1500 Divided by 50

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

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Combining categories of physical objects: for many students, this really is their most elementary experience of adding up. This process normally involves collecting two sets of objects, then counting just how many objects you will find in total. (For example, by building two towers of cubes, and then counting up each block.) For several, this technique may be too involved, particularly for anyone students who present attention deficit disorder. If the little one cannot hold their attention for the entire of the game, blocks is going to be put awry, towers can become with additional blocks, blocks can get confusing, and at the conclusion, the incorrect answer is arrived at. Along the method means that when your son or daughter does not master the style quickly, they’re not likely to make progress at all. Additionally, it is difficult to extend this technique in to a calculation which can be approached mentally: for example, try to assume two large sets of objects in your face, and then count all of them up. Even for adults, that is nearly impossible.

Simple drawings: jottings certainly are a more useful option to the procedure described above. Write out the addition problem on a page of paper, and next to the initial number, jot down the correct amount of tallies (for instance, for the number 4, draw 4 tallies). Ask your student to predict exactly how many tallies you will need to draw by one other number in the problem. When they come to the correct answer, inquire further to draw the tallies. In order to complete with, ask exactly how many tallies they have drawn altogether. This technique is a much easier means of bringing together 2 groups, is less likely to be at the mercy of mechanical error, and is better suited to students with poor focus. Additionally it encourages the kid 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 is a technique based around your student’s capacity to state number names. Whenever your child has reached a period where they learn how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what uses 2 when we count?) This is really equal to answering a supplement problem of the type 2+1, but helps for connecting the ideas of counting and addition, which will be very powerful. This technique gets your student ready to use number squares and gives them the confidence to answer problems within their mind. The technique can be made more difficult, by asking, “what number is 2 more than… ” When your child can confidently react to such problems aloud, demonstrate to them the question written down, and explain that this is the same as the situation you’d been doing before. This can help the child to see addition and counting as fundamentally related, and this new problem is actually something they’ve met before.

Playing board games: this activity could be both a mathematical learning experience as well as a nice pastime. Games that want a counter to be moved around a board do a great deal to encourage children to count on. If the board has numbers about it, the kid is able to note that the action resembles counting out numbers aloud, or using a number line. Make a point of remembering to draw awareness of the partnership between using 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 find out the solution to 7 and 10, we simply remember it. Having the ability to recall addition facts allows us to tackle simple maths tasks confidently. Improve your student’s knowledge of known number bonds by singing nursery songs that tell stories of number. Take part in the game of matching pairs with the student, where the point of the game is identify the location of the question (for instance, 7+8) and the corresponding answer from some cards all turned face down. Create some flashcards with simple addition facts written to them, consider the cards one at a time, and ask the student for the solution, 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 right type 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 plenty of free websites that offer worksheets that assistance with the teaching of adding up, but it does matter what adding up worksheets you use. Make certain that the worksheets are targeted at the best level, being neither too difficult nor too easy, and are of the proper length to maintain the student’s interest. You ought to be attempting to provide questions that foster their recollection of number facts, plus 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 make a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can really increase your student’s ability.


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My children have been digitally active, and as I look back over time, one of the finest choices I made was showing 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 all your world to see, Used to do a few things and made a quick training lesson for her. Here is what I did so and why.

The first thing I did was to truly have a conversation with her about WHY she wanted it. During the time it had been merely 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 an easier time. Anyways, during this conversation, she relayed if you ask 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 all of us obviously know what comes in your thoughts first when someone mentions a young adult girl posting photos on the Internet, and frankly, I haven’t had a problem with her being provocative or scandalous, so even though our conversation hit that topic, it didn’t stop there or even focus there. What we discussed during our talk was this 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 so that no you could track her or map her from the GPS data that’s attached to many smartphone photos.

Before we continue with the lesson I’d with my daughter, I wish to take a moment and explain WHY it is essential 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 as they are very handy for other such things as locating your youngster, or finding a device they lost… but that will be covered in future articles… )

Every photo that is 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 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 unless 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 that it causes it to be very easy proper who wants to, and has use of those photos to build a place of the location the kids are generally in. It can quickly 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 believe for an instant what a less than reputable person could do with such data, say for example a chart of the trail your son or daughter walks home, a chart of the within of your property including obstacles, security and members of the family, and pets. Add to that data the relative times that the child is in each of those locations and it becomes an extreme security risk for parents and a real danger to children. I’m not an expert on this subject, and I am not paranoid, but it had been a huge 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 the photos. If you prefer more details regarding this topic, just Google’Children location data photos’and click on a few of the more reputable sites. This has been well covered by 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 can so I will leave it at that. Back once again to the lesson.

