Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Eureka Grade 3 meet the expectation for alignment to the CCSS. In Gateway 1, the instructional materials meet the expectations for focus by assessing grade-level content and spending at least 65% of class time on the major clusters of the grade, and they are coherent and consistent with the Standards. In Gateway 2, the instructional materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, and they partially connect the Standards for Mathematical Content and the Standards for Mathematical Practice.

See Rating Scale
Understanding Gateways

Alignment

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Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
14
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
16
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

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Meets Expectations

Not Rated

Gateway 3:

Usability

0
22
31
38
33
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Meets Expectations

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Gateway One Details

The instructional materials for Eureka Grade 3 meet the expectation for focusing on the major work of the grade and having a sequence of topics that is consistent with the logical structure of mathematics. The materials do not assess topics before the grade level indicated, spend at least 65% of class time on the major clusters of the grade, and are coherent and consistent with the Standards.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
2/2
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Criterion Rating Details

The instructional materials for Eureka Grade 3 meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
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Indicator Rating Details

The instructional materials reviewed for Eureka Grade 3 meet expectations that they assess grade-level content. Each Eureka Module includes one or more assessments that hold students accountable for Grade 3 content. These assessments are the Mid-Module and End-of-Module assessments. Examples of the assessments include:

  • In Module 2, Mid-Module Assessment Task: Students measure time intervals in minutes as well as solve word problems involving addition and subtraction of time intervals in minutes by using a number line diagram (3.MD.1). Questions 1 states, “Fatima runs errands. a. The clock to the right shows what time she leaves home. What time does she leave? b. It takes Fatima 17 minutes to go from her home to the market. Use the number line below to show what time she gets to the market. d. How long does Fatima spend at the market?”
  • In Module 3, Mid-Module Assessment Task: Students solve multiplication and division word problems (3.OA.3). Question 2 states, “There are 48 liters of water needed to finish filling the dunk tank at the carnival. Each container holds 8 liters of water. How many containers are needed to finish filling the dunk tank? Represent the problem using multiplication and division sentences and a letter for the unknown. Solve.”
  • In Module 4, End-of-Module Assessment Task: Students solve real world problems by finding areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts (3.MD.7d). Question 3 states, “Mr. and Mrs. Jackson are buying a new house. They are deciding between the two floor plans below. Which floor plan has the greater area? Show how you found your answer on the drawings above. Show your calculations below.”
  • In Module 5, Mid-Module Assessment Task: Students express whole numbers as fractions (3.NF.3c). Question 2 states, “Draw 2 rectangles the same size. Each rectangle represents 1 whole. a. Partition each rectangle into 3 equal parts. Shade and label a fraction greater than 1. b. Draw a number bond that shows 1 whole rectangle as 3 unit fractions.“

The instructional materials for Grade 3 have two questions that assess future grade-level standards. In Module 7, Mid-Module Assessment Task, Question 2 states, Students must understand what a right angle is in order to draw shapes with and without right angles. “Use your ruler and right angle tool to draw the following shapes. a. Draw and name a shape with four right angles. b. Draw a four-sided shape with no right angles and no equal sides. Label the side lengths.” This question aligns with 4.G.1. The off-grade level items could be removed without affecting the sequence of learning for the students or the mathematical integrity of the materials.

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
4/4
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Criterion Rating Details

The instructional materials for Eureka Grade 3 meet the expectation for students and teachers using the materials as designed devoting the majority of class time to the major work of the grade. Overall, the instructional materials spend at least 65% of class time on the major clusters of the grade.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
4/4
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Indicator Rating Details

The instructional materials reviewed for Eureka Grade 3 meet expectations for spending a majority of instructional time on major work of the grade. This includes all clusters within the domains 3.OA and 3.NF as well as clusters A and C in 3.MD.

  • More than 65 percent of the lessons are explicitly focused on major work, with major work often included within supporting work lessons as well.
  • Of the 144 lesson days, approximately 126 days (88 percent) are spent on the major clusters of the grade.
  • Of the seven modules, Modules 1, 3 and 4 focus on major work. Module 2 devotes about half of the lessons to major work. Module 5 devotes a few lessons to additional and supporting work.
  • Modules 6 and 7 spend the majority of the time on additional and supporting work with a few major work lessons included.
  • Of the 29 assessment days, 19 are devoted to major work.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
8/8
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Criterion Rating Details

The instructional materials for Eureka Grade 3 meet the expectation for being coherent and consistent with the Standards. Overall, the instructional materials have supporting content that enhances focus and coherence, are consistent with the progressions in the Standards, and foster coherence through connections at a single grade, where appropriate and required by the Standards.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Eureka Grade 3 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards/clusters are connected to the major standards/clusters of the grade. For example:

  • In Module 2, Lesson 17: 3.NBT.A supports the major work of 3.MD.A. Students add intervals of time in minutes. Problem Set Question 2 states, “Janet watched a movie that is 94 minutes long on Friday night. She watched a movie that is 151 minutes long on Saturday night. a. Decide how to round the minutes. Then, estimate the total minutes Janet watched movies on Friday and Saturday.”
  • In Module 3, Lessons 19-21: 3.NBT.A supports the major work of 3.OA.A. Students relate place value to multiplication and division. Problem Set Question 1 states, “Use the chart to complete the equations. Then, solve. The first one has been done for you.”
  • In Module 5, Lesson 1: 3.G.2 supports the major work cluster of 3.NF.A. Students partition shapes to understand that parts of a whole are fractions. Problem Set Question 3b states, “ Draw another small rectangle. Estimate to split it into 3 equal parts. How many lines did you draw to make 3 equal parts? What is the name of each fractional unit?”
  • In Module 7, Lesson 20: 3.MD.8 supports the major work standard 3.MD.5b. Students find the area of several rectangles with a perimeter of 12 units that the students built with square unit tiles. Problem Set Question 1 states, “ Use your square unit tiles to build as many rectangles as you can with a perimeter of 12 units. 1c. Find the areas of all the rectangles in part (a) above.”

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
2/2
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Indicator Rating Details

Instructional materials for Eureka Grade 3 meet expectations that the amount of content designated for one grade level is viable for one year. As designed, the instructional materials can be completed in 180 days. The suggested amount of time and expectations of the materials for teachers and students are viable for one school year as written and would not require significant modifications.

