174 Divided by 4

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

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Combining sets of physical objects: for many students, this is their most elementary connection with adding up. This technique 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 most, this approach could be too involved, particularly for anyone students who present attention deficit disorder. If the kid cannot hold their attention for the entire of the game, blocks will soon be put awry, towers will end up with additional blocks, blocks are certain to get confused, and by the end, the wrong answer is arrived at. The size of the method means that when your youngster does not master the concept quickly, they are improbable to create progress at all. Additionally, it’s difficult to give this technique into a calculation that can be approached mentally: for example, 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 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 very first number, write down the right number of tallies (for instance, for the amount 4, draw 4 tallies). Ask your student to predict just how many tallies you will have to draw by another number in the problem. If they arrive at the proper answer, question them to draw the tallies. To finish with, ask how many tallies they have drawn altogether. This technique is a much easier means of bringing together 2 groups, is less likely to be susceptible to mechanical error, and is way better suitable for students with poor focus. Additionally it encourages the kid to associate between what the written sum actually says, and why they are drawing a specific number of tallies.




Relying on: this is a technique based around your student’s capacity to express number names. Whenever your child has reached a level where they know how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what uses 2 once we count?) This is actually comparable to answering an addition problem of the type 2+1, but helps to connect the ideas of counting and addition, that will be very powerful. This technique gets your student ready to make use of number squares and gives them the confidence to answer problems in their mind. The method can also be made more difficult, by asking, “what number is 2 more than… ” Whenever your child can confidently answer such problems aloud, show them the question written down, and explain that this really is just like the issue you’d been doing before. This can help the child to see addition and counting as fundamentally related, and that this new problem is in fact something they’ve met before.

Playing games: this activity can be both a mathematical learning experience in addition to a nice pastime. Games that require a table to be moved around a board do too much to encourage children to count on. If the board has numbers onto it, the little one can see that the action is similar to counting out numbers aloud, or employing a number line. Create a point of remembering to draw awareness of the partnership between using board games and addition.


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Learning number facts: usually, we depend on number facts learnt by heart to simply help us answer addition problems. In a nutshell, we do not need to determine the answer to 7 and 10, we simply remember it. Being able to recall addition facts permits 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 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 set of cards all turned face down. Create a set of flashcards with simple addition facts written to them, look at the cards one at any given time, and ask the student for the solution, giving a good deal of applause when they give 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 best type of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you can significantly enhance 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. Make certain that the worksheets are directed at the best level, being neither too difficult nor too easy, and are of the proper length to steadfastly keep up the student’s interest. You should be attempting to present 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 give them a lot of praise; if they produce 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 have been digitally active, and as I look back through the years, one of the best choices I made was showing my children from the beginning 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 in those days, 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, I did so two things and made a brief training lesson for her. Here is what I did so and why.

First thing I did was to truly have a conversation with her about WHY she wanted it. During the time it absolutely was just a repository for photos. You will make an account, choose who’d usage of your account and then upload photos to the account. People have been allowed access could browse your photos, maybe discuss them. It was a simpler time. Anyways, in this conversation, she relayed to me several well thought-out, valid explanations why a healthy happy teen girl should share photos, and so we proceeded to talk about the thing that was appropriate to share. Now most of us obviously know very well what comes to mind first when someone mentions a teen 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 this content of the information contained in and with the photo, i.e., the metadata. She was required to show location information off on the photos she posted in order that no you can track her or map her from the GPS data that is attached to most smartphone photos.

Before we continue with the lesson I had with my daughter, I do want 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 on your own child’s device since they are very handy for other things like locating your youngster, or getting a device they lost… but which 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 simple toggle feature to turn fully 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 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 quite simple proper who wants to, and has access to those photos to create a place of the region the youngsters are generally in. It can certainly show patterns of travel, behavior, and even with a tiny amount of work, provide a fairly accurate map of a college, or home, including layouts of rooms and furniture. If you think for an instant what a less than reputable person could do with such data, say for example a map of the road your youngster walks home, a map of the inside of your house including obstacles, security and household members, and pets. Add compared to that data the relative times that the child is in each of the locations and it becomes a significant security risk for parents and an actual danger to children. I’m not an expert on this subject, and I’m not paranoid, but it had been 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 would like more info regarding this topic, just Google’Children location data photos’and click on a number 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 better and more thorough job dissecting it than I could so I will leave it at that. Back once again to the lesson.

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


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We talked about what data was in the foreground and background and was it safe to share. With this part of the lesson, I took my smart-phone and within the length 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 which were not. Some 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 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 family unit members 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 photograph 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 that you might start to see the address in the background, images of her brothers but using their school in the backdrop, photos that included her mother’s license plate barely visible at the medial side of the photo. Anything I really could consider that could be used to track, locate, stalk or elsewhere 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’d amassed a level of photos, I put together 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’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 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 believed she would be. There have been some items which she missed, some things she hadn’t considered, but for the absolute most part, she could 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 would, or maybe I still see them as helpless little toddlers, but I should more often understand that I have inked an excellent job preparing them forever and they’re very smart in their very own 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 handle 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, emphasizing WHY they were not approved, how there were elements inside them that seemed innocuous and how those things made the photo seem safe to publish, but what was present that manufactured in questionable. Two great and considerations came from this. First, I seen that she had been 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 just what our expectations were to ensure that she could quicker 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 make a move I don’t approve of, it’s as much a failure of mine to properly convey my expectations since it is them attempting to’break free with something.’ A lot of the stress factors between us and our kids can 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 the most part, they wish to please us and make us happy. They thrive on praise and wilt when criticized. With this particular 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 individuals around us in a confident way it had been very easy to agree on some use standards and to see that individuals both wanted exactly the same things. I was reassured that she would be a responsible Instagram citizen and she was more aware 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 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 end yet) there clearly was a very important factor I hadn’t thought of that quickly came into play.

As a parent, we can only react to the stimuli offered to us during the time of the response. We are able to anticipate several things, but on earth of the internet, of computers and devices and an ever changing landscape of social interaction via the internet, 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 truly 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. This really is where I learned my hardest lesson of the app store. Once you allow an app, you have NO WAY to bring it back away. Keep this in mind moving forward. I touched with this in a youthful 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 almost impossible, I will dive deeper into this in a later article.

I am mentioning this for just two reasons. First, I’m NOT perfect. I am writing all this down in case some 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 are you going to, hopefully not this one, hopefully, I have 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 will be OK. I was back-doored by a software and my thoughtful prized parenting was thrown spacious 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 problems 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 point she even canceled her account and started another one to ensure that she could have a do-over and do have more control of individuals 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 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 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 individuals to identify 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 model (and you will find several), whenever we think about emotional intelligence we view it as a confident combination 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 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 yourself to feel what they feel.”

In the informal experiment I’m going to spell it out, you will see that empathy got in the manner of the participants’success.

Partly among the experiment, Luma Al Halah showed a short 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 were given one minute to get the numbers in order and complete the worksheet.

In part two of the experiment, Luma showed a brief video with a man who had been hysterically funny. She gave the exact same assignment that she had given in part one. The participants had to accomplish an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they were given one minute to obtain the numbers in order.

With no 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 complete the worksheets. After watching the sad video, the participants had a much harder time placing the numbers in order- so much in order that most of them were unable to complete 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 the full time allowed.

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

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

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Endearing 2013 Canadian Stroke Congress Abstracts About 174 Divided by 4 Of 174 Divided by 4
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