As always, Eureka Math® lessons can be analyzed and customized to meet the needs of a specific group of students. Use Eureka Math Equip™ as a complement to—not a substitute for—the preparation and customization protocols recommended before teaching a module. The following outline updates that protocol to include the use of Eureka Math Equip.
Get a preview of the plot.
- Read the Table of Contents in the Eureka Math Teacher Edition. At a high level, what is the plot of the module? How does the story develop across the topics? Consider where you anticipate your students might struggle.
- Review the EFK identified for the module as listed in the Eureka Math Equip Teacher Guide. Each EFK makes note of when the knowledge is first needed. Review the lessons or lesson components noted to preview how the EFK is relevant to the module.
Administer the premodule assessment.
- Plan time to administer the premodule assessment to the entire class at least one week before the beginning of the new module.
- Allow plenty of time to analyze the data collected from the assessments; if you notice any outliers or unexpected results, consider a follow-up observational assessment with the relevant student(s).
Prepare a pacing guide.
- Use the results of the premodule assessment to develop a pacing guide for the module. Refer to the Overview of Module Topics and Objectives chart and the Pacing for Differentiation Recommendations to create a preliminary calendar for the module.
- When most or all students need supporting content, use the guidance in the Eureka Math Equip Teacher Guide to determine where and how to incorporate the instructional recommendations; in parallel, consider when and how to incorporate instructional recommendations for identified small groups or individual students. Use the resources flexibly, considering the options below:
- Insert a series of supporting fluency activities over a few lessons.
- Insert a full day of instruction by using a supporting lesson.
- Customize a grade-level lesson to make time for supporting lesson components or an abbreviated version of a supporting lesson’s concept development.
- Insert a full day of instruction by using a supporting lesson followed by a sequence of supporting fluencies over a few lessons.