K-2nd Grade - Gateway 3

The materials reviewed for Eureka Math² Kindergarten through Grade 2 provide strategies for informing stakeholders, including students, parents, or caregivers, about the program and suggestions for how they can help support student progress and achievement. 

The materials reviewed for Eureka Math² Grades K-2 provide strategies for informing students, parents, and caregivers about the mathematical program and suggestions for how parents and caregivers can support student progress and achievement. The program provides a Eureka Math² Family Math page and Family and Community Support resources that provide families with information and resources related to the program.

The overview of each module’s Teach book includes a Support for Families section that identifies resources available to support learning at home. For example, Grade K, Module 1, Module Resources, Instructional Design & Curriculum Components, Support for Families states, “The resources in the Learn book give students more practice with the concepts learned in class. Two components in Learn support students in deepening their understanding of the concepts covered in the daily lesson: Family Math and Terminology.”

Family Math Letters provide families with information about the mathematics students are learning and suggestions for supporting learning. Implementation Guide, Inside Apply, Family Math Letters (Levels K–5) states, “Family Math is a letter to families that describes the major concepts in the current topic. Each letter uses words and phrases that should be familiar

to the student from the lessons in the topic. It includes visual supports that students can use to explain the concepts or strategies to their family or that can help adults at home understand or unpack a concept. Family Math also

includes simple and practical at-home activities to extend learning and help students see mathematics in their world.” Family Math Letters are included for Levels K–5 and are found in the Apply book for Levels 1–5. Family Math Letters are available to caregivers in English and Spanish.

In the 1-2 and 3-5 Implementation Guides, Inside Apply, Practice Partners provides additional guidance for families supporting students at home in Grades 1–5. Practice Partners (Levels 1–5) states, “Practice Partners provide a unique kind of support. They take students through the thinking of a “partner” who is solving problems like those in the Practice. The partner represents the thinking required to approach and unpack the problem, using steps that are like those named and described in the lesson. If a term is formally introduced in a lesson, it appears on the Practice Partner in the partner’s thinking.”

The materials reviewed for Eureka Math² Kindergarten through Grade 2 provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning, with opportunities for students to monitor their learning.

Students engage with problem-solving in a variety of ways within a consistent lesson structure: Fluency, Launch, Learn, Land. According to the Kindergarten Implementation Guide, Lesson Structure, “Each lesson is structured in four sections: Fluency, Launch, Learn, and Land. Lessons are designed for one 50-minute instructional period. Fluency provides distributed practice with previously learned material. It is designed to prepare students for new learning by activating prior knowledge and bridging small learning gaps. Launch creates an accessible entry point to the day’s learning through activities that build context and often create productive struggle that leads to a need for the learning that follows. Every Launch ends with a transition statement that sets the goal for the day’s learning. Learn presents new learning related to the lesson objective, usually through a series of instructional segments. This lesson component takes most of the instructional time. Suggested facilitation styles vary and may include direct instruction, guided instruction, group work, partner activities, interactive video, and digital elements. The Problem Set, an opportunity for independent practice, is included in Learn. Land helps you facilitate a brief discussion to close the lesson. Suggested questions, including key questions related to the objective, help students synthesize the day’s learning.”

In the Grade 1-2 Implementation Guide, “Each lesson is structured in four sections: Fluency, Launch, Learn, and Land. Lessons are designed for one 60-minute instructional period. Fluency provides distributed practice with previously learned material. It is designed to prepare students for new learning by activating prior knowledge and bridging small learning gaps. Launch creates an accessible entry point to the day’s learning through activities that build context and often create productive struggle that leads to a need for the learning that follows. Every Launch ends with a transition statement that sets the goal for the day’s learning. Learn presents new learning related to the lesson objective, usually through a series of instructional segments. This lesson component takes most of the instructional time. Suggested facilitation styles vary and may include direct instruction, guided instruction, group work, partner activities, interactive video, and digital elements. The Problem Set, an opportunity for independent practice, is included in Learn. Land helps you facilitate a brief discussion to close the lesson and provides students with an opportunity to complete the Exit Ticket. In the Debrief portion of Land, suggested questions, including key questions related to the objective, help students synthesize the day’s learning. The Exit Ticket provides a window into what students understand so that you can make instructional decisions.”

