180 Divided by 6

The purpose of this information 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, this is their most basic experience of adding up. This method 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 every single block.) For a lot of, this technique may be too involved, particularly for anyone students who present attention deficit disorder. If the child cannot hold their attention for the whole of the activity, blocks will be put awry, towers will end up with additional blocks, blocks will get mixed up, and by the end, the wrong answer is arrived at. Along the method means that if your youngster doesn’t master the idea quickly, they’re improbable to make progress at all. In addition, it is difficult to extend this method in to a calculation that can be approached mentally: as an example, try to imagine two large sets of objects in your mind, and then count them up. Even for adults, that is nearly impossible.

Simple drawings: jottings 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, make note of the correct number of tallies (for instance, for the number 4, draw 4 tallies). Ask your student to predict how many tallies you will need to draw by another number in the problem. Once they arrived at the right answer, ask them to draw the tallies. To complete with, ask exactly how many tallies they’ve drawn altogether. This technique is an easier way of bringing together 2 groups, is less probably be subject to mechanical error, and is much better worthy of students with poor focus. In addition, it encourages the little one to associate between what the written sum actually says, and why they’re drawing a specific amount of tallies.


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Counting on: this is a technique based around your student’s capacity to say number names. As soon as 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 comes after 2 once we count?) This is actually equal to answering an addition problem of the type 2+1, but helps to get in touch the ideas of counting and addition, which is very powerful. This technique gets your student ready to make use of number squares and gives them the confidence to answer problems within their mind. The strategy may also be made more difficult, by asking, “what number is 2 more than… ” As soon as your child can confidently respond to such problems aloud, show them the question written down, and explain that that is just like the situation you had been doing before. This may help the kid to see addition and counting as fundamentally related, and that new problem is clearly something they’ve met before.

Playing games: this activity can be both a mathematical learning experience as well as a pleasing pastime. Games that need a counter to be moved around a board do too much to encourage children to count on. If the board has numbers onto it, the child can see that the action is similar to counting out numbers aloud, or utilizing a number line. Make a point of remembering to draw focus on the partnership between using games and addition.


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Learning number facts: usually, we depend on number facts learnt by heart to greatly 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 we can tackle simple maths tasks confidently. Boost your student’s understanding 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 location 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 on them, look at the cards one at any given time, and ask the student for the clear answer, giving a good deal of applause when they give the best 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 proper design 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 boost your child’s ability with addition, both orally and written down. There are lots of free internet sites that provide worksheets that help with the teaching of adding up, but it will matter what adding up worksheets you use. Make certain that the worksheets are targeted at the proper level, being neither too difficult nor too easy, and are of the correct length to keep up the student’s interest. You should be attempting to provide 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, use the opportunity to provide 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.


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My children will always be digitally active, and as I look back over the years, one of the greatest choices I made was to show 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 cultural site in the past, but we may discuss that in an alternative article) Before I let her run wild with it, taking and posting photos to the web for all your world to see, I did two things and made a quick training lesson for her. Some tips about what I did so and why.

First thing I did was to have a conversation with her about WHY she wanted it. During the time it was only 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 comment on them. It absolutely was a simpler time. Anyways, in this conversation, she relayed if you ask me several well thought-out, valid explanations why a wholesome happy teen girl might want to share photos, and so we proceeded to discuss that which was appropriate to share. Now most of us obviously know what comes to mind first when someone mentions a teen girl posting photos on the Internet, and frankly, I haven’t had an issue with her being provocative or scandalous, so even though our conversation hit that topic, it didn’t stop there as well as focus there. What we discussed during our talk was the content of the information within 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 is attached to most smartphone photos.

