Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Eureka Grade 1 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 1 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 1 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 1 meet expectations that they assess grade-level content. Each Eureka Module includes one or more assessments that hold students accountable for Grade 1 content. These assessments are the Mid-Module and End-of-Module assessments. Examples of the assessments include:

  • In Module 1, Mid-Module Assessment Task: Students use addition and subtraction to solve word problems (1.OA.1) with numbers represented in various forms (number sentences, story problems). Additionally, students write explanations for their thinking. This various work covers all standards within Operations and Algebraic Thinking for Grade 1.
  • In Module 2, Mid-Module Assessment Task: Students develop addition and subtraction strategies using drawings, written explanations, number bonds, and number sentences (1.OA.2). There are some questions that use money for context, but the questions assess addition/subtraction strategies and not money. Question 1 states, “Pedro has 8 pennies. Anita has 4 pennies. Olga has 2 pennies. a. Whose pennies together make ten? b. How many pennies do Pedro, Anita and Olga have in all? Explain your thinking using a math drawing and a number sentence. Complete the statement. Pedro, Anita and Olga have ______ pennies in all.”
  • In Module 5, End-of-Module Assessment Task: Students identify, partition and describe attributes of shapes (1.G.1). Question 2 states, “Is the shape a triangle? If it is, write YES on the line. If it is not, explain why it is not a triangle on the line.”

Assessment items aligned to 1.OA.2 do not require students to use a symbol to represent an unknown in any position in an equation.

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 1 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 1 meet expectations for spending a majority of instructional time on major work of the grade. This includes all clusters within the domains 1.OA, 1.NBT and cluster A in 1.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 153 lesson days, approximately 134 days (88 percent) are spent on the major clusters of the grade.
  • Of the six modules, Modules 1, 2 and 4 focus on major work. Module 3 devotes 11 of 13 lessons to major work. Module 6 includes five lessons on supporting work.
  • Of the 27 assessment days, 25 assess 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 1 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 1 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 3, Lesson 12: 1.MD.C supports the major work of 1.OA.1. Students create bar graphs with three different data points and answer questions related to the number of objects. This is connected to major standard 1.OA 1 as students count and use addition and subtraction to find how many more or less in a category.
  • In Module 5, Lesson 1: 1.G.1 supports the major work of 1.NBT and 1.OA.B. Students identify and compose shapes while using their counting skills. Problem Set Question 1 states, “Circle the shapes that have 5 straight sides. Draw a shape that has 3 straight sides. Draw another shape with 3 straight sides that is different from 4(a) and from the ones above.”
  • In Module 6, Lesson 22: 1.MD.3 supports the major work of 1.OA.2. Students use money, addition and problem solving skills. Homework Questions 2 and 3 state, “Lee has one coin in his pocket, and Pedro has 3 coins. Pedro has more money than Lee. Draw a picture to show the coins each boy might have.” and “Bailey has 4 coins in her pocket, and Ingrid has 4 coins. Ingrid has more money than Bailey. Draw a picture to show the coins each girl might have.”
  • In Module 6, Lesson 23: 1.MD.3 supports the major work of 1.OA.6. Students work with coin amounts while using addition skills. Problem Set Question 1 states, “Add pennies to show the written amount (Shows various coins that must be added onto in order to arrive at the given written amount).”

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 1 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 6 Modules. Instruction and assessment days are included in the following count:

  • Module 1: 45 days
  • Module 2: 35 days
  • Module 3: 15 days
  • Module 4: 45 days
  • Module 5: 15 days
  • Module 6: 35 days

All lessons are paced to be 60 minutes in length. Lessons 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 6 includes three days of Culminating Experiences 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 1 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.