The instructional materials consist of seven modules. Instruction and assessment days are included in the following count:

  • Module 1: 25 days
  • Module 2: 25 days
  • Module 3: 25 days
  • Module 4: 20 days
  • Module 5: 35 days
  • Module 6: 10 days
  • Module 7: 40 days

All lessons are paced to be 60 minutes in length. Lessons generally include fluency practice, application problems, concept development and a student debrief. Lessons vary in amount of time spent on various sections but time estimates are reasonable and appropriate for the activities described. Module 7 includes four days for The Year in Review that include culminating activities and preparation for summer practice.

Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
2/2
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Indicator Rating Details

The instructional materials for Eureka Grade 3 meet expectations for the materials being consistent with the progressions in the standards. The instructional materials give all students extensive work with grade-level problems and identify as well as explicitly connect grade-level work to prior or future grades.

Each module starts with a summary of what concepts will be taught within that module. This summary explains how the lessons support the progression of Grade 3 standards by explicitly stating connections to prior or future grades. For example:

  • Module 1, Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10: “In Topic A, students initially use repeated addition to find the total from a number of equal groups (2.OA.4). As students notice patterns, they let go of longer addition sentences in favor of more efficient multiplication facts (3.OA.1). Lessons in Topic A move students’ Grade 2 work with arrays and repeated addition a step further by developing skip-counting rows as a strategy for multiplication.”

Each module has a “Module Standards” section that contains tabs named “Focus Grade-Level Standards” and “Foundational Standards.” The Focus Grade-Level Standards tab contains Grade 3 standards that are addressed within the module. The Foundational Standards tab contains prior grade-level standards as well as grade-level standards that are the foundational skills needed for the lessons within the module. Foundational standards from Grade 2 or from previous Grade 3 work are included for each module. An example from Module 1 is:

  • Number and Operations in Base Ten 2.NBT.2
  • Operations and Algebraic Thinking 2.OA.3 | 2.OA.4
  • Understand place value 2.NBT.2
  • Work with equal groups of objects to gain foundations for multiplication 2.OA.3 | 2.OA.4

The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. Lessons begin with a fluency practice that is also labeled with a grade-level standard. For example:

  • In Module 1, Lesson 16, the Fluency Practice focuses on standards 3.OA.1, 3.OA.3 and 3.OA.7. Multiplication of 4 by the digits 6-10 is the focus of the 14-minute fluency practice.
  • In Module 4, Lesson 12, the Fluency Practice focuses on standards 3.OA.1, 3.OA.7, and 3.MD.7. Group Counting, Multiply by 7, and Find the Side Length is the focus of the 15-minute fluency practice.

Most lessons contain a “Problem Set” which are questions and word problems that focus on the standards of the lesson. In Module 2, Lesson 17, Problem Set Problem 3 states, “Sadie, a bear at the zoo, weighs 182 kilograms. Her cub weighs 74 kilograms. Estimate the total weight of Sadie and her cub using whatever method you think best. What is the actual weight of Sadie and her cub? Model the problem with a tape diagram.” Students add and subtract within 1,000 using strategies and algorithms based on place value (3.NBT.2).

Most lessons contain an “Exit Ticket” that contains grade level problems that focus on the standards taught in the lesson. In Module 5, Lesson 15, Exit Ticket Question 2 states, “Partition the number line. Then, place each fraction on the number line: 3/6, 1/6, and ⅚.” Students demonstrate their understanding that a fraction is a number on the number line (3.NF.2).

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
2/2
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Indicator Rating Details

The instructional materials for Eureka Grade 3 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.

Materials include learning objectives that are visibly shaped by CCSSM cluster headings. For example:

  • In Module 1, Topic A: “Multiplication and the Meaning of the Factors” is visibly shaped by 3.OA.A, “Represent and solve problems involving multiplication and division.”
  • In Module 4, Topic B: “Concepts of Area Measurement” is visibly shaped by 3.MD.C, “Geometric measurement: understand concepts of area and relate area to multiplication and to addition.”
  • In Module 5, Topic B: “Unit Fractions and their Relation to the Whole” is visibly shaped by 3.NF.A, “Develop understanding of fractions as numbers.”

Materials include problems and activities that connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important. For example:

  • In Module 2, Lesson 11: 3.MD.A connects to 3.NBT.A when students use place value understanding to perform multi-digit arithmetic “A recipe requires 300 milliliters of milk. Sara decides to triple the recipe for dinner. How many milliliters of milk does she need to cook dinner?”
  • In Module 2, Topic C: 3.MD.A connects to 3.NBT.A when students round two-digit measurements to the nearest ten on a vertical number line.
  • In Module 3, Topic F: 3.OA.B connects to 3.NBT.A when students use place value strategies and the associative property to multiply by multiples of 10.
  • In Module 5, Lesson 3: 3.G.A connects to 3.NF when students analyze a partitioned shape to find the fraction of the whole that is shaded. “Each shape is a whole divided into equal parts. Name the fractional unit, and then count and tell how many of those units are shaded. The first one is done for you.”
  • In Module 7, Lesson 12: 3.MD.D connects to 3.G.A when students measure the sides of a newly created two-dimensional shape to find the perimeter of the shape. “Carson draws two triangles to create the new shape shown below. Use a ruler to find the side lengths of Carson’s shape in centimeters. Then, find the perimeter.”
  • In Module 7, Topic D: 3.MD.B connects to 3.MD.D when students construct rectangles with given numbers of unit squares and/or side lengths in order to find the perimeter or area of the rectangles. The data from the constructed rectangles are then placed on a line plot.

Gateway Two

Rigor & Mathematical Practices

Meets Expectations

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Gateway Two Details

The instructional materials for Eureka Grade 3 meet the expectation for rigor and mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and they also attend to the balance among the three aspects. The instructional materials emphasize mathematical reasoning, partially identify the Mathematical Practices (MPs), and partially attend to the full meaning of each practice standard.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
8/8
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Criterion Rating Details

The instructional materials for Eureka Grade 3 meet the expectation for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The instructional materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications, and do not always treat the three aspects of rigor together or separately.

