Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL! I just did he problem with my DS and thought WTF??

Op here. My initial response was wtf?!?! Then I texted my sister who teaches for mcps, and she kindly sent me a link to a 200+ page doc and said, “I’m on a zoom meeting, but you can find the answer somewhere in here ;0)”

So I crowd sourced here. Thanks!

Candidly, I’m so tempted to just have my 2nd grader continue to focus on multiplication facts and division exercises I’ve been providing rather than this nonsense.

The other confusing thing (to me!) is that for all the prior exercises, they have had the kids using different objects!! Like chairs and faces, etc.

And today, our of nowhere, they have made the jump to say that you CAN’T actually use those shapes, and a ‘true’ array has to be made from squares.

Which is fine, but maybe they could have used squares all along?

I don't know about Eureka math, but the "Singapore Math" curriculum approach was to move from concrete symbols to pictorial representations to abstract symbols. I assume they're doing the same here.

Interesting theory. I actually went back to check, because this would make sense.

But, no.

Lesson 3 is dogs, chickens, cats and hearts.

Lesson 4 is stars.

Lesson 5 is actually TRIANGLES (lol), faces, and hearts.

Lesson 6 is bears and trapezoids.

Lesson 7 is X's.

Lesson 8 is squares.

Lesson 9 is birds, chairs and rocks.

Lesson 10 is only squares and YOU CANNOT use triangles!! (emphasis mine)

I'm actually interested in the logic behind this sequence of lessons if anyone does know. OP got me thinking about it - and, because, really, I have nothing else to do right now anyway. Thanks quarantine.

So, I think there is a missing link between lesson 9 and 10. In general, the lessons are going from concrete to abstract, which is normal teaching method, but between lesson 9 and 10, more verbal explanation would help, as well as a picture. If you superimpose the square on a typical grid/graph paper and then superimpose an array with the concrete representation (like an array of 10 stars as a 2x5 array), then you can see that each item in the array can be represented by a box of the grid. Furthermore, we can stop using the items in the array and just use the numbers. Eventually, we will stop drawing the square and just use numbers, but for now, in second grade the teacher may want to keep the square shape because it links to geometry concepts like area and, later, volume.

The array/square also links to ideas about multiplication as repeated addition and the idea of distribution. These often make more sense to kids with the visual of a square, although many kids (and adults) are OK with just memorizing the facts and rules of math.

Anonymous wrote:Do your second graders watch the videos? I set it for her to watch, go back to work and then find her doing something else online. I am not about to sit with her for the whole video either.

My second grader does not watch the videos anymore. She watched a few early on and then we quit.

I make sure she understands what is being taught. If there is anything she can’t do (like she didn’t know what an array actually was), I tell her and she does the assignment.

Do your second graders watch the videos? I set it for her to watch, go back to work and then find her doing something else online. I am not about to sit with her for the whole video either.

I’m a 54 year old college educated, reasonably intelligent woman. I have no idea what any of that means. I taught second grade for several years back in the early 90s. I clearly would be lost today.

A tip with these Eureka videos and discussion questions ...The discussion question is almost always asked and answered by the teacher in the video (usually near the end, right after the answer key to the practice problems is shared). Have your child read the discussion question BEFORE watching the video. Perhaps have them actually write the question on a piece of paper. When watching the video, use the closed caption feature so the words appear at the bottom of the screen. When your child gets near the end of the video (the 1st video/main lesson), have them listen for the discussion question. They can then pause the video when the question is being answered by the teacher, read the words on the screen, and write down the answer.

Doing this will at least ensure your child has “an answer” to the question. If you have time, then you can talk about the question with them. Having the Eureka teacher’s answer to the question may help you to explain it to your child.

I’m seeing the videos for upper elementary students and thus far, all of the discussion questions are both asked and answered during the 1st video. The questions may not all be great, however they do provide an opportunity to talk about the math concepts, relate them to other math concepts/things they already know, instead of just doing the computational parts.