Eureka Math Squared, Grade 4
Core Code Alignment
Mathematics
Elementary Mathematics
07018800005: Mathematics Grade 4
Elementary Mathematics
07018800005: Mathematics Grade 4
Recommendation
Recommended Primary
Evaluation
Eureka Math Squared is a program designed around student thinking and building conceptual understanding using curriculum selected models. The format is very clean and organized with very clear models and examples. The online component allows teachers to share their lessons and students to solve work on their own devices. One notable aspect is the lack of differentiation, which might pose difficulties for students with diverse learning needs. The curriculum might not be as accessible for language learners, potentially creating barriers to their understanding and engagement with the material.
Educators Using These Materials
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Material Categories
No categories assigned.
Rubric : Mathematics 2025
Final recommendation published; partial rubric scores available.
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
| This program has conceptual understanding development. Students are asked to draw, and model all the concepts. However, the pacing through curriculum-selected models is too quick. The progression very clearly scaffolds and develops understanding of the 'why' of math. | ||||||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| The program has a built in fluency component that looks at strategy development and automaticity after understanding is built. Fluency components include facts, but also count-arounds, comparison, etc. However, the pacing sometimes compels teachers to move on to the next lesson before the majority of students have achieved fluency, posing a challenge in ensuring comprehensive understanding for all. | ||||||
| The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
| The number of models offered to 4th grade is overwhelming and students don't have an opportunity to make sense of the content before it is time to move onto a new concept. | ||||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| The practice is intertwined with the sequence of the lesson allows students to learn and do simultaneously. The online component allows teachers to push problems to their students for them to solve in real-time; these often have models or images that students are working through. | ||||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
| The assessments seem largely embedded in the lessons with daily practice and exit tickets used for formative assessment. Mid module and end of module assessments are included. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| This program is highly focused on builidng mathematical reasoning through the use of curriculum-selected models. The pacing does't allow students time to dive into the mathematical practices. | ||||||
Access to the Standards for All Students
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
| There aren't any specific practices or adaptations recommended for ELL students; however, the hands on and visually modeled approach is helpful for all learners. Therefore, students who have strong math skills but are not fluent in English sometimes score low in the assessment due to language. | ||||||
| Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
| This program doesn't identify specifics for differentiation. The language is not accessible to all students, including students with IEP and English learners. There were resources for extensions. | ||||||
| Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
| This program focuses on the development of constructing, and representing in multiple ways, using curriculum-selected models. The materials address common student misconceptions. | ||||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
| Lessons are very student centered with several checkpoints for understanding. However, these checkpoints are one size fits all. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The embedded checks for understanding include mathematical tasks, and application of knowledge. The language of the assessments is not accessible to all learners. Some students with high math skills score low due to the language on the assessments. | ||||||
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