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Release Notes
EUREKA MATH™
Grade 11
The module components for the lessons listed below were revised in Version 3 of Eureka Math. As
applicable, the changes are reflected in the Teacher Edition (TE) and Student Edition (SE), in both print and
PDF form.
MODULE 1
VERSION 3
General Comments:
§§ The division symbol was replaced with a fraction bar, which is more appropriate at the secondary
level.
§§ Relative maximum and relative minimum usage was changed to reflect common usage in calculus
(i.e., a relative maximum or minimum occurs at a specific x-value and then is the corresponding
function value at that value of x). Lessons 16 and 17 were most affected by this change.
§§ Complex numbers are not defined in this module. Terminology was changed to only describe the
behavior of complex numbers.
§§ Throughout the module, the words “simplify” and “simplified” were replaced with terms more
specific to the content such as “write in lowest terms”.
Lesson 3:
§§ Scaffold Box: Changed “They should solve these simpler problems using the tabular method” to
“They should solve these simpler problems using the reverse tabular method” in the second scaffold
box near Exploratory Challenge 5.
Lesson 6:
§§ Student Outcomes: Changed “prove polynomial identities” to “derive and use polynomial
identities”.
§§ Exit Ticket:
**
Directions — Revised the directions to exclude rewriting the quotient as a product.
**
Sample Work — Revised to reflect the changes made to the directions.
§§ Problem Set: Sample Work #5(a) — Changed “4 + 2x + x2” to “4 – 2x + x2”.
Lesson 7:
§§ Opening Exercise: Sample Work part (a) — Included “as long as x ≠ -1”.
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Release Notes
EUREKA MATH™
§§ Discussion: Third Tree Diagram — Changed 28 to 23 in the fourth level.
§§ Closing: (TE/SE) Lesson Summary Box — Changed “If x, a, and n are integers and n > 1, then” to “If x,
a, and n are integers with (x – a) ≠ ± 1 and n > 1, then”.
Lesson 8:
§§ Opening Exercise: Sample Work row 8 — Changed “Composite (ends in a 5)” to “Composite (5 · 51)”.
§§ Opening Exercise: Scaffold Box — Changed “If n is an integer, then n is always an even number” to
“If n is an integer, then 2n is always an even number”.
Lesson 9:
§§ Opening Exercise: Discussion — Included “(x, y ≠ 0)” in the last line.
§§ Closing: Revised the entire closing for clarity and accuracy.
Lesson 10:
§§ Opening Exercise: Sample Work — Revised the image to indicate a starting position.
§§ Problem Set: (TE/SE) #2 — Changed “Tasha used a clever method to expand and simplify” to “Tasha
used a clever way to expand” in the prompt.
Lesson 11:
§§ Opening Exercise: Notes — Revised the statement for accuracy by including “evaluated at the
number a” in the paragraph before the last bullet.
§§ Example 1: Discussion — Changed the explanation below Example 1 to a written statement.
Lesson 14:
§§ Closing: Revised the entire first bullet for accuracy.
§§ Lesson Summary: (TE/SE) — Revised the entire Lesson Summary Box.
§§ Problem Set: (TE/SE) Table #1 — Changed table column 1 from “ƒ(x)” to “ƒ”.
Lesson 17:
§§ Modeling Exercise 9: Sample Work — Included answer statements, and removed units from the
equation.
Lesson 19:
§§ Exercise 4: Discussion — Changed the first statement in discussion from “polynomial P” to
“polynomial q”.
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Release Notes
EUREKA MATH™
§§ Exercise 6: (TE/SE) part (b) — Changed “Adjust your function to fit the y-intercept by finding the
constant factor c” to “Find the value of c so that the graph of P has y-intercept – 4”.
§§ Discussion: Removed the second bullet in response to the question before the Closing.
Lesson 22:
§§ Problem Set: (TE/SE) #3 — Changed “Remember that algebra is just another way to perform
arithmetic with variables replacing numbers” to “Remember that algebra is just a symbolic method
for performing arithmetic”.
Lesson 23:
§§ Opening Exercise: (TE/SE) — Changed “which fraction is larger” to “whether
1
3
or
3
8
is larger”.
§§ Exercise 2: Sample Work — Changed “This means that if you add 1 to n, then you will get a smaller
number” to “This means that since 1 + n > n, we will have n 1+ 1 < n1 ”.
Lesson 27:
§§ Lesson Summary: (TE/SE) — Removed the Lesson Summary box.
§§ Problem Set: Sample Work #3–6 — Removed units from the variable quantities, and included
answer statements.
Lesson 28:
§§ Lesson Notes: Changed “They also continue to work with fractional expressions” to “They also
continue to work with rational expressions”.
Lesson 30:
§§ Scaffold Box: Revised the scaffold box.
§§ Example: Sample Work — Included a subtraction symbol when solving a system of equations by
elimination.
§§ Closing: Revised the closing for accuracy.
Lesson 32:
§§ Exercise 2:
**
Sample Work part (b) — Changed the sample responses to reflect that neither circle is inside the
other.
**
Sample Work part (f) — Changed the sample responses to reflect that if d is between the sum
and difference of the radii, the circles intersect in two points.
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Release Notes
EUREKA MATH™
Lesson 33:
§§ Discussion: Changed the response prior to Example 1 from “It looks like the graph of an even degree
polynomial function” to “It looks like the graph of a quadratic function”.
Lesson 35:
§§ Exercises 1–6: (TE/SE) — Included new Exercises 5 and 6 for coherence, changing the original
Exercises 5 and 6 to Exercises 7 and 8.
§§ Problem Set:
**
Sample Work #6 — Changed the focus from (1,1) to (1,-1).
**
Sample Work #10 — Revised the response to emphasize that all parabolas are similar.
Lesson 36:
§§ Problem Set: Sample Work #6 — Inserted graphs.
Lesson 38:
§§ Problem Set:
**
Sample Work #2 — Changed “ac < 0” to “4ac < 0”, and changed “4ac is positive” to “4ac is
negative”.
**
Sample Work #12 — Changed the sample response to start with the assumption that 3.2 is
negative.
Lesson 39:
§§ Exercise 4:
**
Discussion — Changed “(x – r1 )(x – r2 )” to “a(x – r1 )(x – r2 )”.
**
(SE) part (e) — Changed the prompt to match the TE.
§§ Problem Set: Sample Work #7 — Changed the sample response from “2 – √ 2 ” to “ – 2√ 2 ”.
Lesson 40:
§§ Example 1:
**
Sample Work part (g) — Changed the sample responses to “–2 + i” and “–2 – i ”.
**
Sample Work part (h) — Changed the sample responses per the change to part (g).
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