There’s a sentence many teachers quietly say after teaching an Illustrative Mathematics lesson:
“That moved way too fast”
Not because the curriculum lacks rigor.
Not because teachers aren’t trying hard enough.
But because many students are still trying to understand the foundation while the lesson has already moved on.
And teachers are feeling the pressure.
When Students Struggle With IM Math
Illustrative Mathematics asks students to:
- explain their thinking
- discuss strategies
- solve complex word problems
- justify reasoning
For some students, this works beautifully.
But for struggling learners?
It can quickly become overwhelming.
Especially when students:
- are below grade level in math
- struggle with reading comprehension
- don’t know previous math vocabulary
- need more repetition and visual support
Teachers often notice the same pattern:
Some students finish in minutes… while others stare at the page, shut down, copy answers, or stop participating completely.
The Biggest Complaint Teachers Have About IM
One of the most common frustrations teachers share is this:
“There’s not enough practice before students are expected to solve higher-order problems.”
Many students need:
- basic computation review
- vocabulary support
- visual models
- guided examples
- repeated exposure
before they can confidently explain mathematical reasoning.
Without that support, the rigor can feel less like productive struggle… and more like confusion.
Helping Struggling Students in Illustrative Mathematics
The truth is, struggling students usually do not need less rigor.
They need:
✨ more scaffolding
✨ more visual support
✨ more opportunities to practice foundational skills
That’s why many teachers supplement IM with:
- interactive notebooks
- math word walls
- extra practice worksheets
- guided notes
- choice boards
- vocabulary supports
These tools help students process concepts more slowly and build confidence before jumping into complex discussions and word problems.
Why Extra Practice Matters
Students cannot explain math they do not yet understand.
And often, the issue is not effort.
It’s pace.
When IM moves quickly from concept introduction to multi-step application, students who need extra processing time can fall behind fast.
Adding extra practice opportunities allows students to:
- revisit foundational skills
- strengthen vocabulary
- build fluency
- participate more confidently in math conversations
And when students feel successful, engagement changes too.
Supporting Students Without Replacing the Curriculum
Many teachers are not looking to replace Illustrative Mathematics.
They simply want support tools that make the curriculum more accessible for all learners.
Sometimes that looks like:
- slowing down the pacing
- adding visual supports
- providing scaffolded practice
- offering differentiated activities
Because students deserve the opportunity to understand math before feeling expected to defend their reasoning.
A Little Support Can Change Everything
If IM has felt overwhelming in your classroom lately, you are not alone.
Many teachers are finding that small supports like interactive notebooks, extra practice worksheets, and choice boards help students stay engaged and feel more confident with the pace of instruction.
Sometimes students do not need more difficult math.
Sometimes they simply need:
- more clarity
- more repetition
- and more time to truly understand.
If your students have been needing more support with the pace of Illustrative Mathematics, adding teacher toolkit tools can make a huge difference in helping math finally start to click again.