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DPS Family Math Program

A guide for K-5 families to support, encourage, and experience mathematics together at home with less stress and more fun!

K-5 Imagine IM Framework

Jasmine Rigby | Lead Family Empowerment + Title I Specialist

Spanish Presentation Linked Here

"DPS chose the Imagine IM curriculum because it is built on three major design principles: Provide access for all, presume competence, and use a strength-based approach. In the past, math class was about memorizing one rigid trick. If you forgot the trick, you felt like you didn't belong in math. *

Our focus tonight is simple: Math is for everyone, and this curriculum is how we get there. It is a wonderful thing if your child gets stuck or doesn't know how to do something right away. We are teaching them to be critical thinkers who don't give up. If homework time gets frustrating, remember: the single most important strategy is getting good at repair. It's always okay to take a breath, tell your child, 'Let's pause, reset, and try a different way tomorrow.' It is never too late to change how we talk about math at home."

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DPS Land Acknowledgement

Recognizing DPS commitments to “Know Justice, Know Peace,” we, the DPS educational community, place our minds and bodies in this space while acknowledging Indigenous relatives who have lived in and cared for this ancient Land from time immemorial. We acknowledge the close relationship that Arapahoe, Cheyenne, Southern Ute and Ute Mountain Ute and Natives of other tribal Nations continue to have with the waters, plants, and all moving things that call this Land home. We pledge our respect for those enduring Indigenous connections to the place we now call Colorado.

-- Tink Tinker, Ph.D., Osage Nation

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Our FACE Vision

When Families and Communities Thrive, Every Learner Thrives

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Cuando las familias y las comunidades prosperan, todos los estudiantes prosperan.

Visión de FACE

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Four Core Beliefs

All parents have dreams for their children and want the best for them.

All parents have the capacity to support their children’s learning.

Parents and school staff should be equal partners.

The responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders.

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Cuatro Creencias Fundamentales

Todos los padres tienen sueños para sus hijos y quieren lo mejor para ellos.
Todos los padres tienen la capacidad de apoyar el aprendizaje de sus hijos.
Los padres y el personal escolar deben ser socios iguales.
La responsabilidad de crear alianzas entre la escuela y el hogar recae principalmente en el personal escolar, especialmente en los líderes escolares.

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Norms

Respect & Trust: Listen to one another, withhold judgment, and create a safe space to share.�

Everyone’s Voice Matters: Pause, allow all to contribute, and value each person’s wisdom.�

Different Opinions Welcome: Share openly and stay open to others, even when we disagree.�

Supportive Sharing: Offer advice only when asked and honor parenting struggles with compassion.�

Withhold personally identifiable information: Such as birthday, address, school, phone number.

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Normas

Respeto y confianza: Escucharnos unos a otros, evitar juzgar y crear un espacio seguro para compartir.

La voz de todos importa: Toma tiempo para pausar, permita que todos contribuyan y valora la sabiduría de cada persona.

Diferentes opiniones son bienvenidas: Comparta abiertamente y manténgase abierto a los demás, incluso cuando no estemos de acuerdo.

Compartir con apoyo: Ofrece consejos solo cuando se los pidan y honra los desafíos de los padres con compasión.

Ocultar información de identificación personal: Como fecha de nacimiento, dirección, escuela, número de teléfono.

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Interactive Features!/Funciones Interactivas

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Four Core Beliefs

All parents have dreams for their children and want the best for them.

All parents have the capacity to support their children’s learning.

Parents and school staff should be equal partners.

The responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders.

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Agenda

Introduction to IM Math

Talking About Math (Group Practice)

Real World Math Centers

Closing Resources

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Three Core Principals of IM Math

Provide Access for All

Presume Competence

Strength-Based Focus

Ensures every student has the tools, pathways, visual aids, and processing time required to actively participate in the mathematical work.

Starts with the foundational belief that every student is fully capable of thinking critically, solving complex puzzles, and understanding grade-level math.

Celebrates unique student reasoning. Highlights what children *do* understand and builds on their existing visual or structural ideas.

Math is for everyone, and this curriculum is how we get there.