The lessons support the progression of Grade 1 standards by explicitly stating connections to prior or future grades. The following examples are from Module 6:

  • “In the final module, students bring together their learning from Module 1 through Module 5 to learn the most challenging Grade 1 standards.”
  • “Students extend their understanding of tens and ones with numbers to 100 . Students then count and write numbers to 120 using both standard numerals and the unit form.”
  • “In Topics C and D, students again extend their learning from Module 4 of the numbers to 100 to add and subtract.”
  • “Halfway thru Module 6, students are introduced to nickels and quarters, having already used pennies and dimes in the context of their work with numbers to 40 in Module 4.”
  • “If students are readily able to apply their learning from Module 4 to Module 6, consider consolidating lessons in Topics A, B, and C.”

Foundational standards from Kindergarten are included. An example from Module 1 is:

  • Count to tell the number of objects K.CC.4.b | K.CC.4.c
  • Counting & Cardinality K.CC.2 | K.CC.4.b | K.CC.4.c
  • Know number names and the count sequence K.CC.2
  • Operations & Algebraic Thinking K.OA.3 | K.OA.4 | K.OA.5
  • Understand addition, and understand subtraction K.OA.3 | K.OA.4 | K.OA.5

Materials begin with fluency in addition and subtraction to 10, which reinforces material taught near the end of the kindergarten sequence. Module 1 specifically references students in kindergarten learning to find sums to create 10 from a given number and has students work to build tens from 6, 7, 8, etc. Materials specifically reference the words put together for adding as the kindergarten materials do.

The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. The following examples are from Module 4:

  • In Lesson 2, students build upon prior work with place value to 20. Students create tens and ones using fingers, linking cubes, dimes, and pennies to represent numbers to 40 in various ways. Students use a place value chart to organize units. Core Addition Fluency Review Question 15 states, “Choose a number less than 40. Make a math drawing to represent it, and fill in the number bond and place value chart.
  • In Lesson 7, students compare quantities and begin using the symbols for greater than and less than. Students demonstrate their understanding of place value. Problem Set Question 5 states, “Circle the number that is greater in each pair: 1 ten 2 ones or 3 tens 2 ones”
  • In Lesson 16, students work on the addition and subtraction of tens, using understanding of place value. For example, 30 +10 = 40 is 3 tens + 1 ten =4 tens. Exit Ticket Question 5 states, “Draw dimes and pennies to help you solve the addition problem. 13 + 20”
  • In Lesson 20, students work with larger quantities and place value to add 2 digit numbers. Problem Set Question 5 states, “Ben has 6 baseball practices in the morning this month. If Ben also has 6 practices in the afternoon, how many baseball practices does Ben have?”

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 1 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.

  • In Module 3, Lesson 6: “Order, measure, and compare the length of objects before and after measuring with centimeter cubes, solving compare with difference unknown word problems.” is shaped by 1.MD.A, “Measure Lengths Indirectly and by Iterating Length Units.”
  • In Module 6, Lesson 11: “Add a Multiple of 10 to Any Two -Digit Number Within 100.” is shaped by 1.NBT.C, “Use Place Value Understanding and Properties of Operations to Add and Subtract.”

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.

  • In Module 3, Lesson 12: Measurement and Data (1.MD) connects to Operations and Algebraic Thinking (1.OA). Students solve addition and subtraction word problems from data given in a graph.
  • In Module 2, Lesson 28: Number and Operations in Base Ten (1.NBT) connects to Operations and Algebraic Thinking (1.OA). Students solve word problems using place value understanding.

Gateway Two

Rigor & Mathematical Practices

Meets Expectations

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Gateway Two Details

The instructional materials for Eureka Grade 1 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 1 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 1 meet expectations that the materials develop 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.

