15 Cups to Quarts

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

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Combining groups of physical objects: for several students, that is their most elementary experience of adding up. This process normally involves collecting two sets of objects, then counting just how many objects you can find in total. (For example, by building two towers of cubes, and then counting up each block.) For several, this method can be too involved, particularly for those students who present attention deficit disorder. If the kid cannot hold their attention for the entire of the game, blocks will undoubtedly be put awry, towers will end up with additional blocks, blocks are certain to get mixed up, and at the conclusion, the incorrect answer is arrived at. Along the process means that when your youngster doesn’t master the concept quickly, they are improbable to produce progress at all. Additionally, it’s difficult to give this method right into a calculation that may be approached mentally: as an example, try to assume two large sets of objects in your mind, and then count them all up. Even for adults, this really is nearly impossible.

Simple drawings: jottings really are a more useful option to the method described above. Write out the addition problem on a page of paper, and alongside the first number, jot down the right number of tallies (for instance, for the quantity 4, draw 4 tallies). Ask your student to predict just how many tallies you will need to draw by one other number in the problem. If they arrived at the correct answer, inquire further to draw the tallies. To finish with, ask just how many tallies they have drawn altogether. This process is a much easier method of bringing together 2 groups, is less apt to be at the mercy of mechanical error, and is much better worthy of students with poor focus. Additionally it encourages the little one to associate between what the written sum actually says, and why they’re drawing a certain quantity of tallies.


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Counting on: this is a technique based around your student’s capacity to state number names. Whenever your child has reached a stage where they understand how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what comes after 2 when we count?) This is really equal to answering an addition problem of the type 2+1, but helps to get in touch the ideas of counting and addition, that will 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 difficult, by asking, “what number is 2 more than… ” As soon as your child can confidently answer such problems aloud, show them the question written down, and explain that that is just like the problem you’d been doing before. This can help the child to see addition and counting as fundamentally related, and that this new problem is really something they have met before.

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


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Learning number facts: usually, we rely on number facts learnt by heart to help us answer addition problems. In summary, we do not need to determine the answer to 7 and 10, we simply remember it. Having the ability to recall addition facts allows us to 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 purpose of the overall game is identify the located area of the question (for instance, 7+8) and the corresponding answer from some cards all turned face down. Create a couple of flashcards with simple addition facts written on them, go through the cards one at any given time, and ask the student for the clear answer, giving much of applause when they offer the best answer. When they’re confident, expand the amount 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 improve your child’s ability with addition, both orally and written down. There are many of free web sites offering worksheets that help with the teaching of adding up, but it does matter what adding up worksheets you use. Make sure that the worksheets are targeted at the best level, being neither too hard nor too easy, and are of the right length to steadfastly keep up the student’s interest. You ought to be attempting to present 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 lots of praise; when they make a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can actually increase your student’s ability.


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My children have always been digitally active, and as I look back over the years, one of the best choices I made was to exhibit my children right from the start the dangers of over-sharing. I remember 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 an alternative article) Before I let her run wild with it, taking and posting photos to the web for all the world to see, Used to do a couple of things and made a quick training lesson for her. Here is what I did and why.

The first thing I did so was to have a conversation with her about WHY she wanted it. At the time it had been just a repository for photos. You might make an account, choose who’d usage of your account and then upload photos to the account. People who have been allowed access could browse your photos, maybe comment on them. It absolutely was a less complicated time. Anyways, during this conversation, she relayed in my experience several well thought-out, valid reasoned explanations why a healthy happy teen girl might want to share photos, and so we proceeded to go over that which was appropriate to share. Now we all obviously know very well what comes in your thoughts first when someone mentions a teen girl posting photos on the Internet, and frankly, I have not had an issue with her being provocative or scandalous, so even though our conversation hit that topic, it did not stop there as well as 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 one could track her or map her from the GPS data that’s attached to the majority of smartphone photos.

Before we continue with the lesson I had with my daughter, I wish to set aside a second and explain WHY it is 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 in your child’s device because they are very handy for other things like locating your youngster, or finding 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 turn 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 unless you upload to a particular mapping feature in the service (in Instagram that is’Photo Map’). The danger with GPS tagging children’s photos is so it causes it to be super easy for anybody who wants to, and has usage of those photos to build a chart of the area the kids tend to be in. It can simply show patterns of travel, behavior, and even with a small amount of work, provide a fairly accurate map of a college, or home, including layouts of rooms and furniture. If you think for a moment what a less than reputable person could do with such data, say for instance a place of the trail your son or daughter walks home, a place of the interior of your house including obstacles, security and family unit members, and pets. Add to that data the relative times that the child is in each of these locations and it becomes an extreme security risk for folks and a real danger to children. I’m no expert on this subject, and I am not paranoid, but it absolutely was a large 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 info regarding this topic, just Google’Children location data photos’and select a number 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 better and more thorough job dissecting it than I will so I will leave it at that. Back once again to the lesson.