Examples of varied approaches across the consistent lesson structure include:

• Kindergarten, Module 1, Topic G, Lesson 30, Teach Book, Launch states, “Model the action of a sprouting seed turning into a tree so students can imitate. Begin by showing students how to safely crouch on the floor to imitate a seed. ‘Pretend you are a little seed down in the ground. Slowly grow into a tree, first becoming a little plant, and then getting taller and taller until your branches reach up to the sky.’ Have students practice the motions before beginning to count. Increase engagement by narrating a garden scene. Consider reinforcing science objectives by using classroom lights and pretend rain to give the seeds what they need to grow. ‘This time, you will be a counting seed. To make the counting seed grow into a tree, we will do our 1-more counting. We are at 1. 1 more is …’ (2) Invite students to join in the counting as they slowly grow into counting trees. (We are at 2. 1 more is 3. We are at 3. 1 more is 4.) Continue to 10.”

• Grade 1, Module 5, Topic B, Lesson 7, Teach Book, Land, Debrief, students analyze images of Logan’s and Violet’s stickers to determine and compare the quantities. “Display Logan’s stickers. ‘Logan has 3 sheets of stickers. Each sheet has 10 stickers. He also has 2 rocket ship stickers. How many stickers does Logan have? How do you know?’ (32, 3 tens and 2 ones, 3 tens is 30. 30, 31, 32.) Display Violet’s stickers. Invite students to Think–Pair–Share about the number of stickers Violet has. ‘How many stickers does Violet have? How do you know?’ (23, We can compose 2 tens and there are 3 extra ones. The 2 groups of 10 are 20. 20, 21, 22, 23.) Display both sets of stickers. ‘Who has more stickers? Who has less?’ (Logan has more. Violet has less.) ‘What symbol should we write to compare their stickers?’ (Greater than) Write >. ‘Let’s read the number sentence together. 32 is greater than 23. Why is the number sentence true?’ (3 tens is more than 2 tens.) ‘How do we know 3 tens is greater than 2 tens?’(Because 3 tens is 30 and 2 tens is 20.) ‘Can we compose any more tens in 23? Why? (No, we need 10 ones, and we only have 3 ones.) ‘Does it matter that 23 has more ones than 32? Why?’ (No, because tens are bigger than ones.) ‘How can we compare two totals?’ (We see which total has more tens. If the tens are the same, we can see which total has more ones.)”

• Grade 2, Module 6, Topic C, Lesson 12, Teach Book, Launch, students compare a 4-by-4 array of strawberries with a 2-by-8 array of apples. “Display the two arrays. Present the following problem and use the Math Chat routine to engage students in mathematical discourse. Jade thinks there are more strawberries than apples because there are more rows of strawberries. Ming thinks there are more apples than strawberries because there are 8 apples in each row. Who is correct? How do you know? Give students 2 minutes of silent think time to determine who is correct. Have students give a silent signal to indicate they are finished. Have students discuss their thinking with a partner. Circulate and listen as they talk. Identify a few students to share their thinking. Purposefully choose work that allows for rich discussion about connections between strategies. Then facilitate a class discussion. Invite students to share their thinking with the whole group and then record their reasoning. (Jade and Ming are both incorrect. There are 16 strawberries and 16 apples. I think the total number of strawberries is equal to the total number of apples. 4 rows of 4 is equal to 2 rows of 8. I know because I made 4 rows of 4 with my tiles and I can rearrange them into 2 rows of 8 without adding or taking away any tiles. The arrays look different, but they have the same total. I know the total of each array is equal because I can draw 4 rows of 4 as 2 rows of 8.) Transition to the next segment by framing the work.”

Students have opportunities to share their thinking, receive feedback from teachers and peers, and revise their work based on that feedback. Materials also provide opportunities for students to reflect on and synthesize their learning.

Examples include:

• Kindergarten, Module 2, Topic C, Lesson 14, Teach Book, Fluency, students use a Whiteboard Exchange routine that includes procedures for receiving teacher feedback. Teacher Note states, “Establish a signal (e.g., show me your boards) to introduce a procedure for showing whiteboard exchange responses. Practice with basic questions until students are accustomed to the procedure. What is your name? How old are you? Establish a procedure for providing feedback on whiteboard exchanges. Consider circulating to give hand signals—thumbs-up or try again.”

