Eureka Math Professional Development Sessions

A range of professional development resources is available to support schools and districts in their new or continuing implementation of Eureka Math. These offerings, developed by our team of teacher-writers and mathematicians, illustrate the same careful attention to coherence and to the balance of rigor (fluency, application, and conceptual understanding) that characterize the curriculum as a whole. They comprise the components of the structured PD Sequence of sessions offered from Great Minds. 

If you have any questions or your school/district would like to host a Eureka Math PD event, please contact us.

info_outline Click on the session types below for the session description

This two-day session provides instructional leaders with information and resources to develop and sustain a successful implementation. The major topics that focus study, analysis, practice, and discussion in this session include:

  • Understanding Eureka Math’s alignment with the key shifts
  • Becoming oriented to teacher and student-facing materials
  • Investigating strategies for engaging the school community
  • Supporting teachers to prepare, customize, and deliver lessons that meet students’ needs

Participants walk away ready to engage and support the school community, including teachers and families, as they begin implementing Eureka Math.

In this session, the first of the foundational series, instructional leaders and educators explore and analyze the curriculum to understand how lessons components build toward a comprehensive and in-depth understanding of mathematics. Participants review and practice proven strategies for lesson preparation and explore additional supplementary resources. Educators leave the session with the knowledge and resources to effectively re-deliver the content to their district/school.

Fluency within Eureka Math helps students develop the speed and accuracy required to solve complex problems efficiently. This session provides teacher-leaders, math coaches, and curriculum specialists with a window into the coherence of the curriculum by illustrating the progression of fluency work across grades. It includes interactive demonstration, analysis of teaching sequences and classroom footage, and time for practice. Participants craft new sequences and customize existing ones to meet student needs.

In this essential PD for educators Eureka Math facilitators will guide participants through a three-step process for customizing a lesson and a module. Educators will study the lessons in depth to discern the decisions inherent in each Eureka Math lesson and module, study the curriculum’s teaching sequences and learn how to customize curriculum materials to meet the needs of their students while maintain pacing.

Teacher-leaders, math coaches, and curriculum specialists study and practice solving problems using math drawings, with an emphasis on tape diagrams. Eureka Math’s coherent design comes into focus as participants explore how each grade builds on prior knowledge and sets the foundation for future learning.


K–2: Modeling Addition, Subtraction, and Two-Step Word Problems with Math Drawings 


Participants study the early development of part-whole thinking, and experience how math drawings support understanding of both the text and the operations of word problems. Educators experience how intuitive, context-based drawings support the systematic teaching and use of the tape diagram in Grades 1 and 2, and then how that leads to success with solving two-step problems in Grade 2.


3–5: Modeling Multiplication, Division, and Multi-Step Word Problems with the Tape Diagram 


Participants study part-whole relationships in the context of multiplication and division, using both whole numbers and fractions. Educators experience how solving problems using the tape diagram supports understanding of both the words and the operations in word problems. Participants practice modeling single- and multi-step word problems.


6–9: Building Algebraic Fluency with Tape Diagrams 


Participants experience the power and value of the tape diagram for developing fluency with algebra, both within expressions and equations and in the context of word problems. They explore strategies and pedagogical approaches to support students with making connections between the text and the algebraic operations in word problems.The session also bridges students from tape diagrams to algebraic operations.

Participants study the mathematical progression that forms the major work of their grade band. Educators learn how the concepts, terminology, instructional strategies, and models they teach relate to the prior and subsequent grade levels. Understanding this coherence informs educators’ decisions about their instructional delivery to meet the needs of students. The session focus varies by grade band :
  • K–2: Addition and subtraction
  • 3–5: Multiplication and division of whole numbers and fractions 
  • 6–8: Ratios and proportional relationships     


Foundational Math sessions increase participants’ pedagogical content knowledge. Participants learn what is foundational to their grade level, and how material at their grade level is foundational to future grades.