After we had arrived at an understanding 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.




We mentioned 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 on her (which she thought was stupid..) and she took it, identifying which photos were safe to create and that have been not. Some of the photos that I staged were shots of flower arrangements available 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 members of the family that have been completely harmless, however, many that have been significantly 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 an envelope showing our mailing address off on the side. I included photos of our home from an angle that you may begin to see the address in the backdrop, images of her brothers but with their school in the background, photos that included her mother’s license plate barely visible at the side of the photo. Anything I could think of that might be used to track, locate, stalk or otherwise make certainly one of us or another person 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 to ensure 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 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 had been way in front of where I believed she would be. There were some things that she missed, some things she hadn’t considered, but also 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 around I will, or perhaps I still see them as helpless little toddlers, but I would more frequently realize that I have inked an excellent job preparing them for life and they are 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 take care of 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 place of not being negative, not beating her up over the people she missed. Instead, I made those the starting point of the conversation, emphasizing WHY they certainly were not approved, how there were elements in them that seemed innocuous and how those ideas made the photo seem safe to create, but what was present that manufactured in questionable. Two great and essential things originated from this. First, I seen that she had been paying very close attention to 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 in order that she could more easily meet them.

This brings me to a part 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’s as much a failure of mine to properly convey my expectations because it is them trying to’break free with something.’ Most of the stress factors between us and our children may be attributed as often to bad communication regarding bad behavior. More times than not my students are trying around I am to help keep life easy and happy. For the most part, they wish to please us and make us happy. They thrive on praise and wilt when criticized. With this in your 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 confident way it absolutely was very simple to agree with some use standards and to see that people both wanted the exact same things. I was reassured that she would have been a responsible Instagram citizen and she was more alert to some possible dangers she had previously not thought of and was reminded of best privacy and security practices on people internet. Now what is going next is “and we all Instagrammed happily ever after..” This isn’t the case. While we did have a happy continuing, (we still use Instagram, so we aren’t to the finish yet) there was something I hadn’t looked at that quickly arrived to play.

As a parent, we could only respond to the stimuli offered to us at the time of the response. We are able to anticipate a lot of things, but on the planet of the net, of computers and devices and an ever changing landscape of social interaction via the internet, we never know what will be next. In the event of Instagram, just a few 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 a complete world of interaction that frankly scared the heck out of me. This really is where I learned my hardest lesson of the app store. When you allow an application, you’ve NO WAY to take it back away. Keep this in your mind moving forward. I touched on this in an earlier article when I mentioned allowing apps for starters child on the household 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 am mentioning this for 2 reasons. First, I am NOT perfect. I am writing all this down in case a number of it will help or inspires you, not to show you an ideal plan. There’s no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked right into this wall. So can you, hopefully not this 1, hopefully, I’ve helped you avoid this one, but there is a wall, somewhere, and you will bang your nose whenever you walk straight into it. Second, I learned through this that everything could be OK. I was back-doored by an application and my thoughtful prized parenting was thrown wide open and the planet didn’t end. My daughter is 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 difficulties with things online? Yes, she did. Achieved it ruin it on her or damage her? Not at all. When she had an overly amorous follower, she managed it. At one point she even canceled her account and started a different one so that she might have a do-over and have more control of the folks she interacted with. Because I had been upfront about my concern and her safety, and I have been positive and not condemning, she was upfront with me and never hesitated to discuss 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 have find out about, learned all about, and applied emotional intelligence in a number of ways since Daniel Goleman first popularized it in 1995.

Wikipedia defines emotional intelligence as: “the ability of people to identify 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 conform to environments or achieve one’s goals.”

Whatever the model (and you will find several), once we think of emotional intelligence we notice it as an optimistic mixture of skills and characteristics.

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

Theresa Edwards, in an article titled: Empathy vs. Sympathy: What’s the Difference explains that “to empathize with someone is always 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 the way of the participants’success.

Simply one of many experiment, Luma Al Halah showed a brief video of a man who ultimately ends up sobbing. She then gave the participants a worksheet that had the numbers 1 through 20 placed randomly on the page. They got one minute to obtain the numbers so as and complete the worksheet.

Simply two of the experiment, Luma showed a brief video with a person who had been hysterically funny. She gave the same assignment that she’d given partly 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 get the numbers in order.

Without 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 is a marked difference in the participants’ability to complete the worksheets. After watching the sad video, the participants had a much harder time placing the numbers in order- so much so that most of them were unable to complete their worksheets in enough time allowed.

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

The participants’empathy for the sobbing man left them with sad feelings. The outcomes of the experiment showed that people find tasks much harder to complete when we are sad.

This doesn’t signify 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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