Year two child struggling with counting in ones

[Penguinttc]

My dc is struggling to count ever since the school started teaching number patterns and multiplication.
Example
Difference between 16 and 26 - dc would said 5 - counting in twos, going up five times to dc = 5
I'd ask dc to count to 25 dc would say 5,10,15,20,25
I've noticed dc goes up in number patterns if a number that's in a number pattern that dc knows is it in I.e 25 dc would go up in 5s 12 dc would go up in twos etc

How do I help explain the difference? I've just asked dc to count the difference between 45 and 58 and dc is counting in 5s getting upset that counting in that pattern doesn't land on 58. I asked number comes after 45 and dc sitst here upset and doesn't know...

It's so infuriating for me, because I don't know how to explain this the correct way as everything has changed since I was a child and the teachers just seem intent on getting the class moving on, and not covering what's previously be learnt, to confirm their knowledge

I think that the key has to be counting objects not isolated numbers.
He may be able to do it in his head if he is imagining concrete things

eg: I have 26 children, and they all want a sweet, but I only have 16 sweets, how many more sweets do I need. Then you have 26 cubes to represent the children and 16 buttons to show the sweets,plus a pile of spare ones. One sweet for every child. He physically puts one button next to one cube and counts how many new buttons.

When I saw the title I was going to say that the school should be intervening in year 2, but it is very interesting that he counts in number patterns. Even so, it is time the school stepped up to the mark, something is going on here, he needs some help I think.

It was in dcs homework book, a question very much the same about people getting on and off a bus. The answer was 25 and dc had 16... So I got dc to write it out as a sum to help and to work each bit out, and dc didn't get it still. Going up in 5s rather than ones.
Last week dc was awarded an award for maths, so I'm unsure what is going on. Dc is genuinely not getting this at all. I'm going to go and speak to the teacher tomorrow, because I can't see what's going wrong.

awards can be misleading, it may just mean he has worked hard.

He needs to actually hold a cube for each person.

if he counts from 1 does he count in ones?

(sorry, posting and then disappearing, will come back on tomorrow)

He was definitely OK before? I suspect this is a very unusual problem. I'd bet tempted to take him right back to the beginning and see what he does. So give him a handful of objects and ask him to count them. As steppemum says ask him to count from 1. Do it with him if he struggles.

If he's Ok with those within 20. Then I'd get a number track or hundred square and count in ones using that. Making sure he points to each number as he says it. So that he can see it's going up in 1s and each number is the next number in the sequence.

Normally you would count larger numbers of objects by grouping. then counting the groups. I would stay away from that for a while and stick with smaller sets of objects that can be counted 1:1, touching each one as he counts.

I've just done a number square to 100. Asked him to write down the next three numbers using it for 65, 85, 92 and he did that fine. Then I took that sheet away and asked him to do the next 5 numbers for 35, 55, 22 and he got them write too.
Before I did that thought I did asked him what comes after 35 and he replied 45... Then I asked what comes after 65 and he said 75! Do now he is mixing up his 10's too! So I don't know what I did there.

He can count to 100 from 1 out loud, and can recognise the numbers. (And from 1 to 20. )
It's ever since he started going to a multiplication maths group after school I think. Before he seemed fine. But it's the first few months really he has done work that includes "higher" numbers.

He said he has asked for help at school when he struggles. I get a feeling he is copying work from his friend though.
At the last parents evening the maths work book was full of mistakes.
Teacher would say please redo this, or come and talk to me. But he said that he had never seen those. So when he is doing it in class and not "getting" it, it's being marked as wrong, and then never corrected and he is never shown the correct way I think.

Here is my standard info for these situations:

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

Gosh my spellings are awful in my other post, sorry I'm trying to read up on this, reply and cook dcs lunches while talking to dcs haha.
Thanks a lot for all that, I will give it ago.