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Flexible Learning Pathways

People have different preferred ways of learning. If your child is stuck or frustrated, their brain may benefit from trying new sensory strategy:

VISUAL: Draw, color-coded numbers, diagrams, charts

AUDITORY: Explain thinking and read story problems out loud
READING / WRITING: Write stories or use sentence stems
KINESTHETIC: Use ‘realia’ (coins, paper, count cubes)

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Manipulatives

Math Learning Center English & Spanish | A suite of visual, open-ended math tools—including number frames, pattern blocks, fraction bars, and math clocks—designed to build conceptual understanding and spatial reasoning.

Amplify Polypad Over 25 languages: An advanced, highly customizable digital canvas featuring dynamic geometry shapes, algebra tiles, prime factor circles, and probability tools ideal for elementary through high school math.

Didax Virtual Manipulatives: English | A collection of clean, classic classroom tools—such as Unifix cubes, base-ten blocks, and geoboards—that mirror physical hands-on objects for early elementary math.

Manipulatives . com: English: An ad-free, classroom-focused digital library (powered by Toy Theater) offering interactive visual counters, spinners, and grid tools for foundational math skills.

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The ‘Three Reads’ Routine

Mai grew 7 tomatoes. She picked 5. How many tomatoes are in the garden?

1st Read: Story Context

2nd Read: Mathematicize

3rd Read: Strategy

Read without numbers or the final question. Ask: "What is happening in this story? Who is it about?"

Add the numbers. Ask: "What are the things we can count or measure? What do these numbers stand for?"

Reveal the question. Ask: "What are we trying to solve? How can we represent this situation?"

Expression:

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The ‘Three Reads’ Routine

Mai grew 9 tomatoes. Some were yellow. The rest were red.

1st Read: Story Context

2nd Read: Mathematicize

3rd Read: Strategy

Read without numbers or the final question. Ask: "What is happening in this story? Who is it about?"

Add the numbers. Ask: "What are the things we can count or measure? What do these numbers stand for?"

Reveal the question. Ask: "What are we trying to solve? How can we represent this situation?"

Expression:

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The ‘Three Reads’ Routine

Diego gathers 42 orange seeds. Jada gathers 16 apple seeds. How many more seeds does Diego gather than Jada? Show your thinking using drawings, numbers, or words.

1st Read: Story Context

2nd Read: Mathematicize

3rd Read: Strategy

Read without numbers or the final question. Ask: "What is happening in this story? Who is it about?"

Add the numbers. Ask: "What are the things we can count or measure? What do these numbers stand for?"

Reveal the question. Ask: "What are we trying to solve? How can we represent this situation?"

Expression:

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The ‘Three Reads’ Routine

Maya’s 5th-grade science class is setting up a new rectangular fish tank for their class pet, Bubbles the goldfish.

The tank measures 10 inches long, 8 inches wide, and 9 inches tall.
To prevent water from splashing out when Bubbles swims around, Maya needs to fill the tank so that the water level reaches 2 inches below the top edge.

1st Read: Story Context

2nd Read: Mathematicize

3rd Read: Strategy

Read without numbers or the final question. Ask: "What is happening in this story? Who is it about?"

Add the numbers. Ask: "What are the things we can count or measure? What do these numbers stand for?"

Reveal the question. Ask: "What are we trying to solve? How can we represent this situation?"

Expression:

V = L x W x H

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More than Preventing Number ‘Plucking’

Understanding the Goal (Our Why)

When children see numbers in a word problem, they often instantly add or subtract them without reading the context. By focusing on Math Language Routines, like ‘Three Reads’, we encourage deeper reading comprehension and problem solving skills.

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Real World Application: The Math is everywhere!

For example, cooking is a highly natural, stress-free zone for foundational math concepts. What are some engaging math skills we might see in the kitchen?

Beginner | How Many / More / less: Ask children to count as you go, and ask often if we have enough, and why? For our even younger children, we can task them with describing items as well.

Intermediate | Money & Budgeting: Bring kids into pricing conversations at the grocery store. Compare unit costs of foods.

Advanced | Measurement & Volume: Ask children to help measure out 1/2, 1/4, or whole cups of ingredients.

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Math Centers At Home:

Station Focus	Hands-On Activity	At-Home Equivalent
Game Night	Play math center card games or roll casino-donated dice to build sums.	Keep a standard deck of cards in the car or at the dinner table. (ask families for more examples after the rotations).
The Kitchen Table	Compare shapes of food items, measure ingredients, or sort foods. (k-5 activities)	Discuss prices, fraction splits, how many, more/less, and volumes during cooking.
Story Tellers	Invent customized word problems based on local Denver landmarks and photos.	Find mathematical patterns in architecture or nature while walking.