• Grade 1, Module 1, Topic B, Lesson 10, Teach Book, Learn, students use feedback from the teacher while completing an activity with the whiteboard exchange strategy. “Ensure each student has a copy of the Dot Cards removable in a personal whiteboard. Be sure the red side of the whiteboard remains visible. Prompt students to use the class recording from the previous segment to independently complete the first problem that shows the 5 and 2 dot card. Be sure students remember to circle 5 and record the count sequence, number bond, and number sentence. Use the Whiteboard Exchange routine to review work and provide immediate feedback: Tell students to indicate they are ready by showing the red side of their boards. Say, “Red when ready!” When most are ready, prompt students to hold up their whiteboards to show you their work. Give quick individual feedback, such as Yes! or Check your count sequence. For each correction, return to validate the corrected work. For the three remaining problems, have students find a part that makes 5 within the set, count on from it to find the total, and complete the number bond and number sentence. Use the Whiteboard Exchange routine to review and provide feedback after each problem. Form pairs of students, and have partners follow the same process of counting and recording to complete the dot card problems in their student book. Consider using these strategies to increase engagement: Use a crayon or highlighter to circle 5, Count on from 5 out loud, Stand and find a new partner for each problem.”

• Grade 2, Module 4, Topic C, Lesson 12, Teach Book, Learn, Universal Design for Learning: Action & Expression, students discuss their reasoning with a partner before sharing with the class, providing opportunities to hear a partner’s thinking and receive feedback on their own reasoning. “Provide students an opportunity to turn and talk to a partner before inviting students to share. This allows students to develop their explanation by hearing a partner’s thinking and receiving feedback about their own thinking.”

The materials reviewed for Eureka Math² Kindergarten through Grade 2 provide opportunities for teachers to use a variety of grouping strategies. 

The materials provide teacher guidance for varied types of student interaction and a variety of grouping formats, including whole-group, small-group, partner, and individual work. 

Examples include:

• Kindergarten, Module 4, Topic C, Lesson 14, Teach Book, Launch states, “Work together to answer students’ how many questions. Ask them to help you write a number bond and number sentence to match the first throw. Connect the numbers to the context. Use the following example below as a guide.‘7 shows all the bean bags. 2 shows how many bean bags went in the box. 5 shows how many bean bags are out of the box.’ Select seven different students to pick up the bean bags and toss them toward the box. Record the results with a number bond and number sentence. Repeat until all students have had a chance to toss.”

• Grade 1, Module 3, Topic A, Lesson 1, Teach Book, Launch states, “Give students a moment of silent think time to find the total. Prompt students to give a silent signal to indicate that they are finished. Invite students to discuss their thinking with a partner. Circulate and listen as they talk. Have a few students share their thinking. Purposely choose work that allows for rich discussion about connections between strategies. Then facilitate a class discussion. Invite students to share their thinking with the whole group, and record their reasoning.”

• Grade 2, Module 1, Topic C, Lesson 12, Teach Book, Fluency states, “Have students form groups of three. Assign roles: Player A is one part, Player B is one part, and Player C is the total. Distribute a set of cards to each group and have them play according to the following rules. Consider doing a practice round with students.”

The materials reviewed for Eureka Math² Kindergarten through Grade 2 partially provide assessments which offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.

The materials provide accommodations including text-to-speech/read-aloud, reading assessment content in a student's home language where appropriate, additional time, and digital accessibility tools. The materials provide guidance for teachers on implementing accommodations, including enabling text-to-speech for individual students or entire classes, reading assessment directions or problems aloud as necessary, and extending assessment time when appropriate. However, the materials provide limited guidance for teachers on determining which students would benefit from specific accommodations. The identified accommodations support access to assessments without changing the mathematical content or grade-level expectations.

Examples include:

• Great Minds Digital Help Center, Assessments and Reports, Assessments, provides guidance for teachers on enabling text-to-speech for an entire class or individual students. “Enable Text-to-Speech for Assessments, Teachers can enable the text-to-speech/read-aloud feature for entire classes or for specific students. This feature allows students to have text read aloud to them when taking an assessment. Text can be read aloud for both English and Spanish assessments.” The resource provides step-by-step directions for teachers to activate the accommodation: “1. Select Assessments from the main menu. 2. Select Assessment Settings at the top right. 3. Select a class section from the list. 3. To enable text-to-speech for the entire class, click the toggle next to Text to Speech for all students. 4. To enable the option for an individual student, locate their name in the student list and toggle the setting to On. 5. In the pop-up, select Yes, Turn It On to confirm your changes.”

• Kindergarten Implementation Guide, Assessment, Module Assessments, provides guidance for reading assessment content in a child’s home language where appropriate.