  • In Module 2, Lesson 26, students develop conceptual understanding of place value. Students practice bundling groups of 10 with various models (a Rekenrek bracelet, a 5-group card of ten, a ten-frame) in a whole group setting and understand that some ones are left over which clarifies the meaning of the ones unit. Students practice this concept by using visual models in the Problem Set. Problem Set Question 1 states, “Circle ten. Write the number. How many tens and ones?” (1.NBT.2).
  • In Module 6, Lesson 1, students develop conceptual understanding of solving addition and subtraction word problems. Teachers guide students through drawing the double tape diagrams to solve a word problem in the Concept Development section of the lesson. The teacher is prompted to ask the following questions, “Tamra collected 9 seashells on the beach. Julio collected 11 seashells. How many more seashells did Julio collect? How many fewer seashells did Tamra collect? How many seashells did Tamra and Julio collect? (This component provides a contrast between the comparison problem type and a put together problem type.)” (1.OA, 1.NBT)

The materials provide opportunities for students to independently demonstrate conceptual understanding throughout the grade.

  • In Module 2, Lesson 23, students independently demonstrate conceptual understanding of solving word problems involving addition and subtraction. Students draw a model and write a number sentence when solving a word problem. Problem Set Question 1 states, “Read the word problem. Draw and label. Write a number sentence and a statement that matches the story. Janet read 8 books during the week. She read some more books on the weekend. She read 12 books total. How many books did Janet read on the weekend?” (1.OA.1)
  • In Module 4, Lesson 3, students independently demonstrate conceptual understanding of place value. Students interpret two-digit numbers as either tens and some ones or as all ones. Problem Set Question 1 states, “Count as many tens as you can. Complete each statement. Say the numbers and the sentences. ___ ten ___ ones is the same as ___ ones.” (1.NBT.B)

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 1 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency.

The instructional materials develop procedural skill and fluency throughout the grade-level.

  • In Module 1, Lesson 7, students develop procedural skill and fluency of adding within 10 by using pictures and number bonds. Problem Set Question 1 states, “Circle 7. How many more does 7 need to make 9?”
  • In Module 2, Lesson 22, students develop procedural skill and fluency of subtracting by using pictures and creating number sentences that match a given story. Problem Set Question 4 states, “Read the word problem. Draw and label. Write a number sentence and a statement that matches the story. 4. Oziah read some non-fiction books. Then, he read 7 fiction books. If he read 16 books altogether, how many non-fiction books did Oziah read? Meet with a partner, and share your drawings and sentences. Talk with your partner about how your drawing matches the story.”

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

  • In Module 2, Lesson 1, students independently demonstrate procedural skill and fluency of adding within 10 by participating in the activity “Take Out”. This activity supports fluency by decomposing numbers within 10 as students need to get 1 out of the second addend when adding to 9. The teacher is prompted to ask the following questions, “T: Take out 1 on my signal. For example, if I say “5,” you say “1 and 4.” T: 3 S: 1 and 2 T: 10 S: 1 and 9. Continue with all numbers within 10.”
  • In Module 4, Lesson 20, students independently demonstrate procedural skill and fluency of adding within 10 by using number bonds for addition and subtraction. The Fluency Practice note states, “This fluency activity builds students’ ability to add and subtract within 10 or 20, while reinforcing the relationship between addition and subtraction. The first two to three minutes should be spent reviewing the core fluency within 10. In the last one to two minutes, allow students who are very strong with sums and differences to 10 to work with a partner and choose totals between 10 and 20. Write a number bond for a number between 0 and 10, with a missing part or whole. Students write an addition and a subtraction sentence with a box for the missing number in each equation. They then solve for the missing number.”

Students build fluency for adding and subtracting to 10 in 5-10 minute fluency practice activities before lessons. These fluency practices are provided in all of the 6 modules. For example:

  • In Module 1, Lesson 5, students create number bonds with partners to practice addition fact fluency to 10.
  • In Module 2, Lesson 24, students practice fluency of subtraction within 10 by filling in the missing number of a problem. Sprint Question 29 states, “9 - ___ = 10 - 5”

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 1 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.