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
2/2
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Indicator Rating Details

The instructional materials for Eureka Grade 3 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The materials include problems and questions that develop conceptual understanding throughout the grade level. For example:

  • In Module 1, Lesson 10, students develop conceptual understanding of the distributive property of multiplication. Students practice decomposing arrays to model the distributive property of multiplication. (3.OA.B)
  • In Module 3, Lesson 19, students develop conceptual understanding of multiplying by multiples of 10. Students use place value charts when multiplying by multiples of 10. Problem Set Question 2 states, “Use the chart to complete the blanks in the equations. 2 x 4 tens = ____ tens.” (3.NBT.A)
  • In Module 5, Lesson 27, students develop conceptual understanding of fractions. During guided practice the teacher is prompted to ask the following questions, “T: Label the fractions in each model. S: (Label.) T: What is different about these models? S: They all started as thirds, but then we cut them into different parts. The parts are different sizes. T: Yes, they’re different units. T: What is the same about these models? S: The whole. T: Talk to your partner about the relationship between the number of parts and the size of parts in each model. S: 3 is the smallest number, but thirds have the biggest size. As I drew more lines to partition, the size of the parts got smaller. That’s because the whole is cut into more pieces when there are ninths than when there are thirds.” (3.NF.3a)

The materials provide opportunities for students to demonstrate conceptual understanding independently throughout the grade level. For example:

  • In Module 1, Lesson 15, students independently demonstrate conceptual understanding of the commutative property of multiplication. Students use tape diagrams and arrays to show the commutative property of multiplication. Problem Set Question 1 states, “Label the tape diagrams and complete the equations. Then, draw an array to represent the problems.” (3.OA.B)
  • In Module 5, Lesson 8, students independently demonstrate conceptual understanding of fractions. Problem Set Question 1 states, “Show a number bond representing what is shaded and unshaded in each of the figures. Draw a different visual model that would be represented by the same number bond.” (3.NF.3)
  • In Module 5, Lesson 23, students independently demonstrate conceptual understanding of fractions. Students use number lines to show equivalent fractions. Problem Set Question 3 states, “List the fractions that name the same place on the number line.”(3.NF.2)

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
2/2
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Indicator Rating Details

The instructional materials for Eureka Grade 3 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency.

In A Story of Units Curriculum Overview, 3.OA.7 and 3.NBT.2 are identified as the fluency standards for Grade 3. The standard 3.OA.7, fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations is addressed explicitly in Modules 1 and 3. The standard 3.NBT.2, fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction, is explicitly addressed in Module 2.

3.OA.C - Multiply and Divide within 100

  • In Module 1 students work with multiplication and division within 100.
  • In Module 2 contains fluency practice on multiplication and division with 100.
  • Module 3 continues to build on multiplication and division within 100 by having students work with factors of 2,3,4,5, and 10.
  • Lessons within each module build on fluency facts for a particular unit before moving to other units. According to the overview of Module 3, “The factors are sequences to facilitate systematic instruction with increasing sophisticated strategies and patterns.” Students revisit the commutative property, then arithmetic patterning, then skip count,, then the distributive property, then the associative property.

3.NBT.2 - Fluently add and subtract within 1,000 using strategies and algorithms based on pace value, properties of operations, and/or the relationship between addition and subtraction.

  • In Module 2, Topic D, students add two- and three- digit metric measurements, apply place value concepts as they round, and compose units multiple times. For example, in Lesson 15 Homework students “find the sums below. Choose mental math or the algorithm. A. 75cm + 7cm b. 39kg + 56kg c. 362mL + 229mL…”
  • In Module 2, Topic E, students subtract two- and three-digit measurement using the standard algorithm. In Lesson 18 students work with unlabeled place value chart templates in their personal white boards and solve problems like “825mL - 132 mL.”

The instructional materials provide opportunities to independently demonstrate procedural skill and fluency throughout the grade-level. For example:

  • In Module 1, Lesson 17, Sprint, students solve as many problems that they can involving multiplication and division by 4. These problems are not presented in sequence so that students develop fluency with number facts. (3.OA.7)
  • In Module 2, Lesson 18, students subtract within a 1,000 when subtracting measurements. Problem Set Question 1h states, “Solve the subtraction problems below. 307g + 234g” (3.NBT.2)
  • In Module 3, Lesson 4, students multiply and divide when counting by six. Problem Set Question 2 states, “Count by six to fill in the blanks below. Complete the multiplication equation that represents the final number in your count-by. Complete the division equation that represents your count-by.” (3.OA.7)

    Indicator 2c

    Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
    2/2
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    Indicator Rating Details

    The instructional materials for Eureka Grade 3 meet expectations that the materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.

    The instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematical skills and knowledge of the grade level. For example:

    • In Module 1, Lesson 4, students engage in grade-level mathematics when multiplying equal groups. The Application Problem states, “The student council holds a meeting in Mr. Chang’s classroom. They arrange the chairs in 3 rows of 5. How many chairs are used in all? Use the RDW (Read-Draw-Write) process.” (3.OA.1)
    • In Module 3, Lesson 8, students engage in grade-level mathematics when solving two-step word problems. The Application Problem states, “Richard has 2 cartons with 6 eggs in each. As he opens the cartons, he drops 2 eggs. How many unbroken eggs does Richard have left?” (3.OA.8)
    • In Module 4, Lesson 15, students apply knowledge of area to determine areas of rooms in a given floor plan. Students are engaged in grade-level mathematics when they discuss with a partner their strategy and solution to the Problem Set Questions. The Problem Set Question states, “1. Make a prediction: Which room looks like it has the biggest area? 2. Record the areas and show the strategy you used to find each area. 3.Which room has the biggest area? Was your prediction right? Why or why not? 4. Find the side lengths of the house without using your ruler to measure them, and explain the process you used.” (3.MD.7)
    • In Module 5, Lesson 28, students engage in grade-level mathematics when using equivalent fractions to solve word problems. The Application Problem states, “LaTonya has a 2 equal-sized hot dogs. She cut the first one into thirds at lunch. Later, she cut the second hotdog to make double the number of pieces. Draw a model of LaTonya’s hotdogs. How many pieces is the second hotdog cut into? If she wants to eat ⅔ of the second hotdog, how many pieces should she eat?” (3.NF.3)

    The instructional materials provide opportunities for students to demonstrate independently the use of mathematics flexibly in a variety of contexts. For example:

