The goal of this short article is to put forward some ideas to help with the teaching of addition.
Combining sets of physical objects: for a lot of students, this really is their most elementary connection with adding up. This technique normally involves collecting two sets of objects, then counting how many objects you can find in total. (For example, by building two towers of cubes, and then counting up each block.) For many, this process can be too involved, particularly for those students who present attention deficit disorder. If the child cannot hold their attention for the whole of the activity, blocks is going to be put awry, towers can become with additional blocks, blocks will get confused, and by the end, the wrong answer is arrived at. The size of the process means that when your child does not master the style quickly, they’re not likely to create progress at all. Furthermore, it’s difficult to give this technique into a calculation that may be approached mentally: for example, try to assume two large sets of objects in your mind, and then count them up. Even for adults, this really is nearly impossible.
Simple drawings: jottings certainly are a more useful alternative to the process described above. Write out the addition problem on a sheet of paper, and alongside the first number, make note of the right number of tallies (for instance, for the amount 4, draw 4 tallies). Ask your student to predict how many tallies you will need to draw by one other number in the problem. If they arrived at the correct answer, question them to draw the tallies. To finish with, ask how many tallies they’ve drawn altogether. This method is a much simpler means of bringing together 2 groups, is less apt to be subject to mechanical error, and is better suited to students with poor focus. Additionally it encourages the child to associate between what the written sum actually says, and why they’re drawing a specific amount of tallies.
Relying upon: this is a technique based around your student’s capacity to express number names. As soon as your child has reached a stage where they know how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what employs 2 once we count?) This is really comparable to answering an improvement problem of the sort 2+1, but helps to connect the ideas of counting and addition, that is 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 method can also be made more difficult, by asking, “what number is 2 more than… ” When your child can confidently answer such problems aloud, demonstrate to them the question written down, and explain that that is just like the issue you’d been doing before. This will help the kid to see addition and counting as fundamentally related, and that new problem is actually something they have met before.
Playing board games: this activity may be both a mathematical learning experience along with a pleasing pastime. Games that need a table to be moved around a board do a lot to encourage children to count on. If the board has numbers onto it, the kid can see that the action resembles counting out numbers aloud, or using a number line. Make a point of remembering to draw focus on the relationship between using board games and addition.
Learning number facts: usually, we count on number facts learnt by heart to simply help us answer addition problems. In summary, we do not have to determine the solution to 7 and 10, we simply remember it. Being able to recall addition facts we can tackle simple maths tasks confidently. Boost your student’s understanding 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 idea of the game is identify the location of the question (for instance, 7+8) and the corresponding answer from a set of cards all turned face down. Create some flashcards with simple addition facts written to them, go through the cards one at any given time, and ask the student for the solution, giving a great deal of applause when they give the proper answer. When they’re confident, expand the number of facts. Games will prevent your youngster perceiving addition as dull, and will build confidence.
Addition printables and worksheets: Practise makes perfect – and the right type of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you can significantly boost your child’s ability with addition, both orally and written down. There are plenty of free sites offering worksheets that help with the teaching of adding up, but it does matter what adding up worksheets you use. Ensure that the worksheets are targeted at the right level, being neither too hard nor too easy, and are of the correct length to keep the student’s interest. You need to be attempting to provide questions that foster their recollection of number facts, and also a scattering of sums involving some calculation. On the occasions that the student is successful, utilize the opportunity to provide them a lot of praise; when they make a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way really can boost your student’s ability.
My children have been digitally active, and as I look back through the years, one of the greatest choices I made was to exhibit my children right from the start 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 cultural site in those days, but we might discuss that in an alternative article) Before I let her run wild with it, taking and posting photos to the net for all the world to see, Used to do a few things and made a quick training lesson for her. Here is what I did and why.
