19 Divided by 5

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

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Combining categories of physical objects: for all students, this is their most basic connection with adding up. This method 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 every single block.) For all, this approach can be too involved, particularly for those students who present attention deficit disorder. If the little one cannot hold their attention for the entire of the activity, blocks is going to be put awry, towers find yourself with additional blocks, blocks will get confusing, and by the end, the incorrect answer is arrived at. The size of the procedure means that if your child doesn’t master the style quickly, they’re improbable to produce progress at all. In addition, it’s difficult to increase this method right into a calculation which can be approached mentally: for example, try to assume two large sets of objects in your head, and then count all of them up. Even for adults, that is nearly impossible.

Simple drawings: jottings certainly are a more useful alternative to the method described above. Write out the addition problem on a sheet of paper, and alongside the initial number, write down the appropriate amount of tallies (for instance, for the amount 4, draw 4 tallies). Ask your student to predict exactly how many tallies you should draw by the other number in the problem. If they come to the right answer, inquire further to draw the tallies. To finish with, ask how many tallies they have drawn altogether. This technique is a much easier method of bringing together 2 groups, is less likely to be susceptible to mechanical error, and is better suitable for students with poor focus. It also encourages the little one to associate between what the written sum actually says, and why they are drawing a specific number 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 once we count?) This is really equal to answering an addition problem of the sort 2+1, but helps to connect the ideas of counting and addition, that will be very powerful. This technique gets your student ready to utilize number squares and gives them the confidence to answer problems in their mind. The technique can also be made more difficult, 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 exactly like 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 obviously something they have met before.

Playing board games: this activity could be both a mathematical learning experience in addition to a nice pastime. Games that want a table to be moved around a board do a great deal to encourage children to count on. If the board has numbers on it, the child is able to note that the action is comparable to counting out numbers aloud, or employing a number line. Produce a point of remembering to draw attention to the relationship between using board 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 figure out the clear answer to 7 and 10, we simply remember it. Having the ability to recall addition facts permits us to tackle simple maths tasks confidently. Improve 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 purpose of the 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 some flashcards with simple addition facts written in it, consider the cards one at any given time, and ask the student for the answer, giving a great deal of applause when they give the proper answer. When they’re confident, expand the number of facts. Games will prevent your youngster perceiving addition as dull, and will build confidence.

Addition printables and worksheets: Practise makes perfect – and the right design 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 many 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 sure that the worksheets are directed at the best level, being neither too hard nor too easy, and are of the right length to keep the student’s interest. You need to be attempting to provide 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, utilize the opportunity to offer them a lot of praise; if they create a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can really increase your student’s ability.




My children will always be digitally active, and as I look back over the years, one of the greatest choices I made was showing my children from the beginning 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 the past, but we might discuss that in a different article) Before I let her run wild with it, taking and posting photos to the web for all the world to see, I did two things and made a brief training lesson for her. This is what I did so and why.

The first thing I did so was to really have a conversation with her about WHY she wanted it. During the time it had been only a repository for photos. You will make an account, choose who had access to your account and then upload photos to the account. People who were allowed access could browse your photos, maybe comment on them. It was a less complicated time. Anyways, during this conversation, she relayed to me several well thought-out, valid reasons why a wholesome happy teen girl should share photos, and so we proceeded to go over that which was appropriate to share. Now we all obviously know what comes in your thoughts first when someone mentions a teenager girl posting photos on the Internet, and frankly, I have not 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 the content of the info contained in and with the photo, i.e., the metadata. She was required to turn location information off on the photos she posted to ensure that no one could track her or map her from the GPS data that is attached to the majority of smartphone photos.

Before we continue with the lesson I’d with my daughter, I do want to take a moment 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 on your child’s device since they are very handy for other such things as locating your youngster, or getting a device they lost… but that’ll 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 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 until you upload to a certain mapping feature in the service (in Instagram that is’Photo Map’). The danger with GPS tagging children’s photos is that it helps it be quite simple for anybody who would like to, and has use of those photos to build a chart of the location the youngsters are generally in. It can very quickly show patterns of travel, behavior, and even with a small amount of work, provide a reasonably accurate map of a college, or home, including layouts of rooms and furniture. If you believe for a minute what a significantly less than reputable person could do with such data, say for instance a place of the path 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 particular data the relative times that the child is in each of these locations and it becomes a severe security risk for parents and a genuine danger to children. I’m no expert on this subject, and I’m not paranoid, but it 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 their photos. If you would like more information regarding this topic, just Google’Children location data photos’and click some of the more reputable sites. It has been well covered by many news organizations like ABC News, the New York Times and the Washington Post. They did a much better and more thorough job dissecting it than I can so I’ll leave it at that. Back again to the lesson.

