The materials reviewed meet the expectations for usability. In reviews for use and design, the problems and exercises are developed sequentially and each activity has a mathematical purpose. Students are asked to produce a variety of assignments. Manipulatives and models are used to enhance learning and the purpose of each is explained well. The visual design is not distracting or chaotic. The visual design supports learning. The materials support teachers in learning and understanding the standards. All materials include support for teachers in using questions to guide mathematical development. Teacher editions have many annotations and examples on how to present the content. There are answer keys for all the student problem sets, exit tickets, homework and tests, including written annotations to show what student work should look like. In the teacher edition for each module, there is an overview section that has narrative information about the mathematical content of the module. In each module, at the start of each topic, there is another section that gives a mathematical explanation of the mathematical content in the topic. There are a few specific descriptions of the coherence of the mathematics, however there is no discussion of the grade-level content's role in Kindergarten through Grade 12. Materials do provide information on connected content standards and pacing.
Eureka has a web page for parents that contains general information about the curriculum as well as a few informational videos. There is also a section on the web page called "Eureka Math Tips for Parents" that gives information organized by grade level and module. There is information about the instructional approaches and research connection in the documents called "How to Implement A Story of Units" and "A Story of Units." Within the assessment criterion the materials only partially met the expectations.
There are no systematic ways to gather information about the prior knowledge of the students, however teachers are offered support in identifying and addressing common student errors and misconceptions. Materials include opportunities for ongoing review and practice. While the summative assessments include information on standards alignment and scoring rubrics, the formative assessments do not include this same information. There are no systems or suggestions for students to monitor their own progress. In reviews for differentiation the marginal notes often suggest ways to support students as a whole and subgroups of students who might need extra support or students who may be advanced. This includes support for vocabulary, representations, engagement options and materials. Application problems, problem sets, and homework are included in almost all lessons. These problems can be solved in a variety of ways. Students can choose their own solution strategy and/or representation. Suggestions are included for supporting ELL students and other special populations in order for them to actively participate. Notes within the lessons present the teachers a variety of options for whole group, small group, partner or individual work. Materials encourage teachers to make connections with home language and cultural ties to facilitate learning. The materials do not include a technology component for instruction, so this criterion was not rated. Overall, the materials meet the expectations for usability.