Free IM® v.360 aligned videos and practice for grades 6–8, Algebra 1, and Integrated Math 1
Looking for supplemental practice that follows your IM® v.360 sequence? Khan Academy’s revised Illustrative Mathematics aligned courses are now available for sixth grade, seventh grade, eighth grade, Algebra 1, and Integrated Math 1.
Each free course follows the IM® v.360 unit and lesson sequence, with videos, articles, exercises, and step-by-step hints teachers can use alongside instruction. These courses join Khan Academy’s revised IM aligned courses for grades 3–5, creating a connected path through elementary and middle school to Algebra 1 or Integrated Math 1.
Explore the IM-aligned coursesIllustrative Mathematics aligned courses at a glance
The Illustrative Mathematics aligned courses are designed to supplement IM® v.360, not replace it. You can assign one resource that matches today’s lesson or use a larger set of practice across a unit.
Teachers will find:
- Unit and lesson numbering that follows the IM sequence
- Videos, articles, visual models, and interactive practice
- Step-by-step hints that help students keep working when they get stuck
- Real-world problems that connect concepts to meaningful situations
Practice that follows your IM sequence
When practice follows a different order than your core curriculum, finding the right resource can become its own planning task.
These revised courses are built around the progression of IM v.360. That means you can find practice connected to the unit and lesson your students are working on without searching through loosely related topics.
The alignment also preserves how ideas build over time. In eighth-grade geometry, for example, students begin with informal reasoning and visual models before moving into coordinate planes, dilations, and formal notation. The supplemental practice follows that progression instead of introducing tools before students are ready for them.
What’s new in each course?
Sixth grade: Connect models to meaning
Students use tape diagrams, equations, and other visual models to make sense of fractions, ratios, expressions, and data.
The revised course includes more practice with part-to-part relationships, rate problems, mean, median, and mean absolute deviation. Students are asked to interpret the math, not just complete a procedure.
Seventh grade: Build proportional reasoning
Proportional reasoning runs throughout the revised seventh-grade course.
Students work with percentages, scale drawings, tables, equations, graphs, and real-world situations involving tax, tip, and percentage error. Geometry practice connects earlier work with ratios and area to circles, prisms, and volume.
Eighth grade: Connect algebra, geometry, and data
The revised eighth-grade course helps students connect topics that can otherwise feel separate.
Students interpret slope and intercepts in real situations, explore transformations through interactive models, work with negative exponents, and make sense of piecewise linear functions.
Algebra 1: Make abstract ideas visible
Students explore functions through graphs, tables, equations, and real-world scenarios.
Interactive tools let students plot and move figures, compare representations, and see how changes in an equation affect a graph. Hints break complex problems into smaller steps while keeping the focus on reasoning.
Integrated Math 1: Bring the strands together
The revised Integrated Math 1 course combines algebra, geometry, functions, and statistics in one connected experience.
Students work with transformations, constructions, graph interpretation, data, and mathematical modeling. Problems ask them to use math to explain situations, compare options, and defend their reasoning.
How teachers can use the courses
The courses fit a range of teaching routines.
Before a lesson: Assign a video or article to introduce a model, idea, or representation.
After instruction: Use targeted exercises to reinforce the learning goal from that day’s lesson.
During small-group or independent work: Give students another explanation or additional practice while you provide focused support elsewhere.
For review: Assign practice connected to an earlier lesson when students need to revisit a skill.
For differentiation: Use hints, visuals, and worked examples to support students who need another entry point while offering deeper problems to students who are ready to stretch.
A connected resource for teachers and instructional leaders
Together, Khan Academy’s Illustrative Mathematics aligned courses provide a connected set of free supplemental resources across grade levels.
Instructional coaches and school leaders can use the same supplemental resource across a department or district. Teachers can follow a familiar structure and choose the videos and practice that fit their students.
Start with your next unit
Open the course for your grade or pathway and compare it with your pacing guide. Preview the resources for your next lesson, try an exercise, and choose where a video or practice set could best support your students.
Explore the IM-aligned courses
Facts Only
* The courses cover grades 6–8, Algebra 1, and Integrated Math 1.
* Courses follow the Illustrative Mathematics (IM®) v.360 sequence.
* Resources include videos, articles, exercises, and step-by-step hints.
* Sixth grade content focuses on connecting models to meaning using visual models for fractions, ratios, and data.
* Seventh grade content involves proportional reasoning with percentages, scale drawings, and geometry concepts.
* Eighth grade content connects algebra, geometry, and data through slope, transformations, and piecewise functions.
* Algebra 1 uses interactive tools to visualize functions, graphs, and real-world scenarios.
* Integrated Math 1 combines algebra, geometry, functions, and statistics.
* The practice is sequenced to follow the progression of IM v.360.
* Teachers can use the materials before lessons, after instruction, during small-group work, for review, and differentiation.
Executive Summary
Khan Academy offers free, Illustrative Mathematics aligned courses for grades 6–8, Algebra 1, and Integrated Math 1, designed to supplement the IM® v.360 curriculum. These resources include videos, articles, exercises, and step-by-step hints structured around the IM sequence. The content is designed to align with the progression of IM v.360, ensuring that practice connects directly to the current unit and lesson, building concepts sequentially rather than introducing tools prematurely.
The courses feature specific thematic focuses across grade levels: sixth grade emphasizes connecting models to meaning through visual tools for fractions and ratios; seventh grade focuses on proportional reasoning involving percentages, scale drawings, and geometry; eighth grade connects algebra, geometry, and data through concepts like slope, transformations, and piecewise functions; Algebra 1 makes abstract ideas visible using interactive tools; and Integrated Math 1 combines these strands into a holistic experience of mathematical modeling.
Teachers can use these resources in various instructional routines, including before lessons for introduction, after instruction for reinforcement, during group work for support, and for review or differentiation. The structure allows instructors to assign materials that match specific lessons or provide targeted practice across units while maintaining conceptual flow.
Full Take
The structure of these supplemental courses reflects a commitment to mathematical reasoning progression, intentionally scaffolding complex ideas from concrete models to abstract notation. The design choice to align practice directly with the IM v.360 sequence addresses a common pedagogical challenge: ensuring that skill development follows a logical, cumulative path rather than teaching disparate concepts in isolation. This pattern implies a resistance to procedural instruction divorced from conceptual understanding, pushing for an approach where tools are introduced only once prerequisite conceptual foundations are established.
The implication for instructional leaders is the potential for standardized pathways that foster deeper conceptual understanding across grade bands. The ability for educators to assign resources based on immediate lesson needs while maintaining sequence suggests a flexible yet rigorous system for differentiation—providing entry points (hints, visuals) for struggling learners while offering advanced problems for others who are ready to extend reasoning. However, the reliance on alignment introduces an assumption: that the IM framework represents the most efficient or desirable way to structure mathematical development. A critical consideration is whether this structural alignment prioritizes the process of building connections over other valid pedagogical structures.
What foundational assumptions about the optimal sequence of mathematical knowledge are embedded in aligning practice strictly to a known framework? Does this constraint limit teacher agency in designing novel instructional paths, or does it offer a stable base from which innovation can occur? Furthermore, how do these resources manage the tension between procedural fluency and deep conceptual understanding when addressing real-world applications, especially as the content blends algebra, geometry, and statistics into Integrated Math 1.