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K-2 Game Night Activity

Materials Needed: Decks of playing cards (face cards removed; Aces = 1), casino-donated dice, dry-erase markers/pencils, paper.

K–2nd Grade Activity: "Target 10" (Dice & Cards)

What Families Do:

Each player draws 3 playing cards or rolls 2 dice.
The goal is to add, subtract, or combine the numbers to get as close to 10 as possible (e.g., if you roll a 6 and a 3, your total is 9—you are "1 away").
Players record their expression on paper (e.g., 6 + 3 = 9). The person closest to 10 wins the round.

Math Focus: Subitizing, composing/decomposing numbers within 10, fact fluency.

These Activities are suggestions for Virtual Presentation - they are subject to change for live school sessions based on what activities we have available.

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3-5 Game Night Activity

Materials Needed: Decks of playing cards (face cards removed; Aces = 1), casino-donated dice, dry-erase markers/pencils, paper.

3rd–5th Grade Activity: "Place Value Build-It" (Cards & Dice)

What Families Do:

Each player draws 4 playing cards or rolls 3 dice.
The goal is to add, subtract, or combine the numbers to get as close to 24 as possible (e.g., if you roll a 6 and a 3, your total is 9—you are "1 away").
Players record their expression on paper (e.g., 6 + 3 = 9). The person closest to 10 wins the round.

Math Focus: Subitizing, composing/decomposing numbers within 10, fact fluency.

These Activities are suggestions for Virtual Presentation - they are subject to change for live school sessions based on what activities we have available.

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Rotation 1

Imagine IM Family Support Hub

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K-2 Kitchen Table Activity

Materials Needed: Play food models or real, low-cost groceries (graham crackers, pretzels, apples, beans, pasta, dry cereal, paper plates).

K–2nd Grade Activity: "Snack Sorting & Shape Search"

What Families Do:

Children sort a bowl of mixed items (e.g., different shaped pasta or dry cereal) into groups by shape, color, or size on a paper plate.
They line up their items to compare amounts: "Which row has more? Which has fewer?"
The Extension: Kids use graham crackers or cheese slices to build 2D shapes (squares, triangles) and "decompose" them by breaking them along the score lines.

Math Focus: Sorting, 1-to-1 counting, comparing quantities, foundational 2D geometry..
Card Game Examples

These Activities are suggestions for Virtual Presentation - they are subject to change for live school sessions based on what activities we have available.

ONLINE ADAPTATION: SHOW THEM

If must use polypad:

Building "Snack Sorting & Shape Search" on Polypad / Math Apps

1. Set Up the Sorting Workspace

Paper Plate Buckets: From the sidebar, open Geometry & Shapes $\rightarrow$ Polygons and Circles. Drag 3 or 4 large circles onto the canvas to serve as "sorting plates."
Color Code Plates: Click each plate and use the color tool to set distinct colors (e.g., Red Plate = Circles, Blue Plate = Triangles, Green Plate = Squares).

2. Load Virtual "Snack" Manipulatives

Mixed Snack Pile: Open Geometry $\rightarrow$ Pattern Blocks or Polygons. Drag a mix of yellow hexagons (crackers), green triangles (chips), orange squares (cheese), and circles (cereal) into a single "snack bowl" pile at the top.
Tactile Attribute Blocks: Alternatively, use the Attribute Blocks section to give students shapes with varying sizes and colors.

3. Set Up the Comparison & Counting Area

10-Frames for 1-to-1 Counting: Under Numbers $\rightarrow$ Grid / Ten-Frames, drag ten-frame tiles next to each sorting plate.
Row Comparison Grid: Turn on the canvas grid background (Settings $\rightarrow$ Grid). Students can drag sorted shapes directly onto the grid lines to form a visual bar graph for easy comparison ("Which row has more?").

4. Shape Decomposing & Building Tools

Pretzels / Straight Edges: Under Art & Tools, use the Line Segment Tool to let kids connect dots and build 2D shapes (triangles, squares).
The Split Tool: Have students place a square tile on the canvas, select the Cut/Split tool from the bottom toolbar, and draw a line along the diagonal to split the square into 2 right triangles.

