2 Grade Math Worksheets

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 really is their most basic experience of adding up. This method normally involves collecting two sets of objects, then counting how many objects you can find in total. (For example, by building two towers of cubes, and then counting up each block.) For all, this process could be too involved, particularly for anyone students who present attention deficit disorder. If the kid cannot hold their attention for the whole of the experience, blocks will soon be put awry, towers will end up with additional blocks, blocks will get confusing, and by the end, the wrong answer is arrived at. The size of the process means that when your son or daughter doesn’t master the concept quickly, they’re unlikely to make progress at all. In addition, it’s difficult to give this technique into a calculation which can be approached mentally: as an example, try to imagine two large sets of objects in your mind, and then count them all up. Even for adults, that is nearly impossible.

Simple drawings: jottings really are a more useful alternative to the process described above. Write out the addition problem on a page of paper, and alongside the very first number, write down the right amount of tallies (for instance, for the number 4, draw 4 tallies). Ask your student to predict just how many tallies you will have to draw by the other number in the problem. Once they arrived at the proper answer, inquire further to draw the tallies. In order to complete with, ask how many tallies they have drawn altogether. This process is an easier method of bringing together 2 groups, is less probably be susceptible to mechanical error, and is better worthy of students with poor focus. Additionally, it encourages the kid to associate between what the written sum actually says, and why they are drawing a certain amount of tallies.




Relying on: this can be a technique based around your student’s capacity to state number names. When 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 uses 2 once we count?) This is actually comparable to answering a supplement problem of the type 2+1, but helps to get in touch the ideas of counting and addition, that 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 method can also be made harder, by asking, “what number is 2 more than… ” As soon as your child can confidently react to such problems out loud, show them the question written down, and explain that this is exactly like the problem you had been doing before. This can help the little one to see addition and counting as fundamentally related, and that new problem is really something they’ve met before.

Playing board games: this activity can be both a mathematical learning experience along with a pleasing pastime. Games that need a counter to be moved around a table do too much to encourage children to count on. If the board has numbers onto it, the little one is able to note that the action resembles counting out numbers aloud, or employing a number line. Produce a point of remembering to draw focus on the partnership between using games and addition.


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Learning number facts: usually, we count on number facts learnt by heart to greatly help us answer addition problems. In a nutshell, we do not need to figure out the clear answer to 7 and 10, we simply remember it. Being able to recall addition facts permits 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 overall game of matching pairs with the student, where the idea of the game is identify the precise location of the question (for instance, 7+8) and the corresponding answer from some cards all turned face down. Create a couple of flashcards with simple addition facts written on them, look at the cards one at a time, and ask the student for the answer, giving a great deal of applause when they give the best 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 best style 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 enhance your child’s ability with addition, both orally and written down. There are lots of free sites offering worksheets that help with the teaching of adding up, but it will matter what adding up worksheets you use. Ensure that the worksheets are targeted at the best level, being neither too difficult nor too easy, and are of the right length to keep up the student’s interest. You should be attempting to present 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, utilize the opportunity to give them a lot of praise; when they produce a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can actually raise your student’s ability.


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My children have always been digitally active, and as I look back over the years, one of the finest choices I made was showing my children right from the start 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 those days, 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 the world to see, I did so a couple of things and made a brief training lesson for her. This is what I did and why.

The first thing Used to do was to really have a conversation with her about WHY she wanted it. During the time it absolutely was merely a repository for photos. You will make an account, choose who’d access to your account and then upload photos to the account. People have been allowed access could browse your photos, maybe discuss them. It was an easier time. Anyways, during this conversation, she relayed in my experience several well thought-out, valid reasons why a healthier happy teen girl should share photos, and so we proceeded to discuss that which was appropriate to share. Now most of us obviously understand what comes in your thoughts first when someone mentions a young adult girl posting photos on the Internet, and frankly, I have not 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 data 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 one could track her or map her from the GPS data that is attached to many smartphone photos.

