120 Divided by 8

The goal of this short article is to put forward some ideas to help with the teaching of addition.

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Combining groups of physical objects: for a lot of students, this is their most elementary experience of adding up. This process 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 every single block.) For most, this approach may be too involved, particularly for anyone students who present attention deficit disorder. If the kid cannot hold their attention for your of the game, blocks will soon be put awry, towers can become with additional blocks, blocks are certain to get confused, and by the end, the incorrect answer is arrived at. The size of the process means that when your youngster doesn’t master the style quickly, they’re improbable to make progress at all. Additionally, it’s difficult to extend this method into a calculation which can be approached mentally: for instance, try to imagine two large sets of objects in your head, and then count all of them up. Even for adults, this is nearly impossible.

Simple drawings: jottings really are a more useful alternative to the procedure described above. Write out the addition problem on a sheet of paper, and next to the initial number, write down 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 the other number in the problem. When they arrive at the proper answer, ask them to draw the tallies. In order to complete with, ask just how many tallies they have drawn altogether. This technique is a much easier method of bringing together 2 groups, is less likely to be subject to mechanical error, and is much better suited to students with poor focus. Additionally it encourages the child to associate between what the written sum actually says, and why they are drawing a certain number of tallies.




Relying on: this is a technique based around your student’s capacity to say number names. Whenever your child has reached a phase where they know how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what employs 2 whenever we count?) This is really equal to answering an addition problem of the type 2+1, but helps to connect the ideas of counting and addition, which can be very powerful. This technique gets your student ready to use number squares and gives them the confidence to answer problems in their mind. The technique may also be made more challenging, 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 that is exactly like the situation you had been doing before. This will help the little one to see addition and counting as fundamentally related, and this new problem is really something they have met before.

Playing games: this activity can be both a mathematical learning experience along with a pleasing pastime. Games that want a counter to be moved around a board do a lot to encourage children to count on. If the board has numbers on it, the little one 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 partnership between using board games and addition.


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Learning number facts: usually, we count on number facts learnt by heart to help us answer addition problems. The bottom line is, we do not have to find out the clear answer to 7 and 10, we simply remember it. Having the ability to recall addition facts we can tackle simple maths tasks confidently. Boost your student’s familiarity with 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 game is identify the precise location of the question (for instance, 7+8) and the corresponding answer from some cards all turned face down. Create a set of flashcards with simple addition facts written on them, consider the cards one at any given time, and ask the student for the clear answer, giving a great deal of applause when they provide the proper answer. When they are confident, expand the number of facts. Games will prevent your child perceiving addition as dull, and will build confidence.

Addition printables and worksheets: Practise makes perfect – and the proper style of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you have the ability to significantly enhance your child’s ability with addition, both orally and written down. There are many of free web sites offering worksheets that assistance with the teaching of adding up, but it will matter what adding up worksheets you use. Ensure that the worksheets are aimed at the right level, being neither too difficult nor too easy, and are of the right length to steadfastly keep up the student’s interest. You ought to be attempting to provide 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, use the opportunity to offer them a lot of praise; if they create a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can really boost your student’s ability.


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My children will always be digitally active, and as I look back over time, one of the best choices I made was to exhibit my children right from the start the dangers of over-sharing. From the when my daughter asked me for Instagram and after it passed the app test. (it was NOT a social site back then, but we may discuss that in a different article) Before I let her run wild with it, taking and posting photos to the web for the world to see, I did two things and made a short training lesson for her. Here is what I did and why.

The first thing Used to do was to truly have a conversation with her about WHY she wanted it. At the time it absolutely was merely a repository for photos. You might make an account, choose who’d use of your account and then upload photos to the account. People have been allowed access could browse your photos, maybe comment on them. It had been a simpler time. Anyways, in this conversation, she relayed to me several well thought-out, valid reasons why a wholesome happy teen girl should share photos, and so we proceeded to go over the thing that was appropriate to share. Now most of us obviously know what comes to mind first when someone mentions a teenager girl posting photos on the Internet, and frankly, I have not had a problem with her being provocative or scandalous, so even though our conversation hit that topic, it did not stop there or even focus there. What we discussed during our talk was this content of the data within 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 you 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 wish to take the time and explain WHY it is important to show 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 finding a device they lost… but which is 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 straightforward toggle feature to turn 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 if you upload to a specific mapping feature in the service (in Instagram that is’Photo Map’). The danger with GPS tagging children’s photos is that it helps it be quite simple for anyone who would like to, and has usage of those photos to construct a place of the area the children tend to be in. It can easily show patterns of travel, behavior, and despite a little bit of work, provide a reasonably accurate map of a school, or home, including layouts of rooms and furniture. If you believe for a minute what a less than reputable person could do with such data, say for instance a map of the path your son or daughter walks home, a place of the interior of your home including obstacles, security and members of the family, and pets. Add to that particular data the relative times that the child is in each of the locations and it becomes a severe security risk for parents and a genuine danger to children. I am no expert on this subject, and I’m not paranoid, but it was a big enough concern for me 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 would like more information regarding this topic, just Google’Children location data photos’and select a few of the more reputable sites. This has been well included in many news organizations like ABC News, the New York Times and the Washington Post. They did a better and more thorough job dissecting it than I will so I will leave it at that. Back again to the lesson.