5. Interactive Annotation & Recording

Text & Equations: Add text boxes next to each sorting plate for students to record counts and comparison sentences:

5 Squares > 3 Triangles
8 total pieces of snack food

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3-5 Kitchen Table Activity

Materials Needed: Play food models or real, low-cost groceries (graham crackers, pretzels, apples, beans, pasta, dry cereal, paper plates).

3rd–5th Grade Activity: "Fraction Feast & Unit Cost"

What Families Do:

Fraction Feast: Children take a "whole" food item (like a tortilla, paper plate pizza, or graham cracker) and physically fold or cut it into equal parts (halves, fourths, eighths) to represent fractions.
Grocery Math: Using mock grocery receipts or real food packages, students calculate unit costs (e.g., "If a box of 4 apples costs $2.00, how much does 1 apple cost?").

Math Focus: Equal sharing, visual fraction representations, unit rates, real-world budgeting

These Activities are suggestions for Virtual Presentation - they are subject to change for live school sessions based on what activities we have available.

Virtual Adaptation: SHOW THEM these activities (with photos) or show them alternatives on Polypad:

Building "Fraction Feast" in Math Apps / Polypad

To run this digitally or on a virtual display, use interactive fraction tiles and division models:

Interactive Fraction Bars & Circles: Use Polypad's Fraction Bars or Circles. Students can overlay $\frac{1}{4}$ tiles onto a $\frac{1}{2}$ block to visually prove equivalency live.
Digital Knife / Splitting Tool: Use the virtual Split Tool to slice virtual tortillas, rectangular crackers, or pizzas into halves, fourths, and eighths.
Unit Cost T-Chart: Set up a 2-column table element on screen: Column 1 = Total Pack Price & Quantity, Column 2 = Unit Rate Equation ($Price \div Quantity$).
Interactive Number Line: Place a 0-to-1 number line on screen. Students drag their cut fraction pieces onto the line to plot where $\frac{1}{8}$, $\frac{1}{4}$, $\frac{1}{2}$, and $\frac{3}{4}$ land.

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Rotation 2

https://www.khanacademy.org/

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K-2 Storytelling Activity

Materials Needed: Laminated photos of Denver landmarks (e.g., Denver Zoo, Union Station, Red Rocks, Coors Field, Denver Botanic Gardens), dry-erase markers, and sentence stem cards.

🔹 K–2nd Grade Activity: "Denver Picture Stories"

What Families Do:

Families choose a local photo (e.g., flamingos at the Denver Zoo or trains at Union Station).
Without looking at any numbers, children describe the scene using a sentence stem:�"I see [amount] of _______ on the train platform, and then [amount] more arrive."
They draw a quick representation (circles or tally marks) of their story and write a simple addition/subtraction sentence.

Math Focus: Connecting real-world contexts to math, practicing the first 2 steps of the Three Reads routine, visual representation.

These Activities are suggestions for Virtual Presentation - they are subject to change for live school sessions based on what activities we have available.

Card 1: Flamingos at the Denver Zoo

Primary Math Focus: Addition within 10 (Composing numbers / Joining sets)
What’s in the Photo: 4 bright pink flamingos standing in the water on the left, and 3 flamingos walking over from the right bank.

Story Stem:

"I see ____ flamingos standing in the water at the Denver Zoo. Then ____ more flamingos wade over. How many flamingos are there in all?"

Quick Draw & Equation:

Draw: O O O O + O O O
Math Sentence: $4 + 3 = 7$

Card 2: Trains at Union Station

Primary Math Focus: Subtraction within 10 (Decomposing / Take-away)
What’s in the Photo: 8 commuter train cars parked along the platform at Union Station, with 3 train cars pulling away down the track.

Story Stem:

"There are ____ train cars parked at Union Station. Then ____ train cars pull away from the station. How many train cars are left at the platform?"

Quick Draw & Equation:

Draw: O O O O O O O O (Cross out 3)
Math Sentence: $8 - 3 = 5$

Card 3: Concert Seats at Red Rocks

Primary Math Focus: Comparing quantities / Finding the difference
What’s in the Photo: 6 red rocks/benches on the left side of the amphitheater and 4 red rocks/benches on the right side.

Story Stem:

"I see ____ benches filled on the left side of Red Rocks and ____ benches filled on the right side. Which side has more? How many more?"

