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The purpose of this informative article is to place forward some ideas to simply help with the teaching of addition.

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Combining sets of physical objects: for most students, that is their most elementary connection with adding up. This method normally involves collecting two sets of objects, then counting exactly how many objects you will find in total. (For example, by building two towers of cubes, and then counting up every single block.) For many, this process may be too involved, particularly for anyone students who present attention deficit disorder. If the child cannot hold their attention for the whole of the experience, blocks will be put awry, towers will end up with additional blocks, blocks can get confused, and by the end, the incorrect answer is arrived at. Along the procedure means when your child doesn’t master the idea quickly, they’re unlikely to create progress at all. Additionally, it’s difficult to extend this technique into a calculation which can be approached mentally: like, try to assume two large sets of objects in your face, and then count them up. Even for adults, this is nearly impossible.

Simple drawings: jottings certainly are a more useful alternative to the process described above. Write out the addition problem on a page of paper, and alongside the very first number, jot down the appropriate amount of tallies (for instance, for the number 4, draw 4 tallies). Ask your student to predict exactly how many tallies you will have to draw by another number in the problem. If they arrive at the correct answer, question them to draw the tallies. To finish with, ask exactly how many tallies they’ve drawn altogether. This process is a much simpler means of bringing together 2 groups, is less likely to be susceptible to mechanical error, and is better suitable for students with poor focus. In addition, it encourages the child to associate between what the written sum actually says, and why they’re drawing a specific number of tallies.


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Relying upon: this can be a technique based around your student’s capacity to express number names. As soon as your child has reached a period where they know how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what comes after 2 whenever we count?) This is really equal to answering an improvement problem of the sort 2+1, but helps to get in touch the ideas of counting and addition, which can be very powerful. This technique gets your student ready to make use of number squares and gives them the confidence to answer problems inside their mind. The technique can be made more difficult, by asking, “what number is 2 more than… ” As soon as your child can confidently react to such problems aloud, show them the question written down, and explain that this really is just like the situation you had been doing before. This can help the little one to see addition and counting as fundamentally related, and this new problem is in fact something they’ve met before.

Playing board games: this activity may be both a mathematical learning experience along with a nice pastime. Games that want a table to be moved around a table do a great deal to encourage children to count on. If the board has numbers onto it, the child has the capacity to note that the action is comparable to counting out numbers aloud, or employing a number line. Create a point of remembering to draw focus on the connection between using games and addition.




Learning number facts: usually, we count on number facts learnt by heart to greatly help us answer addition problems. In summary, we do not need to figure out the clear answer to 7 and 10, we simply remember it. Having the ability to recall addition facts allows us to tackle simple maths tasks confidently. Enhance your student’s knowledge of known number bonds by singing nursery songs that tell stories of number. Take part in the overall game of matching pairs with the student, where the point of the overall game is identify the located area of the question (for instance, 7+8) and the corresponding answer from a couple of cards all turned face down. Create a couple of flashcards with simple addition facts written on them, look at the cards one at any given time, and ask the student for the answer, giving a good deal of applause when they offer the right answer. When they’re confident, expand the amount of facts. Games will prevent your son or daughter perceiving addition as dull, and will build confidence.

Addition printables and worksheets: Practise makes perfect – and the right design of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you can significantly improve your child’s ability with addition, both orally and written down. There are plenty of free internet sites offering worksheets that help with the teaching of adding up, but it will matter what adding up worksheets you use. Make sure that the worksheets are directed at the right level, being neither too hard nor too easy, and are of the right length to steadfastly keep up the student’s interest. You should be attempting presenting questions that foster their recollection of number facts, along with a scattering of sums involving some calculation. On the occasions that the student is successful, utilize the opportunity to provide them plenty of praise; if they create a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can actually raise your student’s ability.


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My children have always been digitally active, and as I look back over time, one of the greatest choices I made was showing my children from the beginning the dangers of over-sharing. I recall when my daughter asked me for Instagram and after it passed the app test. (it was NOT a social site in those days, but we might discuss that in a different article) Before I let her run wild with it, taking and posting photos to the net for all the world to see, I did two things and made a short training lesson for her. Here is what Used to do and why.

The very first thing I did so was to really have a conversation with her about WHY she wanted it. At the time it was just a repository for photos. You may make an account, choose who had usage of your account and then upload photos to the account. People who have been allowed access could browse your photos, maybe discuss them. It absolutely was a less complicated time. Anyways, in this conversation, she relayed in my experience several well thought-out, valid explanations why a wholesome happy teen girl may want to share photos, and so we proceeded to talk about that which was appropriate to share. Now we all obviously know very well what comes to mind first when someone mentions a young adult girl posting photos on the Internet, and frankly, I have never had an issue with her being provocative or scandalous, so although our conversation hit that topic, it did not stop there or even focus there. What we discussed during our talk was the content of the information found in and with the photo, i.e., the metadata. She was required to turn location information off on the photos she posted in order that no you could track her or map her from the GPS data that is attached to most smartphone photos.