• Grade 1-2 Implementation Guide, Assessment, Exit Tickets, provides teachers with guidance for determining when to extend the allotted time for students to complete Exit Tickets. “Exit Tickets are short, paper-based assessments that close lessons. These assessments use at least one problem, question, or writing prompt to assess whether a student has learned the basic skills and concepts needed for success in upcoming lessons. Items reflect the minimum that students must demonstrate to meet the lesson objective. You may look for evidence of the mathematical practice identified as the focus mathematical practice for the lesson in student work on the Exit Ticket. In a typical classroom, most students with basic understanding can finish within 3-5 minutes. In some settings, honoring the timeframe is more important than requiring students to finish. For example, a student’s inability to finish within 5 minutes may be valuable information. In other settings, you may extend the time to allow all students to finish as appropriate. Exit Tickets are not graded. They are paper-based so that you can quickly review and sort them. Occasionally, an alternative assessment activity may substitute for an Exit Ticket at the end of a lesson.”

• Great Minds Digital Help Center, Student and Family Resources, Use Text-to-Speech Tools, provides guidance for students on using text-to-speech and screen mask tools during assessments. Students can adjust the dictation speed, text highlight color, and speech mode when using text-to-speech. The Screen Mask tool allows students to tint the page and focus on a selected portion of the assessment. “Once the text-to-speech setting has been enabled by their teacher, students can utilize text-to-speech (read aloud) and screen mask tools when taking assessments. Use the Text-to-Speech Tool, Student can utilize the text-to-speech tool to have text and image alt text read aloud to them when taking assessments.” The resource also provides directions for adjusting the available tools, including “Dictation speed: Slow, Medium, or Fast, Text highlight color, Speech mode: Choose to click or hover over the text you want read aloud” and Screen Mask settings for opacity and color.

• Great Minds Digital Help Center, Assessments & Reports, Assessments, Assessment Settings, provides guidance on how to turn on tools for students when taking the digital version. “Teachers can customize various assessment and scoring settings when assigning an assessment to their class(es). To modify assessment settings, select the Advanced settings option at the bottom left of the assign window. In Assessment Settings, Teachers can set a time limit for students to complete the assessment if desired. Teachers can allow access to a basic or scientific calculator tool. Teachers can allow students access to annotation tools, including a highlighter and notepad. If Allow Students to Check Answers is turned on, students can select a multiple-choice option in an assessment, select Check answer, and immediately learn whether their answer is correct or incorrect.” No specific guidance is offered as to which students would benefit from these tools being available. 

• Great Minds Digital Help Center, Assessments & Reports, Assessments, Customize Assessments, provides additional guidance on how to add and remove assessment items from either a printable or digital version. “Teachers and administrators can duplicate assessments from the Great Minds Library. Once an assessment has been copied, items can be added, removed, and rearranged. Additional assessment details, including title, type, and grade level, can also be modified. Copy an Assessment from the Great Minds Library: 1. Select Assessments from the main menu. 2. Select the Great Minds Library tab. 3. Locate the assessment you wish to copy in the library. 4. Click the kebab icon and select Make a copy from the drop-down menu to the right of the assessment. You can now add, remove, and rearrange items in the copied version of the assessment. Any edits to the copied assessment will not change the original assessment in the Great Minds Library. Customize Assessment: You can customize an assessment by modifying the assessment details, or by adding, removing, and/or rearranging items. Update the Assessment Details: To change the assessment title, select the pencil icon to the right of the title at the top of the page. To modify the assessment details, select the gear icon. In Add Item: To add items to the assessment, select Find Items at the top of the item list. Search for items by Keyword using the keyword search at the top left. Search for items by Curriculum Attribute (Grade, Module, Lesson, Topic), Language (English or Spanish), or by Standard using the search field on the right. To filter search results, begin typing "grade", "module," "topic," "lesson," or a specific standard code. This will populate filters you can select to narrow your results. You can preview items by selecting the eye icon to the left of the item. Select items by checking the boxes to the left of the item. Select Add Item(s) to add them to the copied assessment. Once you have added all items, click the Back button at the top of the page to return to your draft. Remove and Rearrange Items: To remove items, first select them by checking the boxes to the left of each question, and then select the Remove button at the top of the list. To rearrange items, select the drag bar and drag the item to the desired position in the item list.”

• Grade 1-2 Implementation Guide, Assessment, Module Assessment, provides some guidance on having problems or directions read to students as needed. “Students complete Module Assessments independently, with directions or problems read aloud as necessary. Module Assessments take up to one class period to complete in a typical setting.”

The materials provide guidance on how to implement accommodations and identify some circumstances in which they may be appropriate. However, the guidance does not consistently identify the student needs that would warrant specific accommodations or support teachers in determining which accommodations would be most beneficial for individual students.

