WELCOME TO CURRICULUM NIGHTTHE ‘CHELSEA EXPERIENCE’

EUREKA MATH

What is Eureka?

The Eureka Math resource was built around the core principle that students need to know more than

just what works when solving a problem – they need to understand why it works.

Why Eureka?

Eureka has received high ratings from educators nationwide and school districts are seeing growth

and impressive test scores after just one year of implementation.

Eureka with Growth Mindset

Students with a Growth Mindset aren’t afraid to make mistakes. Brain research shows that mistakes

are good and help you to learn more. Kids with a Growth Mindset achieve more.

WHAT WILL EUREKA LOOK LIKE IN THE CLASSROOM?

Typically, there are 6 components to each lesson

• Fluency – Daily math fact practice which is used to maintain skills, prepare for the current lesson, and/or anticipate skills used

in future lessons

• Application Problem – Word problem which can lead into the concept development or review a concept from the previous

day

• Concept Development – Majority of the lesson which teaches a particular skill. Can include a variety of activities

(whiteboards, manipulatives, partner work)

• Problem Set – Independent practice to apply the skills taught from the concept development. Sometimes students will work

on only a few problems

• Debrief – Reflection after problem set to review as a whole class a few areas

• Exit Ticket – Quick gauge of student understanding of the day’s skill

EUREKA SCHOOL/HOME CONNECTION

Problem Sets

Problem Sets can come home unfinished and that is okay.

Exit Tickets

Exit Tickets will be coming home frequently and it is encouraged to review the Exit Tickets

with your child at home.

Assessments/Rubrics

Assessments can be informal observations, exit tickets, mid module assessments, and end of

module assessments. Rubrics will be used to grade and inform you of your child’s progress

on the mid module and end of module assessments.

EUREKA SCHOOL/HOME CONNECTION

Homework

The purpose of daily practice at home is to reinforce skills taught at school. The expectation is that your

child will be completing the assigned homework that correlates to what was completed on the Problem Set

for that day. Zearn is an additional resource that serves as a great daily practice as well.

Letter/Login

Please refer to your parent letter with your online account login information for greatminds.org. This was

sent home the first week of school. You also received an e-blast from the district last Thursday. Students

have already received their Zearn login information as well.

THE EVOLUTION OF A NUMBER BOND

Let’s look at this example, which shows one way a 1st Grade child might determine the sum

of 8 and 5 using the skills he learned in Kindergarten. The student knows he wants 2 more

to put with the 8 to make 10 and he knows he can decompose 5 into 2 and 3. So now he is

thinking of 10 + 3, or 13.

Let’s move on to 2nd Grade, where students are expected to “add and subtract within 100 using strategies

based on place value, properties of operations, and/or the relationship between addition and

subtraction”. Now our student is faced with finding the sum of 37 and 25, which would normally be thought

of as a “regrouping” problem. This student is still looking to make 10s, so she knows she needs 3 more to

make 37 into 40. And notice that she is really still splitting 5, even thought now it’s actually 25. After

splitting, she’s got an easy mental problem in 40 + 22.

Let’s move on to fractions. In 4th grade, students must “decompose a fraction into a sum of fractions

with the same denominator in more than one way” and “add and subtract mixed numbers with like

denominators.” Let’s see how our number bond knowledge can help here. We split the 4/5 into 2/5 and

2/5 to create a whole out of the 3/5, resulting in 1 2/5. Seems a bit easier than finding an improper

fraction and then introducing a totally different procedure for converting it to a mixed number.

How about measurement? Elapsed time maybe? Doesn’t this actually mirror what

we do when we calculate elapsed time mentally?

Or adding and converting measurement units?

Notice that all of these examples follow the same format for recording the “splitting” process, and that it all

starts in Kindergarten!

Now it is your turn to try a Number Bond.

Johnny started football practice at 2:30 p.m. He practiced for 90 minutes. What time did Johnny finish football practice?

Use a number bond to solve.

2:30 + 90 minutes

PLACE VALUE CHART: THIRD GRADE

Thousands Hundreds Tens Ones

PLACE VALUE: FOURTH GRADE

Millions HundredThousands

Ten Thousands

Thousands Hundreds Tens Ones

PLACE VALUE CHART: FIFTH GRADE

Now it is your turn to try.

321.46 x 10² 321.46 ÷ 10²

VERTICAL NUMBER LINE:THIRD GRADE

WHAT’S HALFWAY BETWEEN 6 TENS AND 7 TENS?

VERTICAL NUMBER LINE:THIRD GRADE

WHAT’S HALFWAY BETWEEN 6 HUNDREDS AND 7 HUNDREDS?

VERTICAL NUMBER LINE:FOURTH GRADE

Round a Four-Digit Number:

Round 214,569 to the nearest thousand.

How many thousands are in 214,569?

One more thousand would be?

What’s halfway between?

Where should I label 214,569?

Which endpoint is it closer to?

VERTICAL NUMBER LINE:FIFTH GRADE

Round to Different Place ValuesSay the number. Draw a vertical number

line with two endpoints and a midpoint.

Round to the nearest one.

8.735 ≈ _____

• Between what two ones is 8.735?

• What is the midpoint?

• The midpoint is the same as how many tenths?

• How many tenths are in 8.735?

• Is that more or less than the midpoint?

• Show 8.735 on your number line.

Now it’s your turn. Round 151,283 to the nearest ten thousands.

MARK YOUR CALENDARS

November 7th is Math Night

K-5 families

Grand Prairie

Sponsored by our very own FSP

Squares and Unknown

Factors Sprint