Before we continue with the lesson I’d with my daughter, I wish to take the time and explain WHY it is very important to turn location services off for the camera app or remove location data from photos before children post them. (I do NOT recommend turning all location services off on your child’s device because they are very handy for other such things as locating your son or daughter, or getting a device they lost… but which will be covered in future articles… )

Every photo that’s taken by each device containing both a camera and a GPS attach location data to the photo. Most photo library programs, like Photos for Mac, Adobe Lightroom, and Google Photos have an easy toggle feature to switch off location data in the photos. Also, since I’d this chat with my girl, many services and apps including Instagram, Facebook and Twitter have changed their product to automatically strip out location data if you upload to a certain mapping feature in the service (in Instagram that’s’Photo Map’). The danger with GPS tagging children’s photos is so it makes it super easy for everyone who would like to, and has access to those photos to build a map of the region the youngsters are generally in. It can easily show patterns of travel, behavior, and even with a small amount of work, provide a reasonably accurate map of a college, or home, including layouts of rooms and furniture. If you were to think for an instant what a significantly less than reputable person could do with such data, say as an example a map of the path your son or daughter walks home, a chart of the inside of your house including obstacles, security and family members, and pets. Add to that data the relative times that the little one is in each of the locations and it becomes an extreme security risk for parents and a genuine danger to children. I’m no expert with this subject, and I’m not paranoid, but it had been a huge enough concern for me personally that I discussed it with my children and took some simple steps, like educating my kids to the potential issue and helping them sanitize the connected data on the photos. If you’d like more information regarding this topic, just Google’Children location data photos’and click a few of the more reputable sites. It’s been well covered by many news organizations like ABC News, the New York Times and the Washington Post. They did a much better and more thorough job dissecting it than I will so I’ll leave it at that. Back to the lesson.

After we’d come to an understanding with location data and the dangers of it, and she was considering more than a duck-face or her makeup in the photo, we proceeded to step two.




We talked about what data was in the foreground and background and was it safe to share. Because of this part of the lesson, I took my smart-phone and on the span of a couple of days staged many photos, some completely sanitized for the net and some that had hidden data in the photo. I made a quiz on her (which she thought was stupid..) and she took it, identifying which photos were safe to post and which were not. A number of the photos that I staged were shots of flower arrangements available or counter, but with prescription bottles from the household pet in the backdrop behind the subject. Some were photos of games or children playing, but with other uninvolved people reflected in mirrors and other surfaces innocuously in the edges of the shot. I took candid photos of nearest and dearest which were completely harmless, however, many that have been less than flattering or embarrassing. I shot cityscapes that contained candid photos of strangers. One was a photo of a beautifully plated meal, but with a package showing our mailing address off on the side. I included photos of our home from an angle you could start to see the address in the background, images of her brothers but making use of their school in the background, photos that included her mother’s license plate barely visible at the side of the photo. Anything I really could consider that may be used to track, locate, stalk or else make certainly one of us or someone else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos that were completely sanitary. After I’d amassed a level of photos, I come up with a little slideshow with a corresponding quiz book in order that she could answer questions and make comments on each photo when it were acceptable, or even, why and any thoughts she’d regarding them. When she took the quiz, I was amazed at how near to my thinking on each item she already was. I was expecting her being an impetuous tween girl to just post pictures without considering any content or any consequences, but even before I explained my thinking and rules to her, she was already way before where I thought she’d be. There have been some things that she missed, some things she hadn’t thought of, however for the absolute most part, she would have been quite fine without my help. That is one place where as a father, I often expect my children to be helpless and completely ill equipped. Maybe I don’t trust them as much as I should, or possibly I still see them as helpless little toddlers, but I would more often recognize that I have inked a great job preparing them for a lifetime and they’re very smart in their very own right. I often have to remind myself that the cause of all of this care and thoughtful training is so that they are prepared to handle life on their own… I digress… After she’d finished with the slides and worksheet, we went over them one by one. I made a point of not being negative, not beating her up over the ones she missed. Instead, I made those the kick off point of the conversation, focusing on WHY they certainly were not approved, how there have been elements included that seemed innocuous and how those activities made the photo seem safe to publish, but what was present that made in questionable. Two great and considerations originated from this. First, I seen that she was already paying very close attention to the important points and that gave me a lot of faith and confidence to let her have the app and be free on earth with it. Second, it showed her precisely what our expectations were in order that she could easier meet them.

