Elementary

The goal of the elementary mathematics program is to engage students in making sense of mathematical ideas. Math class is fun! Eureka Math Squared lessons are intentionally designed to build deep mathematical undertanding through a consistent, engaging structure. Each lesson includes:

• Fluency Practice- Brief, targeted activities to strengthen foundational skills and promote automaticity.

• Concept Development- The heart of the lesson, where students explore new concepts through problem solving, discussion, and hands-on learning.

• Application Problems- Real-world contexts that connect mathematics to students' lived experiences and foster critical thinking.

• Student Debrief- A reflective discussion that reinforces key ideas, highlights multiple solution strategies, and solidifies learning.

This structure helps students build confidence, make connections, and develop a strong mathematical foundation while enouraging active participation and collaborative learning. 

Eureka Math Squared is more than just a curriculum, it is a comprehensive approach to teaching and learning mathematics that inspires both students and teachers. With thoughtfully crafted lessons, embedded differentiation, and meaningful real-world connections, the program empowers all learners to see themselves as mathematicians. Teachers are fully supported through professional learning, planning tools, and resources designed to ensure successful implementation and impactful instruction in every classroom. 

Students in Kindergarten mathematics will follow the New Jersey Student Learning Standards focus on six Modules. In Module 1, students will develop a sense of number sequence, cardinality, one-to-one correspondence, and written number symbols. In Module 2, students will analyze and describe two- and three-dimensional shapes by considering their attributes and make real-world shape connections. Module three has students describe and compare measurable attributes and compare sets and numbers within 10. In Module 4, students are introduced to part-total relationships and story problems with objects, fingers, drawings, and number bonds. In Module 5, students will develop a conceptual understanding of addition and subtraction. In the final module, 6, students compose and decompose numbers 11 to 20 as 10 ones and some more ones. 

Students in 1st-grade mathematics will follow the New Jersey Student Learning Standards focus on six main modules. In module 1, students organize data and apply counting on as a strategy for addition. Students will reason about the meaning of the equal sign. Module 2 uses word problems to help students notice relationships between addition and subtraction, and introduces change unknown, and comparison problems. In module 3, students use the unit of ten to make problems easier by decomposing addends and grouping them in any order, and learn how they can use strategies such as counting on, making ten, taking from ten, subtracting to get to a ten, and relating operations to break down larger problems. In module 4, students explore units, compare lengths, and describe and compare lengths. In module 5, students develop an understanding of the base ten system and advance their use of tens and ones as they compose and compare numbers. And lastly, in Module 6, students reason about shapes and their attributes. They compose and decompose shapes, building an understanding of part–whole relationships, including fractions. 

Students in 2nd-grade mathematics will follow the New Jersey Student Learning Standards focus on six main areas.First, students will focus on Place Value Concepts Through Metric Measurement and Data, where they will represent and interpret data and explore place value within the context of metric measurement and further develop their place value understanding. In the second area, students will focus on Addition and Subtraction Within 200 and explore the properties of operations, the relationships between numbers, and place value understanding to add and subtract.  Students will begin to apply these operations to solve word problems. The third area students will focus on is Shapes and Time with Fraction Concepts, in which they will reason about the attributes of geometric shapes, work with composite shapes and partition circles and rectangles into equal shares, and build fractional understanding, which they apply to telling time. The fourth area of focus is Addition and Subtraction within 1,000. Students will deepen their understanding of addition and subtraction as they work within 1,000, reason about place value, properties of operations, and the relationship between numbers. The fifth area is Money, Data, and Customary Measurement, where students will apply place value strategies and properties of operations to work with coins and bills, and solve problems in the context of money, length, and data. Last, students will explore Multiplication and Division Foundations, where they will count and solve problems with equal groups of objects. Students will organize equal groups into rows and columns to create rectangular arrays and gain foundations for multiplication.

 Students in 3rd-grade mathematics will follow the New Jersey Student Learning Standards focus on six main areas. In the first module, students connect their understanding of equal groups and repeated addition to multiplication within equal-groups models and arrays. Students interpret the meaning of the factors and solve word problems. In module 2, students estimate and measure weight and liquid volume by using grams, kilograms, liters, and milliliters. Students solve one-step word problems that have measurement contexts. In module 3, students apply multiplication and division concepts, representations, and strategies from module 1 to further explore multiplication. They use the commutative, distributive, and associative properties to help them multiply and divide. Students advance their representations to more abstract arrays and tape diagrams and begin to use a letter to represent an unknown quantity. In module 4, students expand their understanding of polygons to recognize area as an attribute. Students formalize the use of multiplication to determine the area of a rectangle. Students apply area concepts and strategies to a variety of mathematical and real-world problems. In module 5, Students begin to formalize their understanding of fractions as numbers by transitioning from recognizing fractional parts of geometric shapes to partitioning and recognizing fractional parts of concrete objects and pictorial models. They begin to understand fractions as numbers by naming the fractional parts of the whole in unit form and describing the relationship between the number of fractional parts and the size of each part. In module 6, students tell time to the nearest minute. Students apply familiar strategies to solve time interval word problems where the unknown is the finish time, the start time, or the elapsed time. Students also describe, define, and sort quadrilaterals by using attributes.

Students in 4th-grade mathematics will follow the New Jersey Student Learning Standards focus on six main areas. In module 1, students identify, represent, and interpret multiplicative comparisons and name the place value units of ten thousand, hundred thousand, and million. They recognize the multiplicative relationship between place value units—the value of a digit in one place is ten times as much as the value of the same digit in the place to its right. In module 2, students begin multi-digit multiplication and division by multiplying and dividing multiples of 10 by one-digit numbers. Students divide two-digit and three-digit numbers by one-digit numbers by using the break apart and distribute strategy. In module 3, students multiply and divide multiples of 10, 100, and 1000 by focusing on place value units. Students apply the associative and distributive properties to multiply a two-digit number by a multiple of 10 and then progress to multiplying two-digit numbers by two-digit Numbers. In module 4, students decompose fractions greater than 1 into a sum of a whole number and a fraction less than 1. Students use various methods to compare fractions less than 1, fractions greater than 1, and mixed numbers. In module 5, students compare decimal numbers by applying their prior understanding of whole number and fraction comparison and by using strategies of their choice. In module 6, students define, name, and draw points, lines, line segments, rays, angles, parallel lines, perpendicular lines, and intersecting lines.

 Students in 5th-grade mathematics will follow the New Jersey Student Learning Standards focus on six main areas. In module 1, students use multiplicative comparison statements to explain that a digit in one place represents 10 times as much as what it represents in the place to the right and build fluency with multiplying multi-digit numbers by using the standard algorithm. In module 2, students use models and equations to make like units before they add and subtract fractions and apply knowledge of addition and subtraction of whole numbers to help them add and subtract mixed numbers. In module 3, students extend their understanding of fractions from parts of a whole to parts of a set or a number. They begin to multiply fractions by unit fractions and then fractions by fractions. In module 4, Students compare two decimal numbers to thousandths and round decimal numbers to any place value. Students also apply the methods they use to add and subtract whole numbers to add and subtract decimal numbers and to multiply whole numbers to multiply decimal numbers to hundredths. In module 5, students identify properties of quadrilaterals that involve pairs of parallel sides, angle measures, side lengths, diagonals, and lines of symmetry and use these properties to create a hierarchy of quadrilaterals. They also begin to explore volume concepts. In module 6, students build on their understanding of number lines to construct a coordinate system composed of intersecting horizontal and vertical number lines. They develop the understanding that lines have an infinite number of points. They realize that one point has many lines through it, but any two points can have only one line that passes through them both. Students solve real world problems.