Thank you, everyone. And thanks for the explanations. Yes, growing up, I always visualized 3x5 and 5x3 as three groups of five. I always imagined it was a [smaller number] times [larger number] because it was quicker and easier. I wasn't concerned about getting the grouping right. No one asked. :D However when homeschooling, this is not the way I want to teach. I asked the question because I want to make tables, a "times one" table, a "times two" table and so on. I just didn't know if it should be 1 x 2 or 2 x 1 because these "sources" were all doing it differently. I'm inclined to write a "times one" table as "2 x 1" ("two groups of one") and so on, but I wanted to ask for your advice. :) I will admit I'm not a math-obsessed person and it would've been fine with me any way. This isn't about my own preferences though, but about doing it right. On consulting the Saxon text, it says indeed 2 x 5 is "two groups of five" and 5 x 2 is "five groups of two." Oddly for me, Saxon spells out 2 x 5 as 5 and says that is "two groups of five." x2 ---- What? I'm kinda used to reading problems like this from top to bottom, so I'd read that as "five times two." Of course, Saxon acknowledges "switcharound facts." Maybe I will find a clarification when I read the whole text! Still thinking of switching to Singapore Math though.

Anyone tried "Big Book of Homeschooling Ideas"? Never tried it but they have a Volume 2 now, so it must be a hit...

We do FLL 2 in Grade 2. But to be honest, I think a lot of it is unnecessary. What's really important to know early on is (as others have noted) sentence structure, basic punctuation and capitalization. I am a big advocate of proofreading too. I would suggest that if you skip FLL 2 that year, that you at least keep up with FLL 1 concepts (nouns, pronouns, some verbs). Also I'd suggest this exercise: When your child writes a sentence, occasionally mark off the common nouns, proper nouns, action verbs (and maybe adjectives). Circle a word and say "that's a verb" or write "v." A child is not supposed to know this by heart right away. Repetition is the key. Just expose them to it without any pressure. The four kinds of verbs will drive your child crazy if you push it (heck, it will drive some adults crazy too), so don't feel it has to be mastered. Action verbs are easiest. For adjectives, pick the child's favorite things and ask them to describe it. "What's a cat like? What's this toy like? Big? Small? New? Old? Those are adjectives." Simple stuff like that. I try to use grammar in real life examples as much as possible. It works better that way. Anyway, to get back to your question. It should be fine to slow down on it. If you do WWE though, understand that the two go hand in hand together. Oh, also grammar is very important if you plan to teach foreign languages later on.

LOL :D

OP, do you guys read the Bob Books? They are great for beginning readers. Of course, a break is fine. Everyone gets into a rut once in a while. Go for a change. But I would suggest keep on reading EASY stuff. Read for pleasure. And keep reading to the child on your own, so he can just listen and enjoy. Fill his head with beautiful language in these early years. No two kids are the same. My DS took about a year to finish our phonics primer, while DD is flying through it. You'll be fine!

Thank you. I know the answer is the same, and in that sense it doesn't matter. But WILL it matter down the road? I always thought of 5x3 and 3x5 as three groups of five either way. It is simple when memorizing math facts and tables. But wouldn't it matter when you demonstrate with manipulatives? And as Farrar says, with standardized tests? It is kinda confusing.

What's the correct way to write out multiplication tables? If I want to make a table of "times two's" do I make it like this? 1 x 2 2 x 2 3 x 2 ... and so on. Or like this? 2 x 1 2 x 2 2 x 3 ... and so on? In other words, which one is "two groups of one" and which one is "one group of two"? I've been looking at math table posters for sale and also printable math tables. Some do it one way, some do it the other way.

Sweatpea, thanks a lot! Sounds like I should look for the Workbooks, Textbook sand Home Instructor Guides. But they are named differently.. I see "Math Level 1: A&B" but it says for Grade 2! I don't see anything for Grade 1 except books with a different cover that reads "Primary Math." There are so many titles it is confusing. I still want to give this a try. Would it be okay to start with the Grade 2 books without getting stuff for Grade 1 first? I would prefer to have the whole thing though since my youngest is math-obsessed and catching up quick with her brother. :D

nixpix5, thanks for taking the time to share that information. Very helpful. We like the idea of kids getting a chance to socialize with others their age. But what if the family decided to change things? Like maybe take a year off, go back to a lower level or switch programs? We'll definitely consider this.

So sorry to learn about your son's death. That is something no parent should ever have to go through. Will be praying for you and your whole family. Take care. :grouphug:

Farrar, thanks! That's exactly the info I was looking for. No, I don't need to add more "fact sheet" or "formula" problems. I want to change the exercises a bit because as you said, Saxon is kinda dry. I like SM from the samples available online. I think we'll give this a try and see how the kids like it.

One more thing. I'm really keen on Singapore Math now. I checked out sample pages and it seems to be just what I'm looking for. Lots of visuals to help explain math concepts. We've already been doing some of it (with manipulatives) and I like it. But here's my question. HOW do you buy this stuff? With Saxon, we get the TM plus the workbooks. We skip the meeting book. But what about SM? Do you buy a textbook and a couple of workbooks too? Is there a separate answer key? Also are the workbooks consumables or reusable? I also read old discussions on Saxon vs. SM. I agree it would ultimately depend on the child. Would SM pair well with Saxon?

Oh, I am not discounting the importance of conceptual thinking at all. I've been asking about this lately here in the forums because I wanted to make sure they got a good grasp of it too while using Saxon... which is part of the reason we've been doing exercises like the above. I just want to be sure that the kids are introduced to it appropriately. Conceptual vs. procedural is also one of the reasons I've been considering MM as a supplement to Saxon. I am interested in Singapore Math but will it be such a big change for a Saxon student?

Oh, I thought this site was free!

Thank you so much. Oops, sorry my bad. It's actually 5 hours a day for 2 days. Still, that is far too long for me given how far we have to drive back and forth home! Are you officially enrolled if you use Edmonds' services? That sounds great but what exactly does the progress report entail?