The very first thing I did so was to truly have a conversation with her about WHY she wanted it. At the time it had been only a repository for photos. You will make an account, choose who had use of your account and then upload photos to the account. People who were allowed access could browse your photos, maybe touch upon them. It was a simpler time. Anyways, during this conversation, she relayed in my experience several well thought-out, valid reasoned explanations why a wholesome happy teen girl should share photos, and so we proceeded to go over that which was appropriate to share. Now we all obviously understand what comes in your thoughts first when someone mentions a teen girl posting photos on the Internet, and frankly, I have never had a concern with her being provocative or scandalous, so although our conversation hit that topic, it didn’t stop there as well as focus there. What we discussed during our talk was this content of the info found in and with the photo, i.e., the metadata. She was required to show location information off on the photos she posted to ensure that no one could track her or map her from the GPS data that’s attached to most smartphone photos.
Before we continue with the lesson I had with my daughter, I want to take a moment 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 things such as locating your youngster, or locating 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 a simple toggle feature to switch off location data in the photos. Also, since I had this chat with my girl, many services and apps including Instagram, Facebook and Twitter have changed their product to automatically strip out location data unless you upload to a certain mapping feature in the service (in Instagram that is’Photo Map’). The danger with GPS tagging children’s photos is that it makes it quite simple proper who wants to, and has use of those photos to construct a map of the location the kids tend to be in. It can certainly show patterns of travel, behavior, and despite having a small amount of work, provide a reasonably accurate map of a school, or home, including layouts of rooms and furniture. If you think for an instant what a significantly less than reputable person could do with such data, say for example a map of the trail your child walks home, a map of the within of your property including obstacles, security and nearest and dearest, and pets. Add to that particular data the relative times that the little one is in each of those locations and it becomes a severe security risk for parents and a genuine danger to children. I am not an expert on this subject, and I am not paranoid, but it was 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 their photos. If you like more info regarding this topic, just Google’Children location data photos’and click on some of the more reputable sites. It has been well included in 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 can so I will leave it at that. Back once again to the lesson.
After we’d come to a knowledge 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 discussed what data was in the foreground and background and was it safe to share. Because of this the main lesson, I took my smart-phone and on the course of several days staged many photos, some completely sanitized for the web 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 that have been not. Some of the photos that I staged were shots of flower arrangements up for grabs or counter, but with prescription bottles from the family pet in the back ground 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 household members which were completely harmless, but some that were less than flattering or embarrassing. I shot cityscapes that contained candid photos of strangers. One was an image of a beautifully plated meal, but with a bag showing our mailing address off on the side. I included photos of our home from an angle that you may start to see the address in the background, images of her brothers but with their school in the back ground, photos that included her mother’s license plate barely visible at the medial side of the photo. Anything I really could think of that could be used to track, locate, stalk or otherwise make among us or somebody else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos that have been completely sanitary. After I had amassed a level of photos, I put together only a little slideshow with a corresponding quiz book in order that she could answer questions and make comments on each photo if it were acceptable, if not, why and any thoughts she had regarding them. When she took the quiz, I was amazed at how close to my thinking on each item she already was. I was expecting her as 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 would be. There were some items that she missed, some things she hadn’t thought of, but also for the most part, she would have been quite fine without my help. This 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 around I should, or possibly I still see them as helpless little toddlers, but I would more regularly understand that I did a great job preparing them for life and they’re very smart in their particular right. I often need to remind myself that the explanation for all this care and thoughtful training is in order that they are prepared to deal with life on the own… I digress… After she had finished with the slides and worksheet, we went over them one by one. I made a spot of not being negative, not beating her up over the people she missed. Instead, I made those the kick off point of the conversation, concentrating on WHY they were not approved, how there were elements included that seemed innocuous and how those activities made the photo seem safe to publish, but that which was present that produced in questionable. Two great and essential things originated from this. First, I seen that she had been paying very close focus on the important points and that gave me lots of faith and confidence to let her have the app and be free on the planet with it. Second, it showed her precisely what our expectations were so that she could easier meet them.
