IMKH California embeds Mathematical Language Routines (MLRs) explicitly throughout each lesson and names them directly within the teacher materials. These routines are integrated into core instructional sequences to support structured peer discussion, clarification of thinking, and refinement of explanations. Language development is intentionally supported through recurring discourse routines. Differentiation supports appear within lessons under “Access for Differentiation” guidance, offering strategic adjustments for student needs aligned with UDL principles.

Classroom Mathematics California (CMC) reflects the CA Math Framework’s vision by developing students’ ability to apply mathematical concepts through contextual problem launches, modeling tasks, and recurring opportunities to represent, analyze, and justify their reasoning. Across daily sessions and extended Data Investigations, students interpret situations, use diagrams, tables, and equations to model relationships, and defend conclusions using evidence from data or representations.

IMKH California provides aligned lesson cool-downs, end-of-unit assessments, and cumulative tasks that require students to explain reasoning, connect representations, and justify conclusions in writing. Teacher materials include sample responses, guidance for interpreting student work, and structures that support discussion and revision of mathematical thinking. When delivered through the third-party platform ASSISTments, assessments can be assigned digitally with immediate feedback and reporting tools, supporting formative use while maintaining alignment to the core instructional materials.

IMKH California supports teacher planning and professional knowledge through a clear Course Guide, unit/section overviews, and embedded teacher reflection questions that encourage the examination of mathematical content, pedagogy, and issues of access and equity. The “What’s in an IM Lesson” guidance explains the purpose, structure, and timing of each lesson phase, helping teachers understand the instructional design. At the activity level, “Building on Student Thinking” provides look-fors and targeted questions tied to student strategies and representations, equipping teachers to monitor understanding and advance learning in real time.