  • In Module 2, Lesson 16, students engage in grade level mathematics when using the take from ten strategy or the count on strategy to solve word problems. The Application Problem states, “There were 16 coats on the rack. Nine students took their coats to go outside. How many coats were still on the rack? Extension: If 4 more students take their coats to go outside, how many coats will still be hanging?” (1.OA.6)
  • In Module 6, Lesson 21, students engage in grade level mathematics by using tape diagrams to solve word problems. The Application Problem states, “Willie saw 11 monkeys at the zoo. He saw 4 fewer monkeys than tigers. How many tigers did he see at the zoo? (1.OA.6)

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

  • In Module 2, Lesson 2, students independently demonstrate the use of mathematics when solving word problems involving three addends. The Application Problem states, “Lisa was reading a book. She read 6 pages the first night, 5 pages the next night, and 4 pages the following night. How many pages did she read?” (1.OA.2)
  • In Module 2, Lesson 21, students independently demonstrate the use of mathematics when analyzing peer solutions to subtraction problems as well as creating a correct model to represent the solution. Problem Set Question 1 states, “There were 16 dogs playing at the park. Seven of the dogs went home. How many of the dogs are still at the park? Circle all the student work that correctly matches the story. Fix the work that was incorrect by making a new drawing in the space below with the matching number sentence.” (1.OA.6)
  • In Module 6, Lesson 2, students independently demonstrate the use of mathematics by drawing a double tape diagram and writing a number sentence that matches the given story when solving comparison word problems. Problem Set Question 2 states, “Emi planted 12 flowers. Rose planted 3 fewer flowers than Emi. How many flowers did Rose plant?” (1.OA.1)

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 1 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 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.

  • In Module 1, Lesson 14, students develop conceptual understanding when pictures and 5-group cards are used to practice the addition strategy “Count on”. Problem Set Question 4 states, “ Use your 5-group cards to count on to add. Try to use as few dot cards as you can. a. 6 + 1 = ___” (1.OA.6)
  • In Module 3, Lesson 5, students practice subtraction fluency within 20 when writing the missing number in a subtraction equation. Sprint Question 17 states, “18 - 9 = ___” (1.OA.6)
  • In Module 5, Lesson 6, students engage in the application of mathematics by solving a word problem involving subtraction. The Application Problem states, “Emi lined up 4 yellow cubes in a row. Fran lined up 7 blue cubes in a row. Who has fewer cubes? How many fewer cubes does she have?” (1.OA.1)

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

  • In Module 2, Lesson 29, students engage in the application of mathematics and practice fluency of subtraction within 20 when solving subtraction word problems. Problem Set Question 3 states, “Solve the problems. Write your answers to show how many tens and ones. Show your solution in two steps: Step 1: Write one number sentence to subtract from ten. Step 2: Write one number sentence to add the remaining parts. Tatyana counted 14 frogs. She counted 8 swimming in the pond and the rest sitting on lily pads. How many frogs did she count sitting on lily pads?” (1.OA.6)
  • In Module 4, Lesson 14, students develop conceptual understanding of place value and practice fluency of addition within 20 by using models to complete addition equations. Problem Set Question 10 states, “Make a number bond to solve. Show your thinking with number sentences or the arrow way. Complete the place value chart. 17 + 2 = ___” (1.OA.6)

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 1 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 1 partially meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade-level.

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 which lessons throughout the series that practice can be found in.

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 4, the explanation for MP. 6 states, “Attend to precision. Students recognize and distinguish between units, demonstrating an understanding of the difference between 3 tens and 3 ones. They use this understanding to compare numbers and add like place value units.”