Before we continue with the lesson I had with my daughter, I wish to take a moment 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 child’s device because they are very handy for other such things as locating your child, or getting a device they lost… but that’ll 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 until 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 helps it be super easy for anybody who would like to, and has access to those photos to construct a place of the location the youngsters are generally in. It can easily show patterns of travel, behavior, and despite having a little bit of work, provide a reasonably accurate map of a college, or home, including layouts of rooms and furniture. If you think for a moment what a significantly less than reputable person could do with such data, say for example a map of the trail your youngster walks home, a chart of the inside of your house including obstacles, security and household members, and pets. Add compared to that data the relative times that the little one is in each of those locations and it becomes a significant security risk for folks and a genuine danger to children. I am no expert on this subject, and I am 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 details regarding this topic, just Google’Children location data photos’and click on a few of the more reputable sites. This 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 can so I’ll leave it at that. Back again to the lesson.

After we had come to a knowledge with location data and the dangers of it, and she was contemplating more 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 on the course of several 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 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 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 were completely harmless, but some 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 package showing our mailing address off on the side. I included photos of our home from an angle that you may begin to see the address in the background, images of her brothers but making use of 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 else make one of us or someone 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 assembled a little slideshow with a corresponding quiz book so that she could answer questions and make comments on each photo if it were acceptable, if not, why and any thoughts she had 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 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 in front of where I thought she’d be. There were some items which she missed, some things she hadn’t thought of, but also 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 ought to, or possibly I still see them as helpless little toddlers, but I should more frequently know that I did a great job preparing them forever and they’re very smart in their very own right. I often need certainly to remind myself that the reason for 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’d finished with the slides and worksheet, we went over them one by one. I made a point 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 certainly were not approved, how there were elements in them that seemed innocuous and how those activities made the photo seem safe to post, but the thing that was present that produced in questionable. Two great and essential things came from this. First, I realized that she was already 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 in the world with it. Second, it showed her just what our expectations were to ensure that she could more easily meet them.

This brings me to an area topic that I will not stray too far 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 since it is them attempting to’break free with something.’ Most of the stress factors between us and our children could be attributed as frequently to bad communication regarding bad behavior. More times than not my students are trying as much as I’m to help 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 in your mind, back 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 a positive way it was quite simple to agree on some use standards and to see that people 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 we all Instagrammed happily ever after..” This isn’t the case. While we did have a pleased continuing, (we still use Instagram, so we aren’t to the finish yet) there is a very important factor I hadn’t considered that quickly came into play.

As a parent, we could only answer the stimuli open to us during the time of the response. We could anticipate several things, but on earth of the internet, of computers and devices and an ever changing landscape of social interaction via the net, we never know what’ll be next. In the event 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 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. As soon as you allow a software, you’ve NO WAY to take it back away. Keep this in mind moving forward. I touched with this in an early on article when I mentioned allowing apps for one child on the family share. While allowing these apps is solely at your discretion, taking them back away is extremely hard, I’ll dive deeper into this in a later article.

I am mentioning this for 2 reasons. First, I’m NOT perfect. I’m writing all this down in case a number of it will help or inspires you, not to exhibit 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 one, hopefully, I have helped you avoid that one, but there is a wall, somewhere, and you’ll bang your nose when you walk straight into it. Second, I learned through this that everything would 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 issues with things online? Yes, she did. Achieved it ruin it on her behalf or damage her? Not at all. When she’d an overly amorous follower, she managed it. At one point she even canceled her account and started a different one so that she might 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 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 a nutshell, 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 find out about, learned about, and applied emotional intelligence in many different ways since Daniel Goleman first popularized it in 1995.

Wikipedia defines emotional intelligence as: “the capacity of an individual 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 adapt to environments or achieve one’s goals.”

Whatever the model (and you can find several), whenever we think of emotional intelligence we notice it as a positive combination of skills and characteristics.

But what if “the capacity of individuals 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 is 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 way of the participants’success.

In part one of the experiment, Luma Al Halah showed a brief 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 got 1 minute to get the numbers so as and complete the worksheet.

Partly two of the experiment, Luma showed a brief video with a person who had been hysterically funny. She gave exactly the same assignment that she had given partly one. The participants had to accomplish an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they received one minute to find 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 elements 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 to ensure that many were not able to complete their worksheets in the full time allowed.

After watching the funny video, the participants had a much easier time placing the numbers in order- and most of them could actually complete their worksheets in enough time allowed.

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

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

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