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

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Combining categories of physical objects: for many students, this really is their simplest experience of adding up. This method normally involves collecting two sets of objects, then counting how many objects you will find in total. (For example, by building two towers of cubes, and then counting up every single block.) For several, this approach may be too involved, particularly for anyone students who present attention deficit disorder. If the kid 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 incorrect answer is arrived at. The length of the method means when your youngster doesn’t master the concept quickly, they are unlikely to create progress at all. Furthermore, it’s difficult to increase this method in to a calculation that can be approached mentally: like, try to assume two large sets of objects in your face, and then count them all up. Even for adults, that is nearly impossible.

Simple drawings: jottings really are a more useful option to the procedure described above. Write out the addition problem on a page of paper, and next to the very first number, make note of the appropriate number of tallies (for instance, for the quantity 4, draw 4 tallies). Ask your student to predict how many tallies you will have to draw by the other number in the problem. If they arrived at the correct answer, inquire further to draw the tallies. In order to complete with, ask how many tallies they’ve drawn altogether. This method is a much easier means of bringing together 2 groups, is less apt to be at the mercy of mechanical error, and is better worthy of students with poor focus. In addition it encourages the kid to associate between what the written sum actually says, and why they are 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. When your child has reached a level where they learn 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 actually equal to answering a supplement problem of the kind 2+1, but helps to connect the ideas of counting and addition, which is very powerful. This technique gets your student ready to utilize number squares and gives them the confidence to answer problems inside their mind. The strategy can be made more challenging, by asking, “what number is 2 more than… ” When your child can confidently respond to such problems aloud, show them the question written down, and explain that this is the same as the problem you had been doing before. This can help the child to see addition and counting as fundamentally related, and this new problem is really something they’ve met before.

Playing games: this activity may be both a mathematical learning experience in addition to a nice pastime. Games that need a table to be moved around a table do a great deal to encourage children to count on. If the board has numbers onto it, the little one is able to see that the action is comparable to counting out numbers aloud, or using a number line. Produce a point of remembering to draw awareness of the connection between using board games and addition.




Learning number facts: usually, we count on number facts learnt by heart to help us answer addition problems. In summary, we do not have to find out the clear answer to 7 and 10, we simply remember it. Being able to recall addition facts allows us to tackle simple maths tasks confidently. Boost 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 idea of the overall game is identify the 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 to them, look at the cards one at any given time, and ask the student for the answer, giving much of applause when they give the proper answer. When they are confident, expand how many facts. Games will prevent your youngster perceiving addition as dull, and will build confidence.

Addition printables and worksheets: Practise makes perfect – and the right style 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 many of free internet sites offering worksheets that assistance with the teaching of adding up, but it will matter what adding up worksheets you use. Make sure that the worksheets are targeted at the right level, being neither too difficult nor too easy, and are of the proper length to steadfastly keep up the student’s interest. You need 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, use the opportunity to offer them a lot of praise; once they produce a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can definitely raise your student’s ability.




My children have always been digitally active, and as I look back over time, one of the finest choices I made was to show 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 the past, but we may discuss that in a different article) Before I let her run wild with it, taking and posting photos to the internet for all your world to see, I did two things and made a quick training lesson for her. Here is what Used to do and why.

The first thing I did was to have a conversation with her about WHY she wanted it. At the time it was just a repository for photos. You may 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 comment on them. It was a less complicated 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 talk about the thing that was appropriate to share. Now most of us obviously understand what comes to mind first when someone mentions a young adult 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 data 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 you can track her or map her from the GPS data that’s attached to many smartphone photos.

Before we continue with the lesson I had with my daughter, I want to take the time 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 in your child’s device as they are very handy for other things like locating your youngster, or getting 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 simple 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 makes it super easy for anybody who would like to, and has usage of those photos to build a place of the location the children are generally in. It can simply show patterns of travel, behavior, and despite having 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 a moment what a less than reputable person could do with such data, say for instance a place of the road your son or daughter walks home, a map of the inside of your home including obstacles, security and family members, and pets. Add to that particular data the relative times that the kid is in each of the locations and it becomes a serious security risk for folks and an actual danger to children. I’m not an expert with this subject, and I’m not paranoid, but it had been 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’d like more information regarding this topic, just Google’Children location data photos’and select a few of the more reputable sites. It’s 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 can 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 considering 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. For this area of the lesson, I took my smart-phone and on the length of a couple of days staged many photos, some completely sanitized for the internet 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 publish and of not. A few 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 backdrop 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 nearest and dearest that have been completely harmless, however, many which were significantly 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 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 back ground, images of her brothers but using their school in the back ground, photos that included her mother’s license plate barely visible at the side of the photo. Anything I really could consider that would be used to track, locate, stalk or elsewhere make one of 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 level of photos, I assembled 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, 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 being an impetuous tween girl to just post pictures without thinking about 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 that she missed, some things she hadn’t thought of, however for the 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 as much as I would, or possibly I still see them as helpless little toddlers, but I would more often know that I have inked a great job preparing them for life and they’re very smart in their own right. I often need to remind myself that the cause of all this care and thoughtful training is so 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 place of not being negative, not beating her up over the people she missed. Instead, I made those the starting place of the conversation, emphasizing WHY they were not approved, how there have been elements included that seemed innocuous and how those activities made the photo seem safe to publish, but what was present that made in questionable. Two great and important things originated in this. First, I realized that she had been paying very close awareness of the details and that gave me plenty 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 easier meet them.

This brings me to a side topic that I won’t stray past an acceptable limit onto but needs mentioning. In raising my children, more often than not, once they make a move I don’t approve of, it is as much a failure of mine to properly convey my expectations as it is them attempting to’break free with something.’ A lot of the stress factors between us and our children could be attributed as often to bad communication as to bad behavior. More times than not my children 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 particular at heart, back once again 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 a confident way it had been very easy to agree with some use standards and to see that people both wanted exactly the same things. I was reassured that she would be 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 general public internet. Now what is going 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 considered that quickly came into play.

As a parent, we could only answer the stimuli available to us at the time of the response. We are able to anticipate a lot of 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 the case of Instagram, only some weeks after our lesson and my approval of her use, Instagram made what I look at a core change. They truly 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 is where I learned my hardest lesson of the app store. When you allow a software, you have NO WAY to bring it back away. Keep this in mind moving forward. I touched with this back 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 almost impossible, I will dive deeper into this in a later article.

I am mentioning this for two reasons. First, I’m NOT perfect. I am writing all this down just in case some of it helps or inspires you, not to exhibit you a perfect plan. There’s no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked directly into this wall. So are you going to, hopefully not this 1, hopefully, I have helped you avoid that one, but there is a wall, somewhere, and you will bang your nose once 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 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 an alternative environment than I approved and prepared her for, she was a pro. Did she have issues 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 dealt with it. At one point she even canceled her account and started another one so that she might have a do-over and have more control of the folks 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 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 now a trustworthy and responsible citizen of the internet.

We have read about, discovered, 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 an individual to recognize 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 the model (and there are several), whenever we think about emotional intelligence we notice it as an optimistic mixture of skills and characteristics.

But imagine if “the ability of people to recognize… other people’s emotions” can likewise 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 you to ultimately feel what they feel.”

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

In part among the experiment, Luma Al Halah showed a quick 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 received 1 minute to get the numbers in order and complete the worksheet.

Simply two of the experiment, Luma showed a quick video with a man who was simply hysterically funny. She gave exactly the same assignment that she’d given simply one. The participants had to perform an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they got 1 minute to obtain the numbers in order.

With out a 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 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 unable 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 the full time allowed.

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

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

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