  • The K-2 session focuses on connections between the primary grades’ work with properties, whole numbers, measurement, and geometry, and students’ later work with fractions. Participants develop a deeper appreciation for the coherence of elementary mathematics, and in the process, may lose fear of fractions!   
  • The 3-5 session focuses on building deeper understanding of and fluency with foundational place value lessons from Kindergarten to Grade 2. This knowledge deepens participants’ pedagogical content knowledge and empowers them to effectively close learning gaps with students in Grades 3-5.
  • The 6-12 session focuses on building deeper understanding of and fluency with foundational mathematics relevant to G6-12. This knowledge deepens participants’ pedagogical content knowledge and empowers them to effectively close learning gaps with students at their grade level.

Prerequisite: Foundational Math requires having attended the Focus on Fluency and Preparation and Customization of a Eureka Math Lesson professional development sessions.


A series of on-site meetings for instructional leaders and educators. 

Guided Observations for Leaders (PK-12)

Participating in this session improves instructional leaders’ ability to support effective classroom practice. Before observing in classrooms, participants are equipped with tools for lesson observation. The group then moves into classrooms for short observations. The pre-conference tools help focus leaders’ analysis of the instruction. A debrief follows the observations to discuss the group’s learning, ways of providing clear and precise feedback, as well as specific next steps for supporting classroom practice.

Observe a Sample Lesson (PK-12)

Participating in a Sample Lesson improves educators’ understanding of how to effectively and efficiently prepare and teach a Eureka Math lesson. Before the observation, a Eureka Math trainer shares critical elements of their preparation process. Then, while the trainer delivers the lesson to students, participants actively note instructional and pedagogical choices. Following the lesson delivery, participants debrief the lesson by reviewing the trainer’s decisions, sharing insights, studying student work samples, and making decisions about how to customize future instruction.

Deliver a Lesson Collaboratively (PK-12)


Throughout this session educators collaborate to analyze teaching and learning in their school community A Eureka Math trainer will guide a small group who will co-teach to analyze and customize a selected lesson based on student data. Participants will either co-teach this lesson or observe the co-taught lesson. The whole group debriefs the lesson through objective analysis of how the instruction affected student learning. Together they decide on adjustments to the lesson that are likely to improve student outcomes, and carry best practices into future instruction.

This virtual session explores how our youngest students engage with numbers and counting. Teaching numbers in the primary years is deceptively simple. Effective sequences for teaching numbers 1-5, 6-10 and then 10-20 MATTER! This session provides a roadmap for teaching primary students to count, interpret, understand, and use numbers to problem solve with developmentally appropriate models. It benefits any educator who works with developing number sense, but especially PK-G1 teachers.

This virtual session supports participants to use Exit Tickets as valuable tools to drive instruction. Participants learn how to quickly analyze the formative data captured through these assessments, make immediate customizations to subsequent lessons, and practice scaffolding instruction to meet students’ needs.

A whiteboard exchange (WBE) is an instructional strategy that helps educators check quickly and efficiently for student understanding and close small learning gaps. In this virtual session, participants analyze student work and identify possible learning gaps. Then they study the steps of the lesson and customize problem sequences to use in WBEs to address the learning gaps. Participants walk away knowing how best to implement WBEs to advance student learning.

This virtual session for K-9 educators explores the coherence of part-whole relationships using the tape diagram model. Participants practice drawing tape diagrams to model problems. Participants learn how the tool supports students with solving increasingly complex problems. Session discussion centers on using the tape diagram as a tool for making sense of mathematics, along with strategies for building students’ confidence using this model.  

Participants at all grade levels will gain a better understanding of how tape diagrams represent numerical relationships. The K-2 session looks more specifically at these relationships through addition and subtraction. The sessions for grades 3-9 extend this work to all 4 operations, including multiplicative comparison and ratios as they lead to systems of equations. To allow time for exploration, the material for Grades 3-9 is presented as 2 sequential sessions. 

  •          Grades K-2 (90 minutes) 
  •          Grades 3-9 Part 1 (90 minutes) 
  •          Grades 3-9 Part 2 (90 minutes)*  

*Part 1 is a pre-requisite for Part 2