    • In Module 1, Lesson 21, students independently demonstrate the use of mathematics by applying knowledge of multiplication and division to solve two-step word problems. Problem Set Question 2 states, “Miss Lianto orders 4 packs of 7 markers. After passing out 1 marker to each student in her class, she has 6 left. Label the tape diagram to find how many students are in Miss Lianto’s class.” (3.OA.8)
    • In Module 3, Lesson 18, students independently demonstrate the use of mathematics by applying their understanding of all operations to solve two step word problems. Problem Set Question 3 states, “Pearl buys 125 stickers. She gives 53 stickers to her little sister. Pearl then puts 9 stickers on each page of her album. If she uses all of her remaining stickers, on how many pages does Pearl put stickers?” (3.OA.8)
    • In Module 7, Lesson 1, students independently demonstrate the use of mathematics by solving various word problems using a letter to represent the unknown. The problems apply their knowledge of multiplication to real-life situations. For example, students are given the price of adult and child hayrides and solve “a. Lena’s family buys 2 adult tickets and 2 child tickets for the hayride. How much does it cost Lena’s family to go on the hayride?“ (3.OA.3)

    Indicator 2d

    Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
    2/2
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    Indicator Rating Details

    The instructional materials for Eureka Grade 3 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. The lessons include components such as: Fluency Practice, Concept Development, and Application Problems. Conceptual understanding is addressed in Concept Development. During this time, the teacher guides students through a new concept or an extension of the previous day’s learning. Students engage in practicing procedures and fact fluency while modeling and solving these concepts. Fluency is also addressed as an independent component within most lessons. Lessons may contain an Application Problem which serves as an anticipatory set for the concept or standard that is the focus of the lesson. This Application Problem connects previous learning to what students are learning for the day. The program balances all three aspects of rigor in every lesson.

    All three aspects of rigor are present independently throughout the program materials. For example:

    • In Module 3, Lesson 6, students develop conceptual understanding of the distributive property by using tape diagrams and number bonds to illustrate their thinking. Problem Set Question 1c states, “Label the tape diagrams. Then, fill in the blanks below to make the statements true: 8 x 6 = ___, (5 x 6) = ___ (___ x 6) = ___, 8 x 6 = (5 + ___) x 6, = (5 x 6) + (___ x 6), = 30 + ___ = ___”
    • In Module 4, Lesson 2, students practice fluency of multiplication facts within 100. The Fluency-Pattern Sheet includes 60 problems with an unknown product when multiplying the numbers 1 through 10 by 4.
    • In Module 6, Lesson 9, students engage in the application of mathematics by creating and analyzing data in a line plot to solve word problems. Problem Set Question 3 states, “Ms. Pacho’s science class measured the lengths of blades of grass from their school field to the nearest ¼ inch. The lengths are shown below. Make a line plot of the grass data. Explain your choice of scale. How many blades of grass were measured? Explain how you know. What was the length measured most frequently on the line plot? How many blades of grass had this length? How many more blades of grass measured 2 ¾ inches than both 3 ¾ inches and 2 inches combined?”

    Multiple aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials. For example:

    • In Module 1, Lesson 3, students develop conceptual understanding of multiplication using equal groups while applying that knowledge to solve real-world problems. Problem Set Question 1 states, “Solve Problems 1–4 using the pictures provided for each problem. There are 5 flowers in each bunch. How many flowers are in 4 bunches?”
    • In Module 2, Lesson 20, students engage in the application of mathematics and practice fluency of addition and subtraction within 1,000 to solve real-world measurement problems. Problem Set Question 3 states, “The weight of a pear, apple, and peach are shown to the right. (500 g) The pear and apple together weigh 372 grams. How much does the peach weigh? Estimate the weight of the peach by rounding each number as you think best. Explain your choice. How much does the peach actually weigh? Model the problem with a tape diagram.”
    • In Module 3, Lesson 2, students practice fluency in multiplication while developing conceptual understanding of the commutative property of multiplication. Problem Set Question 1 states, “Each cube has a value of 7. Unit form: 5 ___, Facts: 5 x ___ = ___ x 5, Total = ___”

    Criterion 2e - 2g.iii

    Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
    8/10
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    Criterion Rating Details

    The instructional materials for Eureka Grade 3 partially meet the expectation for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice. Overall, the materials emphasize mathematical reasoning by prompting students to construct viable arguments and analyze the arguments of others, assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others, and attend to the specialized language of mathematics.

    Indicator 2e

    The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
    1/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 partially meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.

    All of the eight MPs are identified within the grade-level materials. The Standards for Mathematical Practice are identified at the beginning of each module under the Module Standards. The tab named “Highlighted Standards for Mathematical Practice” lists all of the MPs that are focused on in the module. Each MP is linked to the definition of the practice as well as in which lessons throughout the series that practice can be found.

    Each Module Overview contains a section titled, “Focus Standard for Mathematical Practice.” Every practice that is identified in the module has a written explanation with specific examples of how each practice is being used to enrich the content of the module. For example:

    • In Module 3, the explanation for MP 1 states, “Make sense of problems and persevere in solving them. Students engage in exploratory lessons to discover and interpret patterns, and they apply their observations to solving multi-step word problems involving all four operations.”

    Each lesson specifically identifies where MPs are located, usually within the margins of the teacher edition. However, there is no additional teacher guidance or explanation as to how the practice enriches the content specifically within that lesson. This is evident in all modules within the series.

    Indicator 2f

    Materials carefully attend to the full meaning of each practice standard
    1/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 partially meet expectations that the instructional materials carefully attend to the full meaning of each practice standard. Examples of where the instructional materials attend to each of the MPs include:

    • In Module 1, Lesson 21, MP 1 is identified in the teacher edition and attends to the full meaning of the practice when students work in a group to make sense of and persevere in solving two-step word problems. The groups produce labeled models, equations, and an explanation of their solution.
    • In Module 2, Lesson 11, MP 7 is identified in the teacher edition and attends to the full meaning of the practice when the students look for and make use of structure. “What pattern did you notice between Problems 4, 5, and 6? How did that pattern help you solve the problems?”
    • In Module 4, Lesson 6, MP 2 is identified in the teacher edition and attends to the full meaning of the practice when the students reason abstractly to solve a problem on area. “T: Talk to your partner. Use the top row to figure out how many square units will fit in each of the rows below. How do you know? S: Each row should have 6 square units because rows in an array are equal.”