Quick Draw & Equation:

Draw:

Left: | | | | | | (6)
Right: | | | | (4)

Math Sentence: $6 - 4 = 2$ (The left side has 2 more!)

Card 4: Baseball Baseballs at Coors Field

Primary Math Focus: Making 10 (Ten-frame combinations)
What’s in the Photo: 7 baseballs sitting inside a bucket on the field at Coors Field, with 3 empty spots left in the bucket.

Story Stem:

"The groundskeeper put ____ baseballs in the bucket at Coors Field. How many more baseballs do we need to fill the bucket so there are 10 in total?"

Quick Draw & Equation:

Draw: Use a 10-frame (7 dots placed, 3 empty squares remaining)
Math Sentence: $7 + 3 = 10$

Card 5: Colorful Tulips at Denver Botanic Gardens

Primary Math Focus: Three-number addition (Adding 3 single-digit numbers)
What’s in the Photo: 2 red tulips, 3 yellow tulips, and 4 purple tulips blooming in a flowerbed at the Botanic Gardens.

Story Stem:

"In the Botanic Gardens, I spotted ____ red tulips, ____ yellow tulips, and ____ purple tulips. How many total flowers are blooming in the garden?"

Quick Draw & Equation:

Draw: O O + O O O + O O O O
Math Sentence: $2 + 3 + 4 = 9$

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3-5 Storytelling Activity

Materials Needed: Laminated photos of Denver landmarks (e.g., Denver Zoo, Union Station, Red Rocks, Coors Field, Denver Botanic Gardens), dry-erase markers, and sentence stem cards.

3rd–5th Grade Activity: "City Challenge Problems"

What Families Do:

Families pick a Denver landmark photo (e.g., Red Rocks Amphitheatre or Coors Field).
Students write a multi-step math problem using the landmark context (e.g., "There are 8 rows of seats at Red Rocks with 10 people in each row...").
They swap their problem with another family to solve using a visual strategy (such as an array, tape diagram, or number line) instead of just writing an equation.

Math Focus: Word problem creation, multi-step operations (multiplication/division/fractions), constructing mathematical arguments.

These Activities are suggestions for Virtual Presentation - they are subject to change for live school sessions based on what activities we have available.

5 Denver Landmark Photo Cards (3rd–5th Grade)

Card 1: Concert Seating at Red Rocks

Primary Math Focus: Array models, multi-step multiplication & subtraction
Photo Context: Bench rows curving along the amphitheater rocks.
Story Problem:�"A section at Red Rocks has $8\text{ rows}$ of wooden benches with $12\text{ seats}$ in each row. During a concert, $15\text{ seats}$ in this section are empty. How many fans are sitting in this section?"
Visual Strategy: Draw an $8 \times 12$ Area Model / Grid ($8 \times 10 = 80$, $8 \times 2 = 16 \rightarrow 96\text{ total}$). Cross off 15 grid squares to show $96 - 15 = 81\text{ fans}$.
Equation: $(8 \times 12) - 15 = 81\text{ seats}$

Card 2: Train Schedules at Union Station

Primary Math Focus: Elapsed time, number lines, unit conversion
Photo Context: The train platform and large neon clock at Union Station.
Story Problem:�"An RTD Light Rail train leaves Union Station every $15\text{ minutes}$. The first train leaves at $8:10\text{ AM}$. What time does the $5\text{th}$ train leave the station?"
Visual Strategy: Draw an Open Number Line starting at $8:10\text{ AM}$ and make $4\text{ jumps}$ of $+15\text{ minutes}$ ($8:25$, $8:40$, $8:55$, $9:10\text{ AM}$).
Equation: $8:10 + (4 \times 15\text{ mins}) = 9:10\text{ AM}$

Card 3: Animal Feeding at the Denver Zoo

Primary Math Focus: Multiplying fractions by whole numbers / Equal sharing
Photo Context: Zookeepers prepping fruit buckets for elephants.
Story Problem:�"The Denver Zoo keepers feed $6\text{ Asian Elephants}$ every morning. Each elephant gets $\frac{3}{4}\text{ of a bucket}$ of apples. How many whole buckets of apples does the zookeeper need in total?"
Visual Strategy: Draw $6\text{ tape diagrams}$ divided into fourths. Shade $\frac{3}{4}$ on each bar, then combine shaded fourths to form $4\frac{1}{2}\text{ buckets}$.
Equation: $6 \times \frac{3}{4} = \frac{18}{4} = 4\frac{2}{4} = 4\frac{1}{2}\text{ buckets}$ (Needs 5 whole buckets!)