The materials reviewed for Eureka Math² Kindergarten through Grade 2  provide a range of representations of people and include detailed instructions and support for educators to effectively incorporate and draw upon students’ different cultural, social, and community backgrounds to enrich learning experiences. 

Examples include:

• Kindergarten, Module 3, Topic B, Lesson 11, Teach Book, Learn, students use clay balls to compare pairs on a balance scale to determine whether they are equal. The materials connect the activity to a bakery context and direct teachers to invite students to draw upon their experiences with baking at home. “Activate prior knowledge about baked goods by asking students what you can buy at a bakery. Show images as needed. If students have experience with baking at home, invite them to share about it briefly. Pretend that we are in a bakery. You are the bakers. Your clay is the dough, or batter, that you use to make delicious baked goods. Put a ball of clay, I mean dough, on each side of the balance scale. What can you tell me about the pieces of dough?”

• Grade 1, Module 6, Topic A, Lesson 4, Teach Book, Launch, students identify geometric solids represented in a farm context, including solids used to represent a barn, silos, and a doghouse. A teacher’s note directs teachers to connect the context to students’ experiences and build background knowledge: “To support the context of the picture, consider facilitating a class discussion by asking students about their experiences with doghouses, silos, and barns. Build background knowledge by showing pictures, or use manipulatives to display the scene.”

• Grade 2, Module 6, Topic D, Lesson 15, Teach Book, Launch, provides historical context about Leonardo Fibonacci and the development of the Fibonacci sequence. The Teacher Note directs teachers to the Math Past resource for additional information about the history of the Fibonacci sequence. The resource describes Fibonacci’s experiences in northern Africa and the Middle East and his introduction to the Hindu-Arabic number system.

Throughout the program, illustrations of hands used for counting include different skin shades, and illustrations of students and adults represent people with different appearances and abilities.

The materials provide teachers with instructions and resources for incorporating and drawing upon students’ cultural, linguistic, family, and community knowledge and experiences during instruction. Math Past resources situate mathematics within historical and cultural contexts and provide examples of how people from different cultures and communities developed and used mathematics. The Additional Resources include a Culturally Responsive Teaching Resource with resources for teachers and leaders, including Valuing Students’ Assets and Knowledge, Creating a Culture of High Expectations for All Students, Communicating and Collaborating with Students and Families, Empowering Students as Agents of Change, and Supporting Culturally Responsive Teachers.

Examples include:

• The Supporting Culturally Responsive Teachers resource provides guidance for educators to consider how culture affects communication, incorporates students’ home languages, partners with families and community organizations, and brings real-world issues that are important to students into the mathematics classroom. The resource directs educators to “Ask families about the types of community organizations they think would make good partners for the school and which issues are of concern to them.” In Valuing Students’ Assets and Knowledge, teachers are directed to acknowledge the experiences and knowledge students bring to the classroom, actively identify those assets, and connect them to new learning. The resource directs teachers to “learn about the interests and assets of students and their families.”

• In Communicating and Collaborating with Students and Families, the materials provide specific guidance for incorporating students’ cultural and linguistic backgrounds into instruction. Teachers are encouraged to recognize differences in verbal and nonverbal communication styles, encourage students to use their home languages, and include families as partners in the learning process. The resource states, “In a culturally responsive classroom, teachers encourage students to use their home language and view this as an asset.” It also describes families as “respected partners who are included in the learning process and valued for the funds of knowledge they contribute.” At the lesson level, teachers receive Multilingual Learner Support margin notes, language objectives, and guidance for using strategic, flexible grouping to leverage students’ home languages and knowledge.

• In Empowering Students as Agents of Change, the materials direct teachers to learn about students’ cultural, linguistic, and academic assets and incorporate real-world issues that matter to students into mathematics instruction. The resource states, “As teachers, it's important we take time to learn about students in and out of school, including their cultural, linguistic, and academic assets.” Teachers are also directed to use Data Talks, Data Investigations, and everyday situations in word problems to connect mathematics to issues in students’ schools and communities. These resources provide opportunities for students to use mathematics to investigate issues that matter to them, consider how decisions affect their communities, and propose actions or solutions.

The materials reviewed for Eureka Math² Kindergarten through Grade 2 partially provide support for different reading levels to ensure accessibility for students. 

The materials identify strategies for reducing reading barriers while maintaining access to grade-level mathematics, including wordless context videos, picture supports, vocabulary supports, rephrasing, and read-aloud opportunities.

