a student can choose to not complete a DreamBox assignment. This is critical to building strong decision-making principles by the student. They need to make the best choice, based on the information they have.   

A: For directions on how to cancel an assignment, open our support article here .  

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Click New Assignment, enter a name for the assignment, then click Continue to save the assignment. After identifying the preferred lessons, you can click and drag the lessons to change the order in which students receive them, including removing ( ) and adding a lesson from an assignment. Click Assign, above the selected lessons, to immediately ...

The Assign Pathway screen opens. Click Created by IM or Custom to choose the type of pathway you would like to assign.Created by IM (created by Imagine Math) is the default and includes Common Core and state pathways. The Custom tab houses manually created pathways.. Click the button next to the pathway that you want to assign. (If desired, use the filters to help find the pathway.

Imagine Math has grade-level pathways built for grades 3-8, Algebra I, Geometry, and college test prep. The program also has grade 1 and 2 lessons available for ... Assigning Pathways 1. From the home screen click on the Management tab and click Classes. 2. Click on Current Students. 3. Check the box next to student name. 4. Click Assign Pathway.

To assign or unassign one or more classes to a teacher: Log in to the Imagine Math suite.; Click Management > Educators in the left navigation pane.. Find the teacher that you want to assign or unassign classes to, then click Classes under the Actions column.. To assign a class to this teacher, drag the class name from Available Classes to Selected Classes or click Add ( ).

If you are an Administrator or Teacher, you can manage classes in the Imagine Math suite.Managing classes includes creating a class, activating or deactivating a class, changing the name or settings for a class, adding students to a class, editing student account information, printing start cards for the students in your class, and assigning or switching learning pathways for your students.

In order for students to log in to the Math portal and begin work, students must be assigned to Imagine Math and/or Imagine Math Facts.Assigning Imagine Math access to a student automatically places them in either the Imagine Math PreK-2 environment or the Imagine Math 3+ environment based on their rostered grade level.. Administrators can edit product access for all students in their ...

Imagine Math has grade-level pathways built for grades 3+, Algebra I, Geometry, and college test prep. The program also has grade 1 and 2 lessons available for support and remediation. Teachers and administrators have the option to create custom pathways and assign multiple pathways.

Imagine Math Facts • Grades 1+: 10 min Imagine Math: • Pre-K & K: 15-20 minutes • Grades 1 & 2: 20-30 minutes Grades 3+: 30-45 minutes Imagine Math Facts • Grades 1+: 10 min Imagine Math Facts • Grades 1+: 10 min Usage Recommendations Imagine Math Facts supplements and support standards-based instruction

You can assign specific pathways or move a student up a level in imagine math.

To get the best experience in Imagine Math, we recommend the following best practices: Arrange for dedicated computer time in accordance with the weekly usage recommendations (Imagine Math PreK-2 | Imagine Math 3+) Outline usage procedures with students and display them in your classroom. Start each session by setting clear expectations.

Students should pass 30 lessons before the end of the year. Imagine Math PreK-2 is designed to develop foundational knowledge and skills and connect math to the surrounding world. The Imagine Math PreK-2 covers foundational skills and topics that are essential to future success in mathematics, including: numbers, counting

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Organizations using Imagine Math have two assessment provider options for their students: Imagine Math Embedded Benchmarks (default) NWEA™ MAP® Growth Assessments. District Administrators should decide on one of these options in collaboration with their Customer Success Manager as they plan their initial implementation of Imagine Math.

IM 6-8 Math was released in 2017, and IM Algebra 1, Geometry, and Algebra 2 in 2019. In that time, I've been able to observe some patterns in the ways schools and teachers align the materials to their local practices. So, while we're still not going to tell you what to do, we're now in a position to describe some trends and common ways ...

Ideal as a supplement to standards-based core instruction from PreK through Geometry, Imagine Math's two, age-appropriate learning environments are designed for student engagement. Set learners on adaptive, grade-level pathways, or create custom pathways aligned to your core program or your district learning goals. Grades PreK-2.

Creating Assignments. Teachers can assign practice and assessment activities from within the Activity Library, or the Activity Builder, by clicking the Assign link. Teachers can assign to students in one or multiple classes. Different assignment details can be set for each group. This includes the assignment title, assignment window, submission ...

Organize by Objective or Standard and navigate to the correct grade level. Select the Objective you wish to assign and click on the Objective name in the popup. Click on Assign This Objective. Choose the class. Select Entire Class or Individual Students. If individual students, select the student (s). Click Assign Selected.

The Math Assignment tool can be used to create personalized lessons for an individual student, groups of students, or an entire class. In addition, teachers can assign 2 lessons and choose the duration of each assignment. The two assignments can be a combination of Short-Term and Long-Term Assignments. After an assignment has been created, it ...

How do I assign content from more than one subject to my class? How do I use assignments for teacher-paced practice? Our mission is to provide a free, world-class education to anyone, anywhere. ... Math: Pre-K - 8th grade; Math: Get ready courses; Math: high school & college; Test prep; Science;

How do I assign homework? 7 months ago. Updated. In ST Math, students have access to their content from any device regardless of location. Teachers don't need to assign or manage homework. You can assign specific objectives to your whole class or to specific students. They will have access to these assignments on any device.

This video demonstrates how teacher can create a new assignment for students within the DeltaMath online system.

You may also view the objective's corresponding student games from this screen by clicking on the Games tab. Click on the orange Actions button at the top of the screen and choose Assign this Objective. Select the student (s) you would like to assign the objective to and click Assign. Once assigned, the next time the student (s) assigned the ...

Pi Day, celebrated every year on March 14, is an excellent opportunity to teach kids that math can be more than just a confusing homework assignment.

How to create an assignment consisting of 3 "skills". I assign the required number correct as 10, 10, 5, respectively for the 3 skills I chose to bundle in ...