Each lesson specifically identifies where MPs are located, usually within the margins of the Teachers 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 1 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 2, Lesson 25, MP 2 is identified in the teacher materials and attend to the full meaning of the practice when the students reason abstractly to solve equivalent expressions. “T: How does our story help us see that 16 – 9 = 1 + 6? (Point to each part while reading the number sentence.) Talk with your partners. (Listen as students explain their thinking to their partners.) S: Since 16 – 9 is 7 and 1 + 6 is 7, they are equal. 16 – 9 equals 1 + 6. Once I took the 9 from 10, Micah and Charles both show 1 and 6. They both have 7.)
  • In Module 4, Lesson 23, MP 7 is identified in the teacher materials and attend to the full meaning of the practice when the students interpret two-digit numbers as tens and ones. “T: Explain to your partner how 2 tens 17 ones is the same as 37. S: 17 ones is the same as 1 ten and 7 ones. 2 tens and 1 ten is 3 tens. 7 more ones is 37.”
  • In Module 5, Lesson 1, MP 1 is identified in the teacher materials and attend to the full meaning of the practice when the students create and classify shapes with given parameters. “T: Now, combine your straws with your partner. Can you come up with other shapes with four corners and four straight sides that we did not record on our list? S: (Work with a partner and create shapes such as squares and rhombuses.)”

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

  • In Module 3, Lesson 2, MP 5 is identified in the teacher materials when students use the counting on strategy when adding across a ten. “When appropriate, have students choose to use only number bonds with two number sentences or the arrow way to solve instead of using the linking cubes. When sharing solutions, students should show their notations and explain their choices.” This is an example of not attending to the full practice as students are given two strategies to choose from to solve an addition problem rather than selecting a strategy on their own.

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 1 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.

  • In Module 3, Lesson 4, the materials prompt students to analyze a measurement solution and explain why the solution was incorrect. Homework Question 11 states, “Explain what is wrong with the measurements for the pictures you did NOT circle.”
  • In Module 4, Lesson 18, the materials prompt students to analyze two students solutions to an addition problem and justify why both students are correct or not. Homework Question 1 states, “Two student both solved the addition problem below using different methods. 18 + 9. Are they both correct? Why or why not?”
  • In Module 6, Lesson 11, the materials prompt students to solve an addition problem and to explain their thinking to a partner. Problem Set Question 6a states, “Solve and explain your thinking to a partner. 2 + 50 = ___”
  • In Module 6, Lesson 18, the materials prompt students to analyze two different solutions to an addition problem and to correct the mistake. The Exit Ticket states, “Circle the work that is correct. In the extra space, correct the mistake in the other solution using the same solution strategy the student tried to use.”

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 1 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.

  • In Module 3, Lesson 4, the teachers are prompted to engage students in constructing an argument by asking students to discuss with a partner which errors the teacher made in their measurement and how they know he/she is incorrect. “T/S: 5 centimeter cubes! 6 centimeter cubes,....,11 centimeter cubes! T: Great. The end of this eleventh centimeter cube lines up with the end of the crayon. So, the crayon is as long as 11 centimeter cubes. Do you agree? Turn and talk with your partner.”
  • In Module 4, Lesson 18, the teachers are prompted to engage students in constructing an argument and analyzing the arguments of others by having students observe two ways of solving the addition problem 17 + 4. “Let’s compare Student C’s work and Student D’s work. Did they solve the problem in the same way? What similarities and differences do you notice? Turn and talk to your partner.”
  • In Module 6, Lesson 11, the teachers are prompted to engage students in constructing an argument and analyzing the arguments of others by having students choose a method to show that they know the answer to 40 + 30 = 70. Rather than solving the problem they are given the answer and must prove it is correct. “Explain how you know that 40 + 30 = 70. You can draw or write on the chart paper to explain your thinking.”
  • In Module 6, Lesson 27, the teachers are prompted to engage students in constructing an argument and analyzing the arguments of others by having students solve varied word problems independently and discuss their methods for solving with a partner. The whole class then participates in a discussion and asks each other questions about their solutions. “Note: In today’s lesson, students work on their Problem Set and solve the varied problem types they encountered throughout the year. Selected pairs of students then discuss their methods for solving the problems and explain their work. After they share, the whole class participates in a discussion as students make comments and suggestions and ask each other questions. How does your work or tape diagram help you solve the problem? A compliment I could give you is…? A question I have for you is…? One way you might improve your work would be…? Let’s look for similarities and differences in our drawings and strategies.”