This brings me to a side topic that I will not stray too far onto but needs mentioning. In raising my children, more frequently than not, if they take action I don’t approve of, it is just as much a failure of mine to properly convey my expectations since it is them trying to’escape with something.’ A lot of the stress factors between us and our children can be attributed as often to bad communication as to bad behavior. More times than not my students are trying around I am 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 specific in mind, back once again to the lesson…
- Convert Fractions Decimals and Percents Worksheet
- Is Our Third Person
- 270 Divided by 2
- 1 Divided by 6
- Preschool Number Activities Printables
- 6th Grade Fun Math Worksheets
- Alphabet Worksheets for Preschool
- 48 Divided by 4 Long Division
- Ounces to Gallons Conversion
- 12 tons to Pounds
When she and I sat down and discussed the ideas of safety and privacy, of respecting ourselves and the folks around us in a positive way it had been very easy to agree on some use standards and to see that individuals both wanted the same things. I was reassured that she would have been a responsible Instagram citizen and she was more conscious of some possible dangers she had previously not looked at and was reminded of best privacy and security practices on the public internet. Now what should go next is “and we all Instagrammed happily ever after..” This is simply not the case. While we did have a happy continuing, (we still use Instagram, so we aren’t to the conclusion yet) there clearly was a very important factor I hadn’t looked at that quickly came into play.
As a parent, we can only answer the stimuli open to us during the time of the response. We can anticipate many things, but in the world of the net, of computers and devices and an ever changing landscape of social interaction via the internet, we never know what’ll be next. In the case 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 became the full social platform, with friends, and likes and invites and comments and a complete world of interaction that frankly scared the heck out of me. That is where I learned my hardest lesson of the app store. After you allow a software, you have NO WAY to take it back away. Keep this in your mind moving forward. I touched with this in an early on article when I mentioned allowing apps for just one child on the family share. While allowing these apps is solely at your discretion, taking them back away is almost impossible, I will dive deeper into this in a later article.
I’m mentioning this for just two reasons. First, I’m NOT perfect. I’m writing all this down in case some of it helps or inspires you, not to exhibit you a great plan. There’s no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked straight into this wall. So do you want to, hopefully not this 1, hopefully, I’ve helped you avoid this 1, but there will be a wall, somewhere, and you’ll bang your nose once you walk straight into it. Second, I learned through this that everything will be OK. I was back-doored by an application and my thoughtful prized parenting was thrown wide open and the world didn’t end. My daughter is just a champ. I taught her well and she was equipped and prepared. Even yet in a different environment than I approved and prepared her for, she was a pro. Did she have problems with things online? Yes, she did. Made it happen ruin it on her or damage her? Not at all. When she’d an overly amorous follower, she dealt with it. At one point she even canceled her account and started a different one to ensure that she could have a do-over and do have more control of the people she interacted with. Because I have 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 go over options, ask questions and get my input when she did feel just 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 find out about, learned about, and applied emotional intelligence in many different ways since Daniel Goleman first popularized it in 1995.
Wikipedia defines emotional intelligence as: “the capacity of people to acknowledge their 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 adjust to environments or achieve one’s goals.”
Regardless of the model (and there are several), whenever we think of emotional intelligence we view it as a positive mixture of skills and characteristics.
But what if “the capability of people to recognize… other people’s emotions” can also provide negative consequences?
Theresa Edwards, in articles titled: Empathy vs. Sympathy: What’s the Difference explains that “to empathize with someone is always to assume their feelings upon yourself and allow you to ultimately 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 among the experiment, Luma Al Halah showed a quick video of a person who ends up sobbing. She then gave the participants a worksheet that had the numbers 1 through 20 placed randomly on the page. They received 1 minute to find the numbers in order and complete the worksheet.
Simply two of the experiment, Luma showed a brief video with a person who was hysterically funny. She gave exactly the same assignment that she had given in part one. The participants had to accomplish a different worksheet with the numbers 1 through 20 placed randomly on the page. Again, they received one minute to find the numbers in order.
With out a sense of empathy with the sobbing man, there could have been no difference in the success rates of the participants in both parts of the experiment.
However, there clearly 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 in order that many of them were not able to complete their worksheets in the time allowed.
After watching the funny video, the participants had an easier time placing the numbers in order- and most of them could actually complete their worksheets in the full time allowed.
The participants’empathy for the sobbing man left them with sad feelings. The outcome of the experiment showed that individuals find tasks much harder to complete once we are sad.
This doesn’t imply that empathy is bad and should be avoided. This experiment simply illustrates that emotions, whether happy or sad, really can affect our performance (or situational intelligence).