This brings me to a side topic that I won’t stray too far onto but needs mentioning. In raising my children, more often than not, when they make a move I don’t approve of, it is as much a failure of mine to properly convey my expectations since it is them attempting to’escape with something.’ A lot of the stress factors between us and our youngsters could be attributed as frequently to bad communication as to bad behavior. More times than not my students are trying as much as I’m to keep life easy and happy. For probably the most part, they want to please us and make us happy. They thrive on praise and wilt when criticized. With this particular in mind, back to the lesson…

When she and I sat down and discussed the ideas of safety and privacy, of respecting ourselves and the people around us in an optimistic way it had been very easy to acknowledge some use standards and to see that people both wanted exactly the same things. I was reassured that she will be a responsible Instagram citizen and she was more aware of some possible dangers she’d previously not considered and was reminded of best privacy and security practices on the public internet. Now what should go next is “and most of us Instagrammed happily ever after..” This is not the case. While we did have a pleased continuing, (we still use Instagram, so we aren’t to the finish yet) there was one thing I hadn’t thought of that quickly arrived to play.

As a parent, we could only respond to the stimuli offered to us during the time of the response. We can anticipate many things, but on the planet of the internet, of computers and devices and an ever changing landscape of social interaction via the web, we never know what’ll be next. In the event of Instagram, just a few weeks after our lesson and my approval of her use, Instagram made what I look at a core change. They truly became the full social platform, with friends, and likes and invites and comments and a whole world of interaction that frankly scared the heck out of me. This is where I learned my hardest lesson of the app store. As soon as you allow a software, you’ve NO WAY to take it back away. Keep this in mind moving forward. I touched on this in an early on article when I mentioned allowing apps for just one child on the household share. While allowing these apps is solely at your discretion, taking them back away is nearly impossible, I will dive deeper into this in a later article.

I’m mentioning this for just two reasons. First, I am NOT perfect. I’m writing all this down in the event a number of it helps or inspires you, not to show you a great plan. There is no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked directly into this wall. So do you want to, hopefully not this one, hopefully, I have helped you avoid this one, but there will be a wall, somewhere, and you will bang your nose whenever you walk straight into it. Second, I learned through this that everything would be OK. I was back-doored by a software and my thoughtful prized parenting was thrown wide open and the entire world didn’t end. My daughter is really a champ. I taught her well and she was equipped and prepared. Even in a different environment than I approved and prepared her for, she was a pro. Did she have issues with things online? Yes, she did. Did it ruin it on her or damage her? Not at all. When she’d an overly amorous follower, she managed it. At one point she even canceled her account and started a different one so that she could have a do-over and have significantly more control of the folks she interacted with. Because I had been upfront about my concern and her safety, and I had been positive and not condemning, she was upfront with me and never hesitated to talk about options, ask questions and get my input when she did feel like she needed it. In summary, because I trained her to be and then encouraged her to be, she is now a trustworthy and responsible citizen of the internet.

We’ve learn about, discovered, and applied emotional intelligence in a variety of ways since Daniel Goleman first popularized it in 1995.

Wikipedia defines emotional intelligence as: “the capacity of individuals to acknowledge their very own and other people’s emotions, discern between different feelings and label them appropriately, use emotional information to steer thinking and behavior, and manage and/or adjust emotions to adapt to environments or achieve one’s goals.”

Regardless of model (and you can find several), once we think of emotional intelligence we see it as an optimistic mixture of skills and characteristics.

But what if “the ability of people to recognize… other people’s emotions” can also have negative consequences?

Theresa Edwards, in an article titled: Empathy vs. Sympathy: What’s the Difference explains that “to empathize with someone would be to assume their feelings upon yourself and allow yourself to feel what they feel.”

In the informal experiment I’m going to spell it out, you might find that empathy got in how of the participants’success.

In part one of many experiment, Luma Al Halah showed a brief video of a person who eventually ends up sobbing. She then gave the participants a worksheet that had the numbers 1 through 20 placed randomly on the page. They received one minute to obtain the numbers in order and complete the worksheet.

Partly two of the experiment, Luma showed a short video with a man who was hysterically funny. She gave the same assignment that she had given partly one. The participants had to complete an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they received one minute to find the numbers in order.

Without a sense of empathy with the sobbing man, there would have been no difference in the success rates of the participants in both elements of the experiment.

However, there was a marked difference in the participants’ability to accomplish the worksheets. After watching the sad video, the participants had a much harder time placing the numbers in order- so much to ensure that most of them were unable to perform their worksheets in the time allowed.

After watching the funny video, the participants had a much simpler time placing the numbers in order- and a lot of them could complete their worksheets in enough time allowed.

The participants’empathy for the sobbing man left them with sad feelings. The outcome of the experiment showed that we find tasks much harder to do once we are sad.

This doesn’t mean that empathy is bad and ought to be avoided. This experiment simply illustrates that emotions, whether happy or sad, can definitely affect our performance (or situational intelligence).

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