Indicator 2g.iii

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

The instructional materials reviewed for Eureka Grade 1 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.

  • In Module 1, Lesson 4, the Notes on Multiple Means of Representation states, “Look for ways to connect real life experiences in math. Use apples during this lesson as a connection to science curriculum. Cut the apples to explore the parts of the apple connecting to total and part vocabulary.”
  • In Module 2, Lesson 5, the Notes on Multiple Means of Engagement states, “It is important to partner important vocabulary with captions or pictorial representations for all students. It is especially beneficial to English language learners and students with hearing impairments. Have students model or demonstrate their understanding of more difficult vocabulary such as efficient.”
  • In Module 4, Lesson 17, the Notes on Multiple Means of Representation states, “Highlight the critical vocabulary such as quick ten drawings, number bonds, tens, ones, and addends, and use pictorial representations to support student understanding. Have students use these terms as they share their thinking. This supports vocabulary development.”

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

  • In Module 1, Lesson 2, the mathematical term “count on” is in bold writing within a question listed in the Student Debrief section. These questions guide teachers in leading a class discussion. “Talk to your partner about how you found the total in Problem 6. Did you count all of the dots, or did you count on from a part you saw?”
  • In Module 2, Lesson 27, the materials use precise terminology of tens and ones while using the terms when showing an example of subtraction. The Concept Development states, “T: How can we take from the ten here? T: (Draw a matching illustration on the board, showing 10 and 3 separated. Touch the 10.) And, how many are left? T: (Write 10 - 4 = 6 on the board.) How many do we have altogether? (Touch the 6 and the remaining 3.) T: 9 tens or 9 ones? T: How many Tens are left?”
  • In Module 5, Lesson 4, the materials use accurate terminology when students learn to create composite shapes. Problem Set Question 1 states, “Use pattern blocks to create the following shapes. Trace or draw to record your work. Use 3 triangles to make 1 trapezoid.”

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
+
-
Criterion Rating Details

The instructional materials for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 meet the expectation that the underlying design of the materials distinguish 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Kindergarten 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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. The "Read, Draw, Write" procedure provides students with an opportunity to represent their solution in a drawing and make connections between the drawing and the equations.

Students use mathematical models such as number lines, number bonds, tape diagrams, tens frames, and place value charts. For example, in Module 6, Lesson 3, students decompose a given number into tens and ones. Problem Set Question 9a states, “Write the number as tens and ones in the place value chart, or use the place value chart to write the number. 40”

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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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 counting objects and geometry tools. In Module 3 Lesson 4, students use centimeter cubes when measuring to find the length of different crayons.

Examples of manipulatives for Grade 1 include:

  • Rekenreks
  • Ten Frames
  • Centimeter Cubes
  • Dice
  • Pattern Blocks
  • Counting Objects
  • 2-D and 3-D Shapes
  • Linking cubes

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
+
-
Indicator Rating Details

The visual design in Eureka Grade 1 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
+
-
Criterion Rating Details

The instructional materials for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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 2, Lesson 7, a “Student Debrief” question states, “When you had 8 as an addend, how many objects did you circle from the other addend?”

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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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 what student work should look like.

There is a repeated process for solving word problems called the "Read, Draw, Write," approach, which the manual explains in the module overview.

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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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 term.

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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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 contents 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka, Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Criterion Rating Details

The instructional materials for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Indicator Rating Details

The materials reviewed for Grade 1 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
+
-
Indicator Rating Details

The instructional materials for Eureka Grade 1 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
+
-
Criterion Rating Details

The instructional materials for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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 that provide strategies for English Language Learners and other special populations in the teacher materials. 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 provide opportunities for teachers to use a variety of grouping strategies.

Notes within the lessons provide the 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.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Eureka Grade 1 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
+
-
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
+
-
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
+
-
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
+
-
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
+
-
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
+
-
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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