The Kindergarten and Grade 1-2 Implementation Guide, Lesson Facilitation, Readability, states, “A student’s relationship with reading should not affect their relationship with math. All students should see themselves as mathematicians and have opportunities to independently engage with math text. Readability and accessibility tools empower students to embrace the mathematics in every problem. Lessons are designed to remove reading barriers for students while maintaining content rigor. Some ways that Eureka Math² clears these barriers are by including wordless context videos, providing picture support for specific words, and limiting the use of new, non-content-related vocabulary, multisyllabic words, and unfamiliar phonetic patterns.”

Examples include:

• Kindergarten, Module 5, Topic A, Lesson 4, Teach Book, Learn, students use bear manipulatives to help count, add, and use number bonds. Problem Set states, “Systematically model the first problem by using the following prompts and questions. Then release students to work independently. ‘Look at the picture. Let’s count the total number of bears. What parts do you see? Circle them. Now, fill in the number sentences.’ Circulate and ask questions as students work. Point to a number and ask what it represents in the picture.”

• Grade 1, Module 3, Topic C, Lesson 11, Teach Book, Learn, Problem Set states, “Differentiate the set by selecting problems for students to finish within the timeframe. Problems are organized from simple to complex. Sample solutions are at the end of this lesson. Directions and word problems may be read aloud.”

• Grade 2, Module 5, Topic B, Lesson 8, Teach Book, Learn, students receive guidance on recognizing and pronouncing challenging measurement terms. Problem Set states, “Help students recognize the words measure, measurement, and difference in print. Invite students to underline the words as you read them aloud.”

The materials reviewed for Eureka Math² Grade Kindergarten through Grade 2 partially integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level standards, when applicable. Teachers can utilize interactive tools to engage students in grade-level content. 

According to the Instructional Design & Curriculum Components, “The digital platform provides seamless digital access to items in Teach, Learn, and Apply. It also includes lesson slides, videos, digital interactives, assignments and assessments, implementation videos, asset-based teaching supports, and data science projects and activities.”

The Instructional Design & Curriculum Components, Building Data Literacy, states, “Students live in a data-rich society. Incorporating elements of data science into mathematics instruction helps students develop crucial data literacy skills. Students with strong data literacy skills build knowledge by using data to interpret their world, make connections across content areas, effectively communicate their findings, have increased access to job opportunities, and use data to understand the world and impact their communities. Eureka Math² includes two products designed to work together, Data Talks and Data Investigations. Data Talks give students short, frequent exposure to data while Data Investigations provide time for students to explore data in greater depth.”

The Instructional Design & Curriculum Components, Research-Based, Multimodal, Terminology Support, states, “Lessons invite students to engage with concepts through mathematical discussions and experiences, such as digital interactives, manipulatives, or math language routines, before they learn mathematically precise terminology for the concept.”

The materials provide digital interactives within the Digital Platform; however, the materials do not provide student-facing data collection or modeling tools. Digital interactives are primarily designed for teacher-facilitated use, although teachers can send interactive slides to student devices. The Digital Platform states, “Lessons that include digital interactives are authored so that while you demonstrate the digital interactive, students engage with the demonstrations as a class. Eureka Math² digital interactives help students see and experience mathematical concepts interactively. You can send slides to student devices in classroom settings where it feels appropriate to do so. Use Teacher View to present, send slides to students, monitor student progress, and create student discussions. If you send interactive slides to students from this view, you can choose to view all students’ screens at once or view each student’s activity individually.”

Digital tools support student engagement in mathematics. Materials incorporate digital interactives and context videos throughout the curriculum. In Module Resources, Instructional Design & Curriculum Components, Digital Resources, “The digital platform provides seamless digital access to items in Teach and Learn. It also includes lesson slides, videos, digital interactives, assignments and assessments, implementation videos, asset-based teaching supports, and data science projects and activities.” Digital resources include fluency activities, videos, teacher-led interactives and demonstrations, images and text from Teach or Learn, and pages from Learn, including Classwork, removables, Problem Sets, and Exit Tickets.

The digital materials are fixed in format and cannot be customized for local use.

The materials reviewed for Eureka Math² Kindergarten through Grade 2 include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable. 

