Teacher Guide
7: Modules 2 & 3
Welcome to Eureka Math2 Equip: California! This guide is intended to help you support students in accessing the grade-level material in these modules.
Begin by using the Pre-Module Assessment to evaluate students’ proficiency with essential foundational knowledge from previous grade levels. Then use the data from that assessment to do the following:
• Identify possible unfinished student learning.
• Select supporting activities from this guide that best meet the needs of your students.
Pacing Assessment
The Pre-Module Assessment for modules 2 and 3 captures data about students’ proficiency with the essential foundational knowledge for two modules. Pre-Module Assessments should typically be administered 1 to 2 weeks before the start of module 2. If necessary, this allows time for teaching supporting activities that help students access material at the beginning of module 2.
Consider the following points when determining how to implement and use the modules 2 and 3 Pre-Module Assessment.
• Students must take the entire digital assessment in one sitting, even though it covers essential foundational knowledge for two modules. Gathering data for two modules allows you more time to sprinkle supporting activities in alongside current instruction without disrupting pacing.
• The Pre-Module Assessment may be used flexibly. For example, the print assessment can be used to reassess after you teach supporting activities. Alternatively, you can use the print assessment to give students only those items that assess essential foundational knowledge for lessons you have yet to teach.
Supporting Activities
Each item in the Pre-Module Assessment corresponds to at least one supporting activity. If students answer an item incorrectly, use the supporting activities that correspond to the item to meet students’ needs.
Consider the following points when selecting the materials that best meet the needs of your students.
• The Eureka Math2 California practice program is designed to reinforce essential foundational knowledge. Whenever possible, items include information about lesson-embedded practice that may naturally provide the support students need as you teach the module.
• When Pre-Module Assessment items correspond to more than one supporting activity, the level of support increases with each subsequent activity.
• Supporting activities provide either direct instruction or practice with assessed skills and concepts. Select the level of support needed. If you are unsure about the necessary level of support, begin with practice activities before using direct instruction.
• Most of the supporting activities can be used with a single student, a small group, or even the whole class. Supporting activities can be used during math class or during additional instructional time in the day.