Card 4: Baseball Snack Stand at Coors Field

Primary Math Focus: Multi-step division, remainder interpretation, money
Photo Context: Boxed snacks and souvenirs arranged on concession counters.
Story Problem:�"A snack stand at Coors Field receives a shipment of $150\text{ baseball caps}$. They pack them into display boxes that hold $8\text{ caps}$ each. How many boxes can they completely fill, and how many caps are left over?"
Visual Strategy: Draw a Ratio Table or Equal Groups Diagram ($10\text{ boxes} = 80$, $8\text{ boxes} = 64 \rightarrow 18\text{ boxes} = 144$).
Equation: $150 \div 8 = 18\text{ R } 6$ ($18\text{ full boxes}$ with $6\text{ caps left over}$)

Card 5: Flower Beds at Denver Botanic Gardens

Primary Math Focus: Area and perimeter of rectilinear / composite shapes
Photo Context: L-shaped flower beds filled with colorful blooms.
Story Problem:�"An L-shaped flower bed at the Botanic Gardens is made of two connected rectangles: Rectangular Bed A is $6\text{ ft by } 4\text{ ft}$, and Bed B is $5\text{ ft by } 3\text{ ft}$. What is the total area of the flower bed? If fence costs $\$2$ per foot, how much does it cost to frame the perimeter?"
Visual Strategy: Decompose the L-shape into two separate grid rectangles on graph paper to calculate Area ($24 + 15 = 39\text{ sq ft}$) and label all outer sides to sum the Perimeter.
Equation: Area $= (6 \times 4) + (5 \times 3) = 39\text{ sq ft}$

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Rotation 3

Family Math Activities: English | Spanish

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Debrief

Which station felt the most natural to try at home?

What is one everyday moment in your routine where math is already happening?

What tools and games already work for you at home?

Math isn't just a subject at school; it's a language we use at home every day.

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Digital Resources:

Imagine IM Family Support Hub:

Consent Decree Translated Portals: Imagine IM Parent Resource Guides are available in English, Spanish, Arabic, French, and Vietnamese
Unit Learning Content & Videos: Every single unit across grades K-5 includes short, interactive explanation videos designed directly to show families what is being studied in class and how to support it.
Virtual Manipulative Library (Login Required)

Other Learning Tools:

student.dpsk12.org: Retain district student logins throughout summer break, allowing continuous, fun learning loops outside school.
Khan Academy

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Free Community Math Supports

denverlibrary.org/tutorcom: Virtual on-demand tutoring and homework help for students and adult learners, with resources and support for English language learners.

Academic Search Premier (EBSCO): Free access to math skill-building courses, practice tests, and foundational math tutorials from elementary through high school.

My Denver Card: Provides all Denver youth (ages 5–18) free access to all Denver Recreation Centers, which frequently host structured after-school programs, drop-in homework spaces, and computer labs.

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Advocate for Your Child

Conference Questions to Ask

Is my child performing on grade-level in math?
What specific visual representation tools do they prefer?
Which online tool should they practice on for 15 mins?
Any other games, or strategies I can use to support my child’s math at home?

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Advocate for Your Child

Explore More Resources

FACE University
Family Academy & Homework Help Self-Guided
IM Math Storytelling Read Alouds
Family Fun Kit - Math Folder!
Family Math Activities: English | Spanish
BedTime Math App (Ages 3 - 9)

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Next Wednesday

Read & Rise Family Literacy Program | English 5 pm

Spanish 6:30 pm

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Bring this Program to Your School!

Food

Giveaways

Childcare

Connection

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Ways to Stay in Touch

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Feedback & Fun Time!

All Families are going home with a Family math Kit

Mark Fukae | Title I Specialist | mark_fukae@dpsk12.net

Jasmine Rigby | Lead Family Empowerment | jasmine_rigby@dpsk12.net

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Sources

Podcast Episode with Math Team

Ted Talk - Getting Good at Repair

DPS Academics At-Home Resource guide

IM Math Parent Resource Page

PBS Math Play and Learn

Center for Family Math