After we’d come to an understanding with location data and the dangers of it, and she was considering higher 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 area of the lesson, I took my smart-phone and over 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 behalf (which she thought was stupid..) and she took it, identifying which photos were safe to post and of not. A number of the photos that I staged were shots of flower arrangements up for grabs or counter, but with prescription bottles from the household pet in the background 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 members which were 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 one could start to see the address in the background, images of her brothers but using 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 possibly could think of that could be used to track, locate, stalk or elsewhere make among us or another person 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 put together a little slideshow with a corresponding quiz book to ensure that she could answer questions and make comments on each photo when it were acceptable, or even, why and any thoughts she had 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 as 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 thought she would be. There have been some items which she missed, some things she hadn’t looked at, however for probably the most part, she could 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 would, or even I still see them as helpless little toddlers, but I should more often know that I have done 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 reason for all of this care and thoughtful training is so that they are prepared to handle 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 those she missed. Instead, I made those the kick off point of the conversation, concentrating on WHY they were not approved, how there were elements in them that seemed innocuous and how those things made the photo seem safe to publish, but what was present that made in questionable. Two great and important things originated from this. First, I seen that she was already paying very close focus on the details and that gave me a lot of faith and confidence to let her have the app and be free on the planet with it. Second, it showed her just what our expectations were so that she could easier meet them.

This brings me to an area topic that I won’t stray too far onto but needs mentioning. In raising my children, more often than not, if they make a move I don’t approve of, it is just as much a failure of mine to properly convey my expectations because it is them wanting to’break free with something.’ Most of the stress factors between us and our kids can be attributed as frequently to bad communication regarding bad behavior. More times than not my students are trying as much as I am to keep life easy and happy. For the most part, they want to please us and make us happy. They thrive on praise and wilt when criticized. With this specific in your 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 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 aware of some possible dangers she had previously not considered and was reminded of best privacy and security practices on people internet. Now what should go next is “and most of us 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 end yet) there was something I hadn’t thought of that quickly came into play.

As a parent, we can only respond to the stimuli offered to us at the time of the response. We can anticipate many things, but in the world of the internet, of computers and devices and an ever changing landscape of social interaction via the internet, we never know what’ll be next. In case of Instagram, only a few weeks after our lesson and my approval of her use, Instagram made what I think about a core change. They became a full social platform, with friends, and likes and invites and comments and an entire world of interaction that frankly scared the heck out of me. This is where I learned my hardest lesson of the app store. Once you allow an app, you’ve NO WAY to take it back away. Keep this in your mind moving forward. I touched with this back 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 will dive deeper into this in a later article.

I’m mentioning this for 2 reasons. First, I am NOT perfect. I’m writing all of this down in the event a few of it can help or inspires you, not showing you an ideal plan. There is 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 one, but there would have been a wall, somewhere, and you will bang your nose when you walk straight into it. Second, I learned through this that everything will be OK. I was back-doored by a software and my thoughtful prized parenting was thrown spacious and the world didn’t end. My daughter is 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 problems with things online? Yes, she did. Did it ruin it on her behalf or damage her? Not at all. When she had an overly amorous follower, she handled it. At one point she even canceled her account and started another one so that she could have a do-over and have more control of the people 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 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 becoming a trustworthy and responsible citizen of the internet.

We’ve learn 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 capacity of individuals 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.”

Regardless of model (and there are several), whenever we think about emotional intelligence we view it as a confident mix of skills and characteristics.

But what if “the capacity 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 you to ultimately feel what they feel.”

In the informal experiment I’m going to describe, you might find that empathy got in the manner of the participants’success.

In part one of the experiment, Luma Al Halah showed a brief video of a man 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 one 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 simply hysterically funny. She gave exactly the same assignment that she had given simply one. The participants had to complete a different worksheet with the numbers 1 through 20 placed randomly on the page. Again, they got 1 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 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 not able to accomplish their worksheets in enough 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 actually complete their worksheets in enough time allowed.

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

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

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