    There are a few instances where the materials do not attend to the full meaning of one or two MPs. For example:

    • In Module 6, Lesson 5, MP 5 is identified in the teacher edition when the students create lined paper. “T: Use a ruler to trace the vertical lines up from your number line to the top of the paper at each point. (Pass out 1 yellow strip to each student.) Lay the yellow strip so that the left end touches the 0 endpoint on the original number line and the right end touches the vertical line that you traced at the number 6 (as shown below).” This is an example of not attending to the full practice as students are told what tool to use rather than selecting a tool to solve a mathematical problem.
    • In Module 2, Lesson 4, MP 4 is identified in the teacher edition where the students use a number line to solve time interval problems. “T: We could count by ones from 5:31 to 5:43. Instead, discuss with a partner a more efficient way to find the difference between Patrick and Lilly’s times. S: (Discuss) T: Work with a partner to find the difference between Patrick’s and Lilly’s times. T: How many more minutes than Patrick did it take Lilly to finish her chores? S: 12 minutes more. T: What strategy did you use to solve this problem? S: (Share possible strategies, listed below.) Count by ones to 5:35, by fives to 5:40, by ones to 5:43. Subtract 31 minutes from 43 minutes. Count backwards from 5:43 to 5:31. Know 9 minutes gets to 5:40 and 3 more minutes gets to 5:43. Add a ten and 2 ones.” This is an example of not attending to the full practice as students are not modeling mathematics and rather choosing strategies to solve a time interval problem.

    Indicator 2g

    Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
    0/0

    Indicator 2g.i

    Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

    Student materials consistently prompt students to construct viable arguments and analyze the arguments of others. For example:

    • In Module 1, Lesson 1, the materials prompt students to analyze a multiplication model and explain their reasoning on whether the model correctly represents the given equation. Problem Set Question 2 states, “The picture below shows 2 groups of apples. Does the picture show 2 x 3? Explain why or why not.”
    • In Module 3, Lesson 4, the materials prompt students to analyze the argument of a fictional student's solution and explain their thinking. Problem Set Question 5 states, “Julie counts by six to solve 6 x 7. She says the answer is 36. Is she right? Explain your answer.”
    • In Module 5, Lesson 12, the materials prompt students to choose a drawing that best represents the unit fraction ¼ to create 1 whole and to explain their thinking. Exit Ticket Question 3 states, “Aileen and Jack used the same triangle representing the unit fraction ¼ to create 1 whole. Who did it correctly? Explain your answer.”
    • In Module 7, Lesson 14, the materials prompt students to analyze two solutions to a perimeter problem and explain which solution is correct. Problem Set Question 5 states, “Mr. Spooner draws a regular hexagon on the board. One of the sides measures 4 centimeters. Giles and Xander find the perimeter. Their work is shown below. Whose work is correct? Explain your answer.”

    Indicator 2g.ii

    Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

    Teacher materials assist teachers in engaging students in both constructing viable arguments and analyzing the arguments of others, frequently throughout the program. The teacher materials consistently provide teachers with question prompts for student discussion and possible student responses to support that discussion. For example:

    • In Module 3, Lesson 3, teachers are prompted to engage students in constructing an argument by asking students why a strategy worked for a multiplication problem. “One way we’ve learned to solve 9 x 8 is by breaking 9 eights up into 5 eights plus 4 eights. Why did it work well?”
    • In Module 4, Lesson 11, teachers are prompted to ask students the following questions to lead a discussion about area and side lengths of rectangles. “Discuss your answer to Problem 4 with a partner. What would the rectangle look like if the difference between side lengths was 0? How do you know? Compare your answer to Problem 4(c) with a partner’s. Did you both come up with the same side lengths? Why or why not? Explain to a partner how to use the strategy we learned today to find all possible whole number side lengths for a rectangle with an area of 60 square units.”
    • In Module 5, Lesson 22, teachers are prompted to engage students in constructing an argument by allowing time for students to talk with their partner regarding equivalent fractions. “Now, I want you to work with a partner to look at your fraction strips again. See if you can find other equivalent fractions, shaded or unshaded. Draw and label them on your personal white board. For example, using my fraction strips, I can see that 2/2 and 4/4 are equivalent. Fourths are just halves cut in half again. Be ready to explain how you know, just like I did.”
    • In Module 7, Lesson 2, teachers are prompted to guide students with questions that can be used when critiquing the work of others. “Have students share their work in groups of three or four. Encourage group members to practice asking questions of the presenter. They might ask some of the questions listed below. I’m not sure what you mean. Can you say more about that? Why did you decide? What do you think about instead? Which other way did you try to draw the problem?”

    Indicator 2g.iii

    Materials explicitly attend to the specialized language of mathematics.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet expectations for explicitly attending to the specialized language of mathematics.

    In each module, the instructional materials provide new or recently-introduced mathematical terms that will be used throughout the module. A compiled list of the terms along with their definitions is found in the Terminology tab at the beginning of each module. Each mathematical term that is introduced has an explanation, and some terms are supported with an example.

    The mathematical terms that are the focus of the module are highlighted for students throughout the lessons and are reiterated at the end of most lessons. The terminology that is used in the modules is consistent with the terms in the standards.

    The materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams and symbols. For example:

    • In Module 1, Lesson 7, the Notes on Multiple Means of Representation states, “Students need not master the term commutative property (3.OA.5). However, they will need to be familiar with the vocabulary moving forward in this module.”
    • In Module 6, Lesson 1, the Notes on Vocabulary state, “Students are familiar with tally marks and tally charts from their work in Grades 1 and 2. In Grades 1 and 2 they also used the word table to refer to these charts.”
    • In Module 7, Lesson 10, the materials guide the teacher through the teaching of the concept of perimeter. Problem 1 states, “T: Use your finger to trace around the edge of the piece you cut out. We call the boundary of the shape its perimeter. Say the word to yourself as you trace. S: Perimeter. (Trace with finger.)”