Before we continue with the lesson I had with my daughter, I do want to take the time 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 as they are very handy for other things like locating your son or daughter, or finding 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 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 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 that it makes it quite simple proper who wants to, and has use of those photos to construct a place of the location the kids are generally in. It can quickly show patterns of travel, behavior, and even with a little bit of work, provide a reasonably accurate map of a school, or home, including layouts of rooms and furniture. If you think for a minute what a significantly less than reputable person could do with such data, say as an example a map of the path your youngster walks home, a chart of the inside of your house including obstacles, security and members of the family, and pets. Add to that data the relative times that the child is in each of these locations and it becomes a significant security risk for folks and a real danger to children. I am no expert on this subject, and I am not paranoid, but it absolutely was a huge 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 prefer more info regarding this topic, just Google’Children location data photos’and click on a few 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 could so I’ll leave it at that. Back again to the lesson.

After we had arrive at a knowledge 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 discussed 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 within the span of a couple of 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 that have been 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 family 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 that have been completely harmless, however many that were 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 a bag 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 back ground, images of her brothers but making use of 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 could consider that may 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 have been completely sanitary. After I’d amassed a volume of photos, I assembled only 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 to my thinking on each item she already was. I was expecting her being 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 ahead of where I thought she would be. There have been some items which she missed, some things she hadn’t looked at, but also 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 possibly I still see them as helpless little toddlers, but I will more frequently realize that I have done a good job preparing them for a lifetime and they’re very smart in their particular right. I often have to remind myself that the reason behind all of this care and thoughtful training is in order 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 ones she missed. Instead, I made those the starting place of the conversation, focusing on WHY they were not approved, how there were elements included that seemed innocuous and how those activities made the photo seem safe to publish, but what was present that produced in questionable. Two great and essential things came from this. First, I seen that she had been paying very close focus on the important points and that gave me plenty 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 so that she could quicker meet them.

This brings me to a part topic that I won’t stray too much onto but needs mentioning. In raising my children, more often than not, when they do something I don’t approve of, it is just as much a failure of mine to properly convey my expectations because it is them trying to’escape with something.’ A lot of the stress factors between us and our children can be attributed as often to bad communication regarding bad behavior. More times than not my children are trying around I am to help keep life easy and happy. For probably the most part, they wish to please us and make us happy. They thrive on praise and wilt when criticized. With this particular at heart, back 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 was quite simple to agree with some use standards and to see that people both wanted the same things. I was reassured that she would be a responsible Instagram citizen and she was more alert to 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 isn’t the case. While we did have a happy continuing, (we still use Instagram, so we aren’t to the conclusion yet) there is one thing I hadn’t thought of that quickly came into play.

As a parent, we are able to only react to the stimuli available to us at the time of the response. We are able to 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, just a few weeks after our lesson and my approval of her use, Instagram made what I consider a core change. They truly became the full 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 an app, you have NO WAY to bring it back away. Keep this in mind moving forward. I touched on 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’ll dive deeper into this in a later article.

I’m mentioning this for two reasons. First, I’m NOT perfect. I am writing all this down just in case a number of it will help or inspires you, not to show you a great 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 can you, hopefully not this 1, hopefully, I have helped you avoid this 1, but there would have been a wall, somewhere, and you will bang your nose once you walk straight into it. Second, I learned through this that everything would 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 just 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 difficulties with things online? Yes, she did. Made it happen ruin it on her or damage her? Not at all. When she’d an overly amorous follower, she managed it. At one time she even canceled her account and started another one to ensure that she could have a do-over and have significantly more control of the people 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 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 has become 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 capability of individuals to identify their very own and other people’s emotions, discern between different feelings and label them appropriately, use emotional information to guide thinking and behavior, and manage and/or adjust emotions to adjust to environments or achieve one’s goals.”

Whatever the model (and you can find several), when we think of emotional intelligence we notice it as a confident mixture of skills and characteristics.

But imagine if “the capability 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 would be to assume their feelings upon yourself and allow yourself to 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 many experiment, Luma Al Halah showed a brief video of a man 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 one minute to find the numbers in order and complete the worksheet.

Partly two of the experiment, Luma showed a brief video with a person who had been hysterically funny. She gave the exact same assignment that she had given simply 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 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 is 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 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 actually complete their worksheets in the time allowed.

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

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

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