year two and times tables

[kateSedge]

So my boy is in year two and his maths level is very poor. I want to help him with his times tables but things are different from when I was taught and he's just not getting it so; all suggestions, resources and methods on how to go about this would be greatly appreciated.

He is struggling in all fields besides IT so I really need to get my butt in to gear and get stuck in here, i just need the 'how'.

Times tables don't change - the best thing is to combine different methods such as chanting them every morning, practice speed times tables (a good way is to use a ball - say '2X2' and throw a ball at him and he has to tell you the answer as quickly as he can; practice on paper, with flashcards, and you can subscribe to a website such as Sumdog (Sumdog is free, but there are many other maths website to help children practice and improve their speed). Also, maybe you should speak to his teacher and come up with a plan. I am sure his teacher will have ideas.

You can also try with a visual method such as Numicons search on Amazon. It's a tool to help children understand maths concepts. It's very easy to use and very visual.

Does he understand that times tables are a quick way to work out repeated addition? So 2+2+2+2 = 4X2
If so I would look at the Percy Parker times tables

no he dosen't understand that method, i have been trying.also been trying most of the other way. I like the speed idea though. i'll reseach those things :)
and parents evening is Wednesday so we will be having another chat about it. (in all honesty the teachers have been quite useless so far :/)

Hi -
I'll send you stuff I often send for Numeracy problems. I worked as TA for ten years, mostly with Yr2. Numicon is good, but can be very expensive:

QUOTE:

Practical things are best for grasping number concepts - bricks, Lego, beads, counters, money, shapes, weights, measuring, cooking.

Do adding, taking away, multiplication (repeated addition), division (sharing), using REAL OBJECTS as just 'numbers' can be too abstract for some children.

Number Bonds of Ten forms the basis of much maths work, so try to learn them. Using Lego or something similar, use a LOT of bricks (of just TWO colours, if you have enough) lay them out so the pattern can be seen of one colour INCREASING while the other colour DECREASES. Lay them down, or build up like steps.

So:

ten of one colour none of other
nine of one colour one of other
eight of one colour two of other
seven of one colour three of other

etc, etc

then of course, the sides are equal at 5 and 5; after which the colours 'swap over' as to increasing/decreasing.

To learn TABLES, do them in groups that have a relationship, thus:

x2, x4, x8

x3, x6, x12

5 and 10 are easy

7 and 9 are rather harder.

Starting with TWO times TABLE, I always say: "Imagine the class is lining up in pairs; each child will have a partner, if there is an EVEN number in the class. If one child is left without a partner, then the number is ODD, because an odd one is left out."

Use Lego bricks again, lay them out in a column of 2 wide to learn 2x table. Go half way down the column, and move half the bricks up, so that now the column is 4 bricks wide. That gives the start of 4x table.

Then do similar things with 3x and 6x.

With 5x, try and count in 'fives', and notice the relationship with 'ten' - they will alternate, ending in 5 then 10.

It is important to try and UNDERSTAND the relationships between numbers, and not just learn them 'by rote'.

I am sorry it seems complicated trying to explain these concepts, but using Lego or counters should make understanding easier.

An inexpensive solar powered calculator (no battery to run out!) can help learn tables by 'repeated addition'. So: enter 2+2 and press = to give 4. KEEP PRESSING = and it should add on 2 each time, giving 2 times table.

There are good web sites, which can be fun to use :

www.ictgames.com/

www.resources.woodlands-junior.kent.sch.uk/maths/index.html

UNQUOTE

If there is anything else you want clarifying, let me know.

Egg boxes are great for 2X
www.brainpopjr.com/math/multiplicationanddivision/arrays/grownups.weml

You say his maths level "is very poor", but how poor do you mean? Does he understand place value and have a sound grasp of how addition works? If he doesn't understand addition teaching multiplication as repeat addition won't work, and if he doesn't understand larger numbers he won't know what 50 is. There are children in my year 2 class that just aren't ready to learn multiplication, we need to work on the more basic skills still.

Agree with everyone above - you need to work out what he can do and then go from there. If he's not ready for multiplication tables yet then you're just pushing water uphill trying to get him to learn them. Far better to concentrate on doubling & halving, mental addition & subtraction (numbers up to 20), number bonds to 6, 7, 8, 9, 10 & 20 etc etc. He needs to develop a good "feel" for numbers - can he quickly say which of 2 given numbers is larger or smaller? If you are playing cards with him, how quickly does he recognise the value of each playing card? What about when you play Snakes & Ladders or Frustration - does he instantly know the number on the dice from the pattern of the spots or does he have to count them every time.

At parents' evening try and pin the teacher down on what they've assessed him as able to do and what the next steps they've identified for him are.

As a yr 2 teacher would second above. Can he count to 100 and recognise numbers to 100? Its early in the year don't forget but key things are number bonds to 10, counting 2,5 and 10s, place value of numbers to 100: adding and subtracting by partitioning tens and units. There are lots of games on internet but just focus on the basics and not all at once. If you keep doing bits regularly I am sure this will be a great help.

ok, i see. he can almost count to 100, not really very good at counting backwards. he's not good at doubling or munising. he has a little understanding of adition and he can count smoothly to 60 in tens but gets a little lost after that.

so i should concentrate of adding and subracting and all that first before i push the times tables issue? (i was always rubbish at maths myself and now I'm only a little better ha!)

NewNameforNewTerm: at this time in the term, what is the bottom level for what children should know/be learning so i can get a heads up on exactly what im discussing with his teacher.

Thanks all, this is a huge help.

I would focus on counting forwards/back in 1s, 2s, 5s & 10s
doubling and halving numbers to double 10
knowing the total of pairs of single digit numbers (eventually with instant recall as this will help) and understanding that 3+8 is the same as 8+3

We also practice with chocolate buttons or Lego minifigures.

I line them up in a square, eg; 5 x 8, and DS has a few moments to tell me how many are in the square without actually counting the whole lot. The chocolate button method works best as he gets to eat them if he gets it right.

KateS,

My dd is in year 2, but they did not teach them multiply yet. They have to be able to count 2, 5, 10s from any starting point and also backwards.

What I would suggest you is:
-for 2s: one clapp, number two, one clapp, number four...
-for 3s (same idea): two clapps, number 3, two clapps, number 6...
-for 5s: lift up one hand to the air and shout 5, lift up next hand shout 10, (put both hands down) lift up one hand and shout 15...
-for 10s: Lift both hands to the air and shout 10, (hands down) both hands to the air and shout 20...

For all the time tables and their connections: "times tables carpets". Drow 10x10 equal squares. Colour every second number blue, every 4th pink, every 5th yellow, every 10th green....

Discuss the patterns; guess the times tables (eg one line at the end is the 10th time table); fill up the squares with numbers. Discuss: why are some numbers coloured twice? What times tables are crossing the carpet? Which ones goes from the right top corner to the bottom left?...

If he started to play any musical instrument let us know and we can come up with other ideas.