Great Minds Digital Help Center, Curriculum & Instruction, Navigation, provides a Teacher Platform Overview that describes the digital resources available to teachers and methods for sharing resources with students. “Resources, Teachers have access to curriculum materials and resources for all Great Minds products licensed to their organization. Select a grade level at the top left, Navigate to a specific module and other resource categories using the tabs. Drill down into the selected module using the drop-down menus. You can download individual resources from the resource card, or you can select a resource to preview it. When viewing an individual resource, teachers can: Navigate to other resources in the section using the Next and Previous arrows. Download or print the resource using the buttons at the top left. Use the language drop-down to access the Spanish version of the resource (if available). PDF resources can be annotated using the in-platform annotation tools. Student-facing resources can be shared with students in multiple ways: Copy the shareable link to send to students or embed in an LMS, Share the resource to Google Classroom, Assign the resource to students in Great Minds.”

The Teacher Platform Overview also describes reporting features available to teachers: “Reports: In Reports, teachers can access visual assessment reports for their classes. For more information on each type of report, see the below articles: Student Report, Assessment Report, Class Standards Report, Single Standards Report.”

The digital platform provides mechanisms for teachers to distribute resources and assignments to students and review student assessment information. However, the evidence does not demonstrate that teachers and students or students and other students use digital technology to communicate, jointly complete mathematical work, exchange mathematical thinking or feedback, or otherwise collaborate with each other.

The digital technology supports student-to-student and teacher-to-student collaboration.

The materials reviewed for Eureka Math² Kindergarten through Grade 2 have a visual design (whether in print or digital) that supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic. 

The materials use a consistent design across modules, topics, and lessons, including recurring lesson structures, icons, color coding, headings, and organizational features. Student materials use consistent font sizes, placement of directions, and space for students to show their mathematical thinking. Printable Student Task Statements, Assessment PDFs, and Learn books provide space for students to record calculations and responses. Teacher materials organize content by module, topic, lesson, and lesson component and use consistent formatting and navigation features.

According to the Kindergarten Implementation Guide, visual design includes:

• Lesson Overview states, “Each lesson begins with two pages of information to help you prepare to teach the lesson. Language Objectives describe the primary language domain of each lesson (reading, writing, speaking, or listening). They also describe the modes of communication (collaborative, interpretive, or productive) and any math language that students will use during the lesson. Key Questions help focus your instruction and classroom discourse. Achievement Descriptors (ADs) are standards-aligned descriptions that detail what students should know and be able to do based on instruction. The number of ADs addressed in each lesson varies depending on the content. Turn to the Resources section at the end of the Teach book to see the proficiency indicators for each AD. Proficiency indicators help you assess your students’ level of proficiency. The Lesson at a Glance is a snapshot of the lesson framed through what students should know, understand, and do while engaging with the lesson. It includes information about the tools, representations, and terminology used in the lesson. The Agenda shows the sequence and recommended time length of the sections of the lesson. Materials lists the items that you and your students need for the lesson. Lesson Preparation provides guidance about materials that need to be created, assembled, or placed in advance.”

• Lesson Structure, “Each lesson is structured in four sections: Fluency, Launch, Learn, and Land. Lessons are designed for one 50-minute instructional period.” Lessons consistently present Fluency, Launch, Learn, and Land in the same sequence.

• Visual Design states, “In the Teach book, color coding and other types of text formatting are used to highlight facilitation recommendations and possible statements, questions, and student responses. These are always suggestions and not a script. Each section includes a bold line of text that gives the purpose for that section. These purpose statements, taken together, support the overall objective of the lesson. Dark blue text shows suggested language for questions and statements that are essential to the lesson. Light blue text shows sample student responses. Text that resembles handwriting indicates what you might write on the board. Different colors signal that you will add to the recording at different times during the discussion. Bulleted lists provide suggested advancing and assessing questions to guide learning as needed.”

• Inside Learn states, “Learn is students’ companion text to the instruction in Teach. It contains all the pages your students need as you implement each lesson. The components that go with each lesson are indicated by icons in the student book. The magnifying glass icon indicates a lesson page that students use during the guided or directed portion of the lesson. The gears icon indicates the Problem Set. This is a carefully crafted set of problems or activities meant for independent practice during the lesson. Items from the Problem Set may be debriefed in Land, or you may use the items as formative assessment or for deeper discussion about a specific aspect of the instruction. An orange bar on the side of a page indicates a removable, a student page that should be removed from the Learn book. A removable may be used inside a personal whiteboard so students can practice skills several times in different ways, or it may be cut, assembled, or rearranged for an activity during a lesson or across multiple lessons.”