    The materials use precise and accurate terminology and definitions when describing mathematics and support students in using them. For example:

    • In Module 3, Lesson 1, the materials use precise terminology of commutative property and support students in using the term when showing an example. The Concept Development states, “T: This is an example of the commutative property that we studied in Module 1. What does this property tell us about the product and its factors? S: Even if the order of the factors changes, the product stays the same!”
    • In Module 4, Lesson 10, the mathematical term tiled is in bold writing within a question listed in the Student Debrief section. These questions guide teachers in leading a class discussion. “How is the rectangle in Problem 1(a) similar to the rectangle you tiled in today’s lesson? How is it different?”
    • In Module 5, Lesson 3, the materials use accurate terminology when students learn the concept of equal parts. Problem Set Questions 1-3 state, “1. Each shape is a whole divided into equal parts. Name the fractional unit, and then count and tell how many of those units are shaded. The first one is done for you. 2. Circle the shapes that are divided into equal parts. Write a sentence telling what equal parts means. 3. Each shape is 1 whole. Estimate to divide each into 4 equal parts. Name the fractional unit below.”

    Gateway Three

    Usability

    Meets Expectations

    Criterion 3a - 3e

    Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
    8/8
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    Criterion Rating Details

    The instructional materials for Eureka Grade 3 meet the expectations for being well designed and taking into account effective lesson structure and pacing. The instructional materials distinguish between problems and exercises, have exercises that are given in intentional sequences, have a variety in what students are asked to produce, and include manipulatives that are faithful representations of the mathematical objects they represent.

    Indicator 3a

    The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation that the underlying design of the materials distinguishes between lesson problems and student exercises for each lesson. It is clear when the students are solving problems to learn and when they are applying their skills to build mastery.

    Each lesson follows a typical sequence that is facilitated by the teacher and may include components such as Fluency Practice, Application Problem, Concept Development and Student Debrief.

    The Fluency Practice component is found in a majority of lessons and builds mastery of grade-level math facts.

    Students apply previously learned mathematical knowledge to solve a problem in the Application Problem component of a lesson.

    Within the Concept Development component of a lesson, Problems are included in each lesson to be completed by students within the class period either individually or with a partner. These Problems generally reinforce and/or extend the new mathematical concepts explored in a lesson.

    Students build mastery when they apply what they have learned to solve problems in the Problem Set component of a lesson. The Problem Set problems typically mirror the types of problems introduced during the Concept Development portion of a lesson.

    Most lessons include an Exit Ticket at the end of a lesson. The Exit Ticket is aligned to the Problems and Problem Sets a majority of the time.

    Indicator 3b

    Design of assignments is not haphazard: exercises are given in intentional sequences.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation for not being haphazard; exercises are given in intentional sequences.

    Module sequences follow the progressions outlined in the CCSSM Standards to support students’ conceptual and skill development.

    Lessons within modules are intentionally sequenced so students develop understanding leading to content mastery. The overall structure of a lesson provides students with problems and activities that are sequenced from concrete to abstract thinking.

    Indicator 3c

    There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation for having variety in what students are asked to produce.

    The instructional materials prompt students to produce mathematical models and explanations of their reasoning when finding solutions to various problems. Students use mathematical models such as number lines, number bonds, tape diagrams, graphs and place-value charts. For example, in Module 5, Lesson 16, students represent fractions on a number line. Problem Set Question 1 states, “Estimate to equally partition and label the fractions on the number line. Label the wholes as fractions, and box them. The first one is done for you.”

    Students produce solutions, construct viable arguments, and critique the reasoning of others within all components of the instructional materials including group and partner discussions. The materials consistently call for students to use the language and intent of the standards when producing solutions.

    Indicator 3d

    Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

    The series includes a variety of manipulatives and integrates hands-on activities that allow the use of physical manipulatives. For example:

    • Manipulatives are consistently aligned to the expectations and concepts in the standards. The majority of manipulatives used are measurement and operations tools. In Module 3 Lesson 3, students use square centimeter and inch tiles when finding the area of a rectangle.

    Examples of manipulatives for Grade 3 include:

    • Meter Sticks
    • Rulers
    • Square Inch Tiles
    • Two-Color Counters
    • Centimeter Cubes
    • Number Lines
    • Tape Diagrams

    Indicator 3e

    The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
    0/0
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    Indicator Rating Details

    The visual design in Eureka Grade 3 is not distracting or chaotic and supports students in engaging thoughtfully with the subject.

    The instructional materials follow a consistent visual format. The instructional materials consistently label the modules, topics and lessons. Within each module, lessons with similar or related content are grouped into topics.

    The print and visuals on the materials are clear without any distracting visuals or overabundance of text features. Lesson materials for teachers are divided into sections with consistent bold headings such as Concept Development and Student Debrief. Lesson materials for students are labeled as Problem Set to signify individual practice problems. The Homework section of each lesson is visually formatted to match the Problem Set.

    Student practice problem pages frequently include enough space for students to write their answers and demonstrate their thinking. Exit Tickets provide clearly labeled models as well as space to solve the given problem. There are no distracting or extraneous pictures, captions or "facts" within lessons.

    Criterion 3f - 3l

    Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
    7/8
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    Criterion Rating Details

    The instructional materials for Eureka Grade 3 meet the expectations for supporting teacher learning and understanding of the Standards. The instructional materials support: planning and providing learning experiences with quality questions; contain ample and useful notations and suggestions on how to present the content; and contain full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge.

    Indicator 3f

    Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students’ mathematical development.

    Each lesson contains narratives for the teacher to help guide student development and provide quality questions. Lessons contain various narratives that are labeled, “Notes on Multiple Means of Representation,” “Notes on Multiple Means of Engagement,” “A Note on Standards Alignment,” “Note on Materials” to name a few. These narratives provide teachers with mathematical summaries of the concept being presented, examples of the concept, suggestions to help students make connections between concepts, and correct vocabulary use within the lesson.

    Quality questions are provided for the teacher to guide students through the concepts being taught in the Concept Development section of the lesson. The Student Debrief section provides questions for discussion and guiding questions designed to increase classroom discourse and ensure understanding of the concepts. For example:

    • In Module 4, Lesson 3, a Student Debrief question states, “Which rectangle in Problem 2 has the largest area? How do you know?”

    Indicator 3g

    Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectations for containing a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials also include teacher guidance on the use of embedded technology to support and enhance student learning.

