4th Grade - Gateway 3
Back to 4th Grade Overview
Note on review tool versions
See the series overview page to confirm the review tool version used to create this report.
- Our current review tool version is 2.0. Learn more
- Reports conducted using earlier review tools (v1.0 and v1.5) contain valuable insights but may not fully align with our current instructional priorities. Read our guide to using earlier reports and review tools
Loading navigation...
Usability
| Score | |
|---|---|
Gateway 3 - Meets Expectations | 86% |
Criterion 3.1: Use & Design | 8 / 8 |
Criterion 3.2: Teacher Planning | 7 / 8 |
Criterion 3.3: Assessment | 6 / 10 |
Criterion 3.4: Differentiation | 12 / 12 |
Criterion 3.5: Technology |
Criterion 3.1: Use & Design
Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
The instructional materials for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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, tape diagrams, graphs and place-value charts. For example, in Module 5, Lesson 4, students decompose fractions into sums of smaller unit fractions using tape diagrams. Problem Set Question 3 states, “Draw and label tape diagrams to prove the following statements. The first one has been done for you. ⅖ = 4/10”
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.
The instructional materials reviewed for Eureka Grade 4 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 place value tools. In Module 5 Lesson 12, students use a number line when comparing a given fraction to a benchmark fraction.
Examples of manipulatives for Grade 4 include:
- Meter Sticks
- Rulers
- Square Inch Tiles
- Centimeter Cubes
- Number Lines
- Tape Diagrams
- Place-Value Charts
Indicator 3e
The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
The visual design in Eureka Grade 4 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 3.2: Teacher Planning
Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
The instructional materials for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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 6, Lesson 2, a Student Debrief question states, “How did the Application Problem connect to today’s lesson with decimal fractions?”
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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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).
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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 3.3: Assessment
Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
The instructional materials for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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:
Indicator 3p.i
Assessments clearly denote which standards are being emphasized.
The instructional materials reviewed for Eureka Grade 4 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.
The materials reviewed for Grade 4 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.
The instructional materials for Eureka Grade 4 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 3.4: Differentiation
Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
The instructional materials for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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).
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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.
The instructional materials reviewed for Eureka Grade 4 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 3.5: Technology
Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
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.
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.
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.
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.).
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.
Reviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.