After we’d arrived at 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.


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We mentioned what data was in the foreground and background and was it safe to share. Because of this part of the lesson, I took my smart-phone and within the course 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 publish and that have been not. A few of the photos that I staged were shots of flower arrangements on the table 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 household 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 an image 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 begin to see the address in the backdrop, 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 side of the photo. Anything I really could think of that could be used to track, locate, stalk or else make one of 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 volume of photos, I assembled only a little slideshow with a corresponding quiz book so that she could answer questions and make comments on each photo when it were acceptable, if not, 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 was already way before where I thought she would be. There were some items which she missed, some things she hadn’t looked at, but 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 ought to more often understand that I have done a good job preparing them for life and they are very smart in their own right. I often need certainly to remind myself that the explanation for all of this care and thoughtful training is so they are prepared to handle life on the own… I digress… After she’d 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 kick off point of the conversation, concentrating on WHY they certainly were not approved, how there were elements included that seemed innocuous and how those activities made the photo seem safe to publish, but the thing that was present that made in questionable. Two great and essential things came from this. First, I seen that she had been paying very close awareness of the details and that gave me a lot of faith and confidence to let her have the app and be free in the world with it. Second, it showed her just what our expectations were so that she could more easily meet them.

This brings me to an area topic that I won’t stray past an acceptable limit onto but needs mentioning. In raising my children, more regularly than not, if they take action I don’t approve of, it’s just as much a failure of mine to properly convey my expectations since it is them wanting to’get away with something.’ All of the stress factors between us and our children can be attributed as frequently to bad communication as to 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 would like to please us and make us happy. They thrive on praise and wilt when criticized. With this specific 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 folks around us in an optimistic way it had been very easy to agree on some use standards and to see that we both wanted the exact 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 thought of and was reminded of best privacy and security practices on the general public internet. Now what should go next is “and we all Instagrammed happily ever after..” This is not the case. While we did have a happy continuing, (we still use Instagram, so we aren’t to the finish yet) there clearly was something I hadn’t considered that quickly arrived to play.

As a parent, we are able to only answer the stimuli offered to us during the time of the response. We can anticipate a lot of things, but on earth of the net, of computers and devices and an ever changing landscape of social interaction via the web, 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 an entire world of interaction that frankly scared the heck out of me. That is where I learned my hardest lesson of the app store. Once you allow a software, you’ve NO WAY to bring it back away. Keep this in your mind moving forward. I touched on this back in an earlier article when I mentioned allowing apps for just one child on the family share. While allowing these apps is solely at your discretion, taking them back away is extremely difficult, I’ll dive deeper into this in a later article.

I’m mentioning this for 2 reasons. First, I’m NOT perfect. I am writing all of this down in the event a number of it helps or inspires you, not to show you a perfect 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 can you, hopefully not this 1, hopefully, I’ve helped you avoid that one, but there will be a wall, somewhere, and you’ll bang your nose once you walk straight into it. Second, I learned through this that everything will be OK. I was back-doored by an app and my thoughtful prized parenting was thrown available and the entire world didn’t end. My daughter is really 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. 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 a different one to ensure that she would 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 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 learn 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 ability of individuals to identify their very 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 the model (and there are several), once we think of emotional intelligence we view it as an optimistic mixture of skills and characteristics.

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

Theresa Edwards, in a write-up 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 how of the participants’success.

Partly one of many experiment, Luma Al Halah showed a quick video of a person 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 were given 1 minute to obtain the numbers so as and complete the worksheet.

Partly two of the experiment, Luma showed a brief video with a person who was hysterically funny. She gave exactly the same assignment that she’d given simply one. The participants had to complete an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they received one minute to get the numbers in order.

With no 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 clearly was a marked difference in the participants’ability to perform 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 not able to accomplish their worksheets in enough time allowed.

After watching the funny video, the participants had a much easier time placing the numbers in order- and many of them were able to 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 accomplish once we are sad.

This does not 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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