    The Overview of each module provides several suggestions for delivering instruction such as alignment to standards, important vocabulary, assessment, and foundational skills for future grades.

    Each lesson provides teachers with various side narratives and examples on how to present the content. Most lessons have pictures or other graphics with annotations, demonstrating the concepts for the teacher.

    The Concept Development section includes a sample script to prepare the teacher for what might happen when presenting the material.

    Answer keys are included for all of the Problem Sets, Exit Tickets, Homework, and Tests, including written annotations to show how student work should look.

    Indicator 3h

    Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet expectations for the teacher edition containing full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge.

    The module Overview provides information about the mathematical connections of concepts being taught. Previous and future grade levels are also referenced to show the progression of the mathematics over time. Important vocabulary is included along with definitions and examples of the terms.

    Lesson narratives provide specific information as well as examples about the mathematical content within the lesson and are presented in adult language. These narratives contextualize the mathematics of the lesson to build teacher understanding, as well as guidance on what to expect from students and important vocabulary.

    The teacher edition provides each step of the solution to the problems posed to students.

    Indicator 3i

    Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
    1/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 partially meet expectations for explaining the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.

    In the Module Overview, there are a few specific descriptions of the coherence of the mathematics; however, it is usually focused on the previous grade level. The previous grade-level standards are listed in the Foundational Standards section. There is no explanation of the role the grade-level mathematics plays to future grades, and the standards for future grades are not listed.

    There is no discussion of the grade-level content's role in Kindergarten through Grade 12.

    In the document called "A Story of Units: A Curriculum Overview for Grades P-5," there is a description of the module sequence which includes the connection to the previous grade and the next future grade. No connection is made to other grade levels.

    Indicator 3j

    Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
    0/0
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 provide a list of concepts in the teacher edition that cross-references the standards addressed and provides an estimated instructional time for each unit and lesson.

    The materials provide a module overview that specifies the grade-level standards addressed in each module. The standards are listed in the Focus Standards section of the overview. An estimated number of instructional days is given for each module to be completed.

    Each section within a lesson is labeled with an estimated number of minutes that it should take to complete.

    Indicator 3k

    Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
    0/0
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.

    There are resources online that inform parents about the mathematics of the program as well as give suggestions for how they can help support their child.

    The online parent resources are divided into several categories. The Parent Support section allows parents to create an account to gain access to resources. Parent Tip Sheets are free to parents and include suggested strategies, vocabulary, and tips to support learning at home. Parents can learn more about the spiral bound books that can be purchased that provide step-by-step explanations of homework problems in the Homework Helpers section. The Grade Roadmaps section explains grade-level math concepts and gives suggestions on facilitating learning outside of the classroom.

    There is also a section where parents can download card games to help build fluency in math.

    Indicator 3l

    Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
    0/0
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 contain some explanations of the instructional approaches of the program. Some modules contain Methods of Instructional Delivery. When this section is available, it provides teachers with information on how to prepare to teach the lesson, strategies utilized throughout the lesson, and the benefits of the strategies. There is additional information about the instructional approaches in A Story of Units Curriculum Overview. Lastly, the opening letter from Executive Director Lynne Munson addresses some of the research and philosophy behind the instructional materials.

    Criterion 3m - 3q

    Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
    6/10
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    Criterion Rating Details

    The instructional materials for Eureka Grade 3 partially meet the expectations for offering teachers resources and tools to collect ongoing data about student progress on the Standards. The instructional materials provide opportunities for identifying and addressing common student errors and misconceptions and ongoing review and practice with feedback. The instructional materials do not provide strategies for gathering information about students’ prior knowledge, partially have assessments with standards clearly denoted, and partially include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers.

    Indicator 3m

    Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
    0/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 do not meet the expectations for providing strategies for gathering information about students' prior knowledge within and across grade levels.

    There are no strategies or assessments that are specifically for the purpose of assessing prior knowledge.

    Indicator 3n

    Materials provide strategies for teachers to identify and address common student errors and misconceptions.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation for providing strategies for teachers to identify and address common student errors and misconceptions.

    Each End of Module Assessment includes a chart titled Progression toward Mastery to help teachers with assessing progress toward mastery.

    Teachers can address errors and misconceptions by facilitating mathematical conversations between students. Teachers are provided with a list of possible discussion questions in the Student Debrief section of most lessons.

    Exit tickets completed during the Student Debrief can be used as informal assessments to identify and address errors and misconceptions. The teacher materials suggest “A review of their work will help with assessing students’ understanding of the concepts that were presented in today’s lesson and planning more effectively for future lessons.”

    The marginal notes often suggest ways to support students as a whole and subgroups of students who might need support. In particular, the "Multiple Means of..." notes tend to focus on student misconceptions.

    Indicator 3o

    Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

    The lesson structure consisting of fluency activities, an application problem, concept development practice, and problem sets provides students with opportunities to connect prior knowledge to new learning, engage with content, and synthesize their learning. Throughout the lesson, students have opportunities to work independently with partners and in groups where review, practice, and feedback are embedded into the instructional routine.

    The Fluency section of a lesson provides ongoing review and practice of previously-taught concepts. The Problem Set problems for each lesson activity reinforce skills and enable students to engage with the content and receive timely feedback. In addition, discussion questions in the Student Debrief provide opportunities for students to engage in timely discussion on the mathematics of the lesson.

    The summative assessments contain rubrics to provide feedback to the teacher and student on a student’s progress towards mastery.

    Indicator 3p

    Materials offer ongoing formative and summative assessments:
    0/0

    Indicator 3p.i

    Assessments clearly denote which standards are being emphasized.
    1/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 partially meet the expectation for assessments clearly denoting which standards are being emphasized.

    The summative assessments which include the Mid-Module and End-of-Module Assessment meet the expectations by clearly denoting the standards being emphasized; however, the formative assessments such as Exit Tickets do not.

    The Mid-Module and End-of-Module Assessments align each item to specific standard(s). Each of these assessments include a Progression Toward Mastery rubric that lists specific standards being assessed and describes how mastery is determined.

    Indicator 3p.ii

    Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
    1/2
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    Indicator Rating Details

    The materials reviewed for Grade 3 partially meet the expectations for this indicator. The summative assessments meet the expectations, but the formative assessments do not.

