• Eureka Listening Tour 2014
  • “I really, really love the cohesiveness of how the curriculum is developed.”
  • “Students have ‘aha’ moments all the time with this curriculum.”
  • “They are more successful with this program than any other in 33 years.”
  • “Kids have a deeper knowledge and more excitement about math.”
  • “Our teachers put in a remarkable amount of time & effort, now there are so many 'aha' or 'eureka' moment”
  • “The Eureka Math strategy of read, write, or draw is helpful...We can touch all types of students”
  • “The curriculum perfectly reflects the standards and the instructional shifts.”
  • “The way the teachers are teaching this year, the focus is on really understanding how the numbers work.”
  • “This is not a scripted program. It is a curriculum. ”
  • As overheard at our Eureka Math training in Albany, NY...
  • “1st graders are demonstrating mastery of concepts that last year's 1st graders could not.”
  • “I am seeing 'academic conversations' between students and them demanding evidence from each other. Wow!!!”
  • “I have a 5th grader and I am teaching him this way of doing multiplication as soon as I get home today.”
  • “I have a college student and sure wish he had the learned the 'how' and not just the algorithm.”

Count to tell the number of objects.

K.CC.4

Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.4.a

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

K.CC.4.b

Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

K.CC.4.c

Understand that each successive number name refers to a quantity that is one larger.

K.CC.5

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.