200 Divided by 8

The goal of this information is to put forward some ideas to help with the teaching of addition.

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Combining sets of physical objects: for many students, that is their most elementary connection with adding up. This process 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 every single block.) For several, this process can be too involved, particularly for anyone students who present attention deficit disorder. If the child cannot hold their attention for your of the game, blocks will be put awry, towers find yourself with additional blocks, blocks are certain to get mixed up, and by the end, the incorrect answer is arrived at. The length of the process means that if your child doesn’t master the idea quickly, they’re improbable to create progress at all. Additionally, it is difficult to increase this technique in to a calculation that may 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, this really is nearly impossible.

Simple drawings: jottings are a more useful option to the method described above. Write out the addition problem on a page of paper, and close to the very first number, make note of the appropriate quantity of tallies (for instance, for the quantity 4, draw 4 tallies). Ask your student to predict just how many tallies you will have to draw by another number in the problem. Once they arrived at the right answer, ask them to draw the tallies. To finish with, ask exactly how many tallies they have drawn altogether. This approach is a much simpler method of bringing together 2 groups, is less probably be susceptible to mechanical error, and is much better worthy of students with poor focus. Additionally it encourages the kid to associate between what the written sum actually says, and why they’re drawing a specific amount of tallies.

 

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source:sciencedirect.com

 

Counting on: this can be a technique based around your student’s capacity to say number names. As soon as 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 when we count?) This is really equivalent to answering an improvement problem of the sort 2+1, but helps for connecting the ideas of counting and addition, which 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 strategy can also be made more difficult, by asking, “what number is 2 more than… ” When your child can confidently respond to such problems out loud, show them the question written down, and explain that this is the same as the issue you’d been doing before. This will 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 may be both a mathematical learning experience along with a pleasing pastime. Games that require 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 can note that the action resembles counting out numbers aloud, or employing a number line. Make a point of remembering to draw focus on the partnership between using games and addition.

 

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source:mdpi.com

 

Learning number facts: usually, we count on number facts learnt by heart to greatly help us answer addition problems. The bottom line is, we do not need to find out the answer to 7 and 10, we simply remember it. Having the ability 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 overall 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 clear answer, giving a great deal of applause when they provide the proper answer. When they are confident, expand how many facts. Games will prevent your son or daughter perceiving addition as dull, and will build confidence.

Addition printables and worksheets: Practise makes perfect – and the right type 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 improve your child’s ability with addition, both orally and written down. There are plenty 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 certain that the worksheets are targeted at the right level, being neither too hard nor too easy, and are of the proper length to keep the student’s interest. You should be attempting presenting 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 lots of praise; once they create a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can actually boost your student’s ability.

 

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source:variationtheory.com

 

My children will always be digitally active, and as I look back through the years, one of the greatest choices I made was showing my children right from the start 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 back then, but we may discuss that in an alternative article) Before I let her run wild with it, taking and posting photos to the net for all the world to see, Used to do a few things and made a brief training lesson for her. This is what I did and why.

First thing I did was to have a conversation with her about WHY she wanted it. During the time it 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 touch upon them. It had been an easier time. Anyways, in this conversation, she relayed in my experience several well thought-out, valid explanations why a wholesome happy teen girl might want to share photos, and so we proceeded to talk about what was appropriate to share. Now all of us 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 a problem with her being provocative or scandalous, so even though 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 within 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’d with my daughter, I want to take the time and explain WHY it is very important to show 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 because they are very handy for other things like locating your child, 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 an easy toggle feature to turn off location data in the photos. Also, since I’d 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 don’t upload to a certain mapping feature in the service (in Instagram that’s’Photo Map’). The danger with GPS tagging children’s photos is that it makes it quite simple for everyone who wants to, and has use of those photos to construct a map of the location the children tend to be in. It can very quickly show patterns of travel, behavior, and even with a little bit 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 less than reputable person could do with such data, say for example a map of the trail your son or daughter walks home, a chart of the inside of your house including obstacles, security and family unit members, and pets. Add to that data the relative times that the little one is in each of those locations and it becomes a significant security risk for parents and a genuine danger to children. I am no expert with 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 information regarding this topic, just Google’Children location data photos’and click some 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 will so I’ll leave it at that. Back once again to the lesson.