Images, graphics, and models communicate mathematical information and support student understanding. Each module includes a table of contents that identifies topics and lessons by page number and uses bold, orange text to distinguish sections. Module overviews include visuals of sample student work, manipulatives, or strategies used within the topics. Lessons also include visuals that support the accompanying mathematical content. For example, Kindergarten, Module 5, Module Overview, Topic C, includes a visual of birds leaving or landing on a bench and number bond representations that correspond to the addition and subtraction work described in the topic overview: “Students transition from working with addition and subtraction separately to thinking about both as they determine which operation can be used to solve. As they focus on story context and the information presented, they build their capacity for sense-making and perseverance. This topic also presents a number of opportunities for students to practice finding partners to 10 through story and measurement contexts.”

Student materials use consistent organizational features. Each Learn book begins with a table of contents identifying the topics and lessons within the module. A What’s Included section describes the recurring components of the Learn resource and uses visuals to identify these components. Grade 2, Learn, Module 6, What’s Included, states, “Welcome to Learn, students’ companion text to the instruction in Teach. This resource contains all the pages that students need, including in-class work pages, glossaries, and opportunities for practice. Lesson pages needed during the lesson are labeled by lesson number and include learning outcomes. Pages that include an orange bar are meant to be separated from the book and used during class. The Problem Set, which follows the new learning of the lesson, offers daily independent practice with problems organized from simple to complex for easy differentiation. An Exit Ticket is a brief, formative assessment of key learning in the lesson. The back of each Exit Ticket includes space for students to reflect on their understanding of the day’s objective. A Topic Ticket replaces the Exit Ticket in the final lesson of each topic. Topic Tickets are quizzes that assess proficiency with the learning of the topic. Spiral Review reinforces skills and concepts through distributed and interleaved practice. Mathematical language is critical to helping students understand math concepts and describe mathematics in their world. The Talking Tool, Terminology resource, and Thinking Tool can help students develop fluency with mathematical language and provide supports for discourse and metacognitive skills.”

Each Learn book also includes a Terminology section with definitions, corresponding visuals, and lesson references for mathematical terms used within the module. For example, Grade 2, Learn, Module 6, Terminology, states, “array: An array shows equal groups of objects in rows and columns. (Lesson 5),” accompanied by a visual of a 10 by 5 array made of buttons.

The Grade 1-2 Implementation Guide identifies the same lesson structure and visual-design features. Grade 1-2 lessons are designed for 60-minute instructional periods rather than the 50-minute instructional periods identified for Kindergarten.

The materials reviewed for Eureka Math² Kindergarten through Grade 2 provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.  

Eureka Math² integrates digital resources with lesson materials and provides point-of-use guidance for their use. Teacher guidance identifies lesson-specific digital interactives and explains how teachers can use the tools to support students in representing mathematical ideas, exploring mathematical relationships, identifying patterns, explaining their thinking, and solving problems.

Examples include:

• Kindergarten, Module 6, Topic A, Lesson 4, Teach Book, Learn, Number Stairs directs teachers to use the Number Stairs to 20 digital interactive to support students in identifying and extending the 1 more pattern. Teachers initially display stairs 1 through 10 and lead students in counting while pointing to each ascending stair. After students determine whether the pattern continues with teen numbers, teachers “expand the number stairs so students can see 0 to 20” and may provide time for students to notice and wonder about the visual. Teachers then use the interactive as students consider, “What happens to each number when we count back?”

• Grade 1, Module 5, Topic D, Lesson 15, Teach Book, Learn, Universal Design for Learning: Action & Expression, guides teachers to use a digital interactive to support students in representing and explaining mathematical ideas: “Consider having students use the interactive Digital Number Path to 120 to support them in demonstrating and explaining their ideas for 20+20=40 and 40-30=10.”

• Grade 2, Module 3, Topic D, Lesson 18, Teach book Learn, Teacher Note, provides guidance for using the Demonstration Clock digital interactive to support students in representing time. “The digital interactive Demonstration Clock: Telling Time helps students show times on a clock. Consider using the interactive during the lesson in place of the demonstration clock or allowing students to experiment with the tool individually.”

The Great Minds Digital Help Center also provides guidance for teachers on accessing and implementing student-facing digital resources. Teachers can assign PDFs and videos to a class or individual students, provide instructions, determine how students submit work, and review student submissions. Teachers can also copy direct links to student-facing resources for use in other digital systems.

The Kindergarten and Grade 1-2 Implementation Guides provide additional guidance for implementing digital resources and identify virtual manipulatives, how-to videos, downloadable activities, and assessment and reporting resources available to support instruction.