    • For the Mid-Module and End-of-Module assessments, there are rubrics for scoring the items, as well as an answer key with sample answers.
    • Rubrics and scoring guides are clear and helpful. Examples of student work receiving top grades on the rubric are included.
    • In the Progression toward Mastery section of the summative assessments there is a detailed rubric for grading student mastery from 1 to 4. If the student does not achieve total mastery (step 4), then the teacher can look at the next steps to see what or how to follow up with the student. For example, when a student's mastery is step 2, teachers can look at steps 3 and 4 to guide follow-up instruction.

    Indicator 3q

    Materials encourage students to monitor their own progress.
    0/0
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    Indicator Rating Details

    The instructional materials for Eureka Grade 3 do not include opportunities for students to monitor their own progress. There is one exception within the Fluency Sprints. Students complete the sprint twice with a goal of increasing their score on the second round.

    Criterion 3r - 3y

    Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
    12/12
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    Criterion Rating Details

    The instructional materials for Eureka Grade 3 meet the expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials provide a balanced portrayal of various demographic and personal characteristics. The instructional materials also consistently provide: strategies to help teachers sequence or scaffold lessons; strategies for meeting the needs of a range of learners; tasks with multiple entry points; support, accommodations, and modifications for English Language Learners and other special populations; and opportunities for advanced students to investigate mathematics content at greater depth.

    Indicator 3r

    Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

    Lessons are sequenced to build from conceptual understanding, using representations ranging from concrete and pictorial to the more abstract.

    Marginal notes in most lessons often suggest ways for teachers to support students as a whole as well as subgroups of students who might need extra support. This includes support for vocabulary, representations, engagement options and materials.

    The modules and topics within each module are sequenced according to the CCSSM "Progressions of Learning." A description of the module sequence and layout is provided.

    Indicator 3s

    Materials provide teachers with strategies for meeting the needs of a range of learners.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation for providing teachers with strategies for meeting the needs of a range of learners.

    The lesson structure: Fluency, Application Problem, Concept Development, and Student Debrief all include guidance for the teacher on the mathematics of the lesson, possible misconceptions, and specific strategies to address the needs of a range of learners.

    The marginal notes often suggest ways to support students as a whole and subgroups of students who might need extra support. This includes support for vocabulary, representations, engagement options, and materials.

    Indicator 3t

    Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation that materials embed tasks with multiple entry­ points that can be solved using a variety of solution strategies or representations.

    Most lessons include problems within the components of Application Problem, Problem Sets, and Homework that students can choose their own solution strategy and/or representation as well as solve the problems in a variety of ways.

    The embedded tasks include multiple representations such as drawings, charts, graphs, or numbers or words.

    Indicator 3u

    Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation that the materials include support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

    There are marginal notes in the teacher edition that provide strategies for English Language Learners and other special populations. The Notes on Multiple Means of Engagement give teachers suggestions about meeting the needs of ELL students. These margin notes include sentence starters, physical responses, and vocabulary support.

    On pages 14-20 of "How to Implement A Story of Units," there are suggestions for working with ELL students and students with disabilities. Page 14 states, "It is important to note that the scaffolds/accommodations integrated into A Story of Units might change how a learner accesses information and demonstrates learning; they do not substantially alter the instructional level, content, or performance criteria. Rather, they provide students with choices in how they access content and demonstrate their knowledge and ability."

    Indicator 3v

    Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth.

    There are marginal notes in the teachers edition that provide strategies for advanced students. The Notes on Multiple Means of Engagement give teachers suggestions about meeting the needs of advanced students.

    The curriculum specifies that not all pieces within a section of a lesson must be used, so advanced students could be asked to tackle problems or sections a teacher does not use for all students.

    Teachers are given suggestions for working with above-grade-level students on page 20 of "How to Implement A Story of Units."

    Indicator 3w

    Materials provide a balanced portrayal of various demographic and personal characteristics.
    2/2
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.

    The lessons contain a variety of tasks and situations in the story problems that interest students of various demographic and personal characteristics. The names chosen in the lessons represent a variety of cultural groups.

    The application problems include real-world situations that would appeal to a variety of cultural and gender groups.

    There is a balanced approach to the use of gender identification.

    Indicator 3x

    Materials provide opportunities for teachers to use a variety of grouping strategies.
    0/0
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 provide opportunities for teachers to use a variety of grouping strategies.

    Notes within the lessons provide teachers a variety of options for whole group, small group, partner, or individual work.

    There are opportunities for different groupings; however, the fundamental models are Modeling with Interactive Questioning, Guided Practice, and Independent Practice.

    There are also suggestions for small-group work within the differentiation pages of the "How to Implement" document.

    Indicator 3y

    Materials encourage teachers to draw upon home language and culture to facilitate learning.
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    Indicator Rating Details

    The instructional materials reviewed for Eureka Grade 3 occasionally encourage teachers to draw upon home language and culture to facilitate learning.

    There is limited evidence of teachers needing to draw upon home language and culture to facilitate learning.

    There are occasions (mostly with Spanish) where students are encouraged to make connections to words in their home languages.

    "How to Implement A Story of Units" offers teachers this guidance: "Know, use, and make the most of student cultural and home experiences. Build on the student's background knowledge.

    Criterion 3aa - 3z

    Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
    0/0
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    Criterion Rating Details

    Reviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this criterion.

    Indicator 3aa

    Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
    0/0
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    Indicator Rating Details

    Reviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.

    Indicator 3ab

    Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
    0/0
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    Indicator Rating Details

    Reviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.

    Indicator 3ac

    Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
    0/0
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    Indicator Rating Details

    Reviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.

    Indicator 3ad

    Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
    0/0
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    -
    Indicator Rating Details

    Reviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.

    Indicator 3z

    Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
    0/0
    +
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    Indicator Rating Details

    Reviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.

    Additional Publication Details

    Report Published Date: Mon Aug 27 00:00:00 UTC 2018

    Report Edition: 2015

    About Publishers Responses

    All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

    Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

    Educator-Led Review Teams

    Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

    After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

    All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

    Math K-8 Rubric and Evidence Guides

    The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

    For math, our rubrics evaluate materials based on:

    • Focus and Coherence

    • Rigor and Mathematical Practices

    • Instructional Supports and Usability

    The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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