After we had come to an awareness with location data and the dangers of it, and she was thinking about more than a duck-face or her makeup in the photo, we proceeded to step two.


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We discussed what data was in the foreground and background and was it safe to share. For this part of the lesson, I took my smart-phone and within the length 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 for her (which she thought was stupid..) and she took it, identifying which photos were safe to create and of not. Some of the photos that I staged were shots of flower arrangements on the table 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 or other surfaces innocuously in the edges of the shot. I took candid photos of family unit members which were completely harmless, but some that were significantly 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 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 think of that may 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 which were completely sanitary. After I’d amassed a volume of photos, I put together a little slideshow with a corresponding quiz book so that she could answer questions and make comments on each photo if it were acceptable, or even, why and any thoughts she’d regarding them. When she took the quiz, I was amazed at how near my thinking on each item she already was. I was expecting her being an impetuous tween girl to just post pictures without contemplating any content or any consequences, but even before I explained my thinking and rules to her, she had been way before where I believed she’d be. There were some items which she missed, some things she hadn’t considered, but also for the most part, she would have been quite fine without my help. This really 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 will, or even I still see them as helpless little toddlers, but I ought to more often understand that I did a great job preparing them forever and they’re very smart in their particular right. I often need to remind myself that the cause of all of this care and thoughtful training is in order that they are prepared to deal with life on their 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 ones she missed. Instead, I made those the starting place of the conversation, concentrating on WHY these were not approved, how there were elements inside them that seemed innocuous and how those ideas made the photo seem safe to create, but what was present that made in questionable. Two great and essential things originated from this. First, I realized that she was already paying very close awareness of 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 exactly what our expectations were so that she could more easily 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 often than not, if they take action I don’t approve of, it is as much a failure of mine to properly convey my expectations as it is them attempting to’get away with something.’ A lot of the stress factors between us and our children can be attributed as often to bad communication concerning bad behavior. More times than not my children are trying as much as I am to keep life easy and happy. For the absolute most part, they would like to please us and make us happy. They thrive on praise and wilt when criticized. With this in mind, back again to the lesson…

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 was quite simple to agree on some use standards and to see that we both wanted exactly 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’d previously not thought of and was reminded of best privacy and security practices on the public internet. Now what is going next is “and all 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 conclusion yet) there is something I hadn’t thought of that quickly arrived to play.

As a parent, we are able to only react to the stimuli offered to us during the time of the response. We could anticipate many things, but on earth of the internet, of computers and devices and an ever changing landscape of social interaction via the web, we never know what will be next. In case of Instagram, only some weeks after our lesson and my approval of her use, Instagram made what I think about a core change. They became a complete social platform, with friends, and likes and invites and comments and an entire 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 at heart moving forward. I touched with this back an earlier article when I mentioned allowing apps for one child on the family share. While allowing these apps is solely at your discretion, taking them back away is extremely hard, I’ll dive deeper into this in a later article.

I’m mentioning this for 2 reasons. First, I am NOT perfect. I am writing all of this down just in case a few of it helps or inspires you, not showing you a perfect 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 will you, hopefully not that one, hopefully, I’ve helped you avoid this one, but there will be a wall, somewhere, and you will bang your nose when you walk straight into it. Second, I learned through this that everything would be OK. I was back-doored by an app and my thoughtful prized parenting was thrown available 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 issues with things online? Yes, she did. Achieved it ruin it on her or damage her? Not at all. When she’d an overly amorous follower, she handled it. At one time she even canceled her account and started another one in order that she would have a do-over and do have more control of the people 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 go over options, ask questions and get my input when she did feel like she needed it. In a nutshell, because I trained her to be and then encouraged her to be, she is becoming a trustworthy and responsible citizen of the internet.

We have find out about, learned about, and applied emotional intelligence in a variety of ways since Daniel Goleman first popularized it in 1995.

Wikipedia defines emotional intelligence as: “the capability of an individual to acknowledge their particular 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 will find several), when we consider emotional intelligence we see it as a confident mixture of skills and characteristics.

But imagine if “the capacity 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 to assume their feelings upon yourself and allow you to ultimately feel what they feel.”

In the informal experiment I’m going to describe, you will dsicover that empathy got in the way of the participants’success.

Simply among the experiment, Luma Al Halah showed a quick 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 got 1 minute to obtain the numbers so as and complete the worksheet.

Partly two of the experiment, Luma showed a short video with a person who had been hysterically funny. She gave the same assignment that she’d given partly one. The participants had to perform an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they were given 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 areas of the experiment.

However, there was a marked difference in the participants’ability to perform 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 perform their worksheets in enough time allowed.

After watching the funny video, the participants had a much simpler time placing the numbers in order- and most of them could complete their worksheets in the 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 do when we are sad.

This does not imply that empathy is bad and must certanly be avoided. This experiment simply illustrates that emotions, whether happy or sad, can actually affect our performance (or situational intelligence).

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