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

 

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source:degruyter.com

 

We mentioned what data was in the foreground and background and was it safe to share. For this the main lesson, I took my smart-phone and within the span 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 for her (which she thought was stupid..) and she took it, identifying which photos were safe to post and that have been not. A few of the photos that I staged were shots of flower arrangements available 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 family members that have been completely harmless, but some that have been significantly 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 package showing our mailing address off on the side. I included photos of our home from an angle you could 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 possibly could think of that may be used to track, locate, stalk or else make certainly one of us or someone else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos which were completely sanitary. After I had 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, or even, 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 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 believed she would be. There were some things that she missed, some things she hadn’t thought of, however for the most part, she would 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 ought to, or perhaps I still see them as helpless little toddlers, but I will more often recognize that I have done a great job preparing them forever and they are very smart in their very own right. I often need certainly to remind myself that the explanation for all of this care and thoughtful training is so that they are prepared to deal with 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 point 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 have been elements in them that seemed innocuous and how those ideas made the photo seem safe to create, but the thing that was present that produced in questionable. Two great and considerations originated in this. First, I seen that she was already paying very close awareness of 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 exactly what our expectations were so that she could quicker meet them.

This brings me to an area topic that I won’t stray too far onto but needs mentioning. In raising my children, more frequently than not, when they take action I don’t approve of, it is the maximum amount of a failure of mine to properly convey my expectations because it is them attempting to’break free with something.’ A lot of the stress factors between us and our youngsters may be attributed as frequently to bad communication regarding bad behavior. More times than not my children are trying around I’m to 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 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 the people around us in a confident way it had been quite simple to agree on some use standards and to see that individuals both wanted exactly the same things. I was reassured that she will 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 is simply 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 something I hadn’t thought of that quickly came into play.

As a parent, we could only answer the stimuli open to us during the time of the response. We are able to anticipate several things, but on the planet of the web, of computers and devices and an ever changing landscape of social interaction via the web, 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 became a 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 really is where I learned my hardest lesson of the app store. After you allow a software, you have NO WAY to take it back away. Keep this in mind moving forward. I touched with this back an early on 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’ll dive deeper into this in a later article.

I’m mentioning this for just two reasons. First, I’m NOT perfect. I am writing all of this down just in case a few of it will help or inspires you, not to show you a great plan. There is 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 that one, hopefully, I’ve helped you avoid this 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 would be OK. I was back-doored by an app and my thoughtful prized parenting was thrown spacious and the planet didn’t end. My daughter is really a champ. I taught her well and she was equipped and prepared. Even in an alternative 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 had an overly amorous follower, she dealt with it. At one time she even canceled her account and started another one so that she may have a do-over and do have more control of the folks 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 talk about 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 have read about, learned all about, and applied emotional intelligence in many different ways since Daniel Goleman first popularized it in 1995.

Wikipedia defines emotional intelligence as: “the ability 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 conform to environments or achieve one’s goals.”

Regardless of model (and you can find several), once we think of emotional intelligence we see it as an optimistic combination of skills and characteristics.

But imagine 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 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 among the 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 received 1 minute to get the numbers in order and complete the worksheet.

Partly two of the experiment, Luma showed a quick video with a man who was hysterically funny. She gave the same assignment that she’d given partly one. The participants had to accomplish a different worksheet with the numbers 1 through 20 placed randomly on the page. Again, they got 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 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 to ensure that most of them were not able to accomplish their worksheets in the time allowed.

After watching the funny video, the participants had a much simpler time placing the numbers in order- and most of them could 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 we find tasks much harder to accomplish whenever we are sad.

This does not imply that empathy is bad and ought to be avoided. This experiment simply illustrates that emotions, whether happy or sad, really can affect our performance (or situational intelligence).

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