1. Eureka Math Parent Night
Pasco County Elementary Schools

2. Eureka Math Lesson Components
Tonight’s Objectives
Why Eureka?
What Standards?
Eureka Math Lesson Components
Models We Use
Homework Resources

3. Why Eureka Math?
Eureka has a proven track record in boosting student achievement in math.
Of the most popular mathematics curricula for grades K-12, Eureka Math, created by the non-profit Great Minds, ranks #1 for both usage and quality. (May 2016 Great Minds-Eureka Math Tops in U.S. for Usage and Quality)
Some school grades have also increased from the foundations taught for real world problems. This program was piloted last year at some elementary schools, to which they found great success!

4. Why is Eureka so different?
The Eureka curriculum helps build students’ conceptual understanding of math.
Students…
Think flexibly about numbers
Understand why the steps work
Know when to apply steps
Know how to use other strategies when more efficient
We are not just teaching kids to do math. We are teaching them to think like mathematicians. To grasp concepts and apply the skills to new situations.

5. MAFS and CCSS Math Florida Standards and Common Core Standards
New standards are more rigorous than previous standards
“Old ways” are still taught, just not first.
Previous Mathematics focus was on HOW you solve problems = Memorizing, Not Understanding.
New Mathematics focus is on what you are doing to get the answer = Understanding Before Memorizing.
Focus is beyond ONLY getting the correct answer.
I like the last sentence, its not only about getting the correct answer, but being able to explain and justify why the answer is correct. (Error Analysis)

6. Eureka Math™ Lessons Rigor Pursue… Fluency Conceptual understanding
Application
with equal intensity
At the beginning of each module, teachers will see a chart similar to the one above which outlines the distribution of instructional minutes with each component.

7. Typical Eureka Lesson Components
Approximate times:
1) Fluency Practice (10 minutes)
2) Application Problem (10 minutes)
3) Concept Development (20 minutes)
4) Problem Set (10 minutes)
5) Student Debrief (7 minutes)
6) Exit ticket (3 minutes)
7) Homework (optional)

8. Fluency Activities: Sprints Designed to develop fluency.
Fun, Adrenaline-rich activities
Fast Paced
Progression from simple to challenging
Sprint is just one type of fluency activity.
Quadrant 1:
Problems 1-11
Very easy, about 100% of students complete successfully.
Quadrant 3:
Problems 23-33
At level of instruction, about 25% of students complete successfully.
Quadrant 2:
Problems 12-22
Easy, about 65% of students complete successfully
Quadrant 4:
Problems 34-44
Above level of instruction, very few students complete all problems
Sprints are just one type of fluency activity. Students will participate in fluency activities every day- some are oral (skip counting), or on white boards.add 10, take out 10, make If you see these sprints come home and the student is not making it to the other quadrants, students can practice at home to grasp the other concepts. Some assessments may have a fluency piece added to them, so practicing fluency is beneficial especially when students are exposed to multistep problems.

9. Application Problems Help students understand how to choose and apply the correct mathematics concepts to solve real-world problems.
Kindergarten
Using only triangles and rectangles, design a rocket ship on your paper. Trade rocket ships with your partner. Count how many triangles and rectangles you see in your partner’s picture.
Grade 2
Emma has 45 pencils. Eight pencils are sharpened. How many pencils are not sharpened?
Grade 4
Tommy’s dad is teaching him how to make tables out of tiles. Tommy makes a small table that is 3 feet wide and 4 feet long. How many square-foot tiles does he need to cover the top of the table? How many feet of decorative border material will his dad need to cover the edges of the table?

10. Why is conceptual understanding so important?
The brain can only compress concepts; it cannot compress rules and methods. (Thurston, 1990 )
Compression is a process in the brain. New ideas take up lots of space. Compression happen through conceptual understanding of math; math is conceptual – concepts build on each other. Concepts are connected. Earlier ideas get compressed. It is hard for compression to take place with rules and procedures; the brain doesn’t see the patterns and connections.
Experts see meaningful patterns of information and use them to organize their knowledge in ways that reflect a deep understanding of their subject matter.
(Bransford et al., 1999)

11. Concept development 7 x 12 = Concrete
(base 10 blocks)
Presents new content, building on the prior lesson
Carefully sequenced problems with gradually increasing complexity
Moves from concrete to pictorial to abstract representations
Includes 10 minutes for work on problem set 7
10 2
70 14
Pictorial
(area model)
Note: the movement from concrete to pictorial to abstract often occurs across multiple lessons, although there is often a shift from pictorial to abstract within a lesson, too. Most teacher’s assign ”Must Do” problems within the problem set to make sure students have the opportunity to complete complex problems. 12
x 7 84 1
Abstract
(standard algorithm)

12. Problem Set: Concrete Example
This is the lowest level form of learning. We use concrete objects, we get out our manipulatives to help solve and make sense of the problem. Once they master this level, they are ready for pictoral.

13. Problem Set: Pictorial Example
The students draw their own pictures, or finish the picture to help solve the problem.

14. Problem Set: Abstract Example
3. Matt buys a pack of postage stamps. He counts 9 rows of 4 stamps. He thinks of 10 fours to find the total number of stamps. Show the strategy that Matt might have used to find the total number of stamps.
This is where students would be expected to use RDW(Read, Draw, Write). Read and mark up the problem by underlining and circling key components. This is where their reading skills come into play. Then drawing a picture to represent the problem. Last the students would write about the strategy Matt might have used. This is where they answer in a complete sentence.

15. Student debrief Students reflect on learning
Discuss thinking and strategies with classmates
Teacher clarifies any misconceptions
Reinforces conceptual understanding
Teacher and students summarize the day’s lesson
Students enjoy this part! They get to “teach”.

16. Student Debrief Example
Turn to your partner and compare your answers to Problems 1 and 2. Which math strategies did you use to determine which line was longer or shorter?
What did you notice about the relationship between the unit of length (e.g. paper clips, centimeters) and the number of units needed to measure the lines? Use comparative words
Did you both get the same answer, even though you used different strategies?

17. Strategies You Will See
Number Bonds

18. Strategies You Will See
Number Lines

19. Strategies You Will See
Place Value Charts

20. Strategies You Will See
Arrays / Area Models

21. Strategies You Will See
Tape Diagram

22. Help (Don’t Tell) with Homework
Homework is practice, not new information.
When assisting your child, help guide them
Use the strategy they are asked to use
Don’t do the thinking for them. Ask them what the word problem means
Please don’t teach shortcuts
If after practice your child still does not understand, write a note on the homework so your child’s teacher knows they struggled.
Help (Don’t Tell) with Homework
The strategy is in the directions of the homework. This is where they do all the thinking and solve their way. We will be more than willing to do a reteach of that concept to them.

23. Free Resources for Parents
Parent Tip Sheets
Video Resources
Eureka Math Curriculum Resources

25. Grade Level Break Off Activity
Kindergarten Miss. Crumpler’s Room First Grade (Mrs. Barthle) Classroom 2nd Grade (Mrs. Kendrick) Classroom 3rd Grade (Mrs. Beyer) Classroom 4th Grade (Mr. Romano) Classroom 5th Grade (Mr. Baldwin) Ms. Denaro’s Classroom