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The objective of this short article is to put forward some ideas to greatly help with the teaching of addition.

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Combining categories of physical objects: for most students, this 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 each block.) For several, this approach 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 game, blocks is likely to be put awry, towers will end up with additional blocks, blocks will get mixed up, and at the end, the wrong answer is arrived at. The length of the method means that if your child doesn’t master the idea quickly, they are improbable to make progress at all. In addition, it’s difficult to give this technique in to a calculation that 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 really are a more useful alternative to the method described above. Write out the addition problem on a page of paper, and next to the first number, make note of the appropriate amount of tallies (for instance, for the number 4, draw 4 tallies). Ask your student to predict how many tallies you should draw by one other number in the problem. If they arrived at the right answer, question them to draw the tallies. In order to complete with, ask how many tallies they’ve drawn altogether. This technique is an easier method of bringing together 2 groups, is less apt to be susceptible to mechanical error, and is way better suited to students with poor focus. Additionally it encourages the child to associate between what the written sum actually says, and why they’re drawing a certain number of tallies.




Relying upon: this is a technique based around your student’s capacity to say number names. Whenever your child has reached a period where they know how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what employs 2 when we count?) This is actually comparable to answering an addition problem of the sort 2+1, but helps to get in touch 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 strategy may also be made more difficult, by asking, “what number is 2 more than… ” Whenever your child can confidently respond to such problems out loud, show them the question written down, and explain that this really is just like the situation you had been doing before. This can help the kid to see addition and counting as fundamentally related, and that new problem is actually something they’ve met before.

Playing board games: this activity could be both a mathematical learning experience as well as a pleasing pastime. Games that want a table to be moved around a board do a lot to encourage children to count on. If the board has numbers on it, the little one is able to observe that the action is similar to counting out numbers aloud, or using a number line. Produce a point of remembering to draw focus on the relationship between using board 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 determine the 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 purpose of the game is identify the precise 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 in it, consider the cards one at the same time, and ask the student for the solution, giving a good deal of applause when they give the proper answer. When they’re confident, expand the amount of 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 best 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 improve your child’s ability with addition, both orally and written down. There are lots of free websites 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 aimed at the best level, being neither too hard nor too easy, and are of the correct length to steadfastly keep up the student’s interest. You need to be attempting presenting 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 give them lots of praise; if they produce a mistake, do not 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 time, one of the finest choices I made was to exhibit 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 cultural site in those days, but we might discuss that in an alternative article) Before I let her run wild with it, taking and posting photos to the net for all your world to see, I did so a couple of things and made a quick training lesson for her. This is what I did so and why.

First thing I did 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 had access to your account and then upload photos to the account. People who have been allowed access could browse your photos, maybe discuss them. It had been a simpler time. Anyways, in this conversation, she relayed to me several well thought-out, valid reasoned explanations why a healthier happy teen girl should share photos, and so we proceeded to go over that which was appropriate to share. Now we all obviously understand what comes in your thoughts first when someone mentions a teenager girl posting photos on the Internet, and frankly, I have never had an issue with her being provocative or scandalous, so even though our conversation hit that topic, it did not stop there as well as focus there. What we discussed during our talk was this content of the data contained in and with the photo, i.e., the metadata. She was required to show location information off on the photos she posted in order that no you 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 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 on your child’s device because they are very handy for other things like locating your son or daughter, or locating 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 straightforward toggle feature to switch 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 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 very easy for anyone who wants to, and has use of those photos to create a map of the region the youngsters tend to be in. It can simply show patterns of travel, behavior, and despite a tiny amount of work, provide a reasonably accurate map of a school, or home, including layouts of rooms and furniture. If you were to think for a moment what a less than reputable person could do with such data, say for instance a map of the trail your youngster walks home, a map of the within of your house including obstacles, security and family unit members, and pets. Add to that particular data the relative times that the kid is in each of the 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 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 their photos. If you like more info regarding this topic, just Google’Children location data photos’and click a number 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 much better and more thorough job dissecting it than I will so I will leave it at that. Back once again to the lesson.

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




We talked about what data was in the foreground and background and was it safe to share. With this the main lesson, I took my smart-phone and within the course of a few 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 behalf (which she thought was stupid..) and she took it, identifying which photos were safe to create and that have been not. Some of the photos that I staged were shots of flower arrangements up for grabs or counter, but with prescription bottles from the household pet in the backdrop 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 nearest and dearest that have been completely harmless, but some which were 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 bag showing our mailing address off on the side. I included photos of our home from an angle that you might 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 could think of that may be used to track, locate, stalk or elsewhere make among us or someone else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos that were completely sanitary. After I had amassed a level 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 if 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 as 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 in front of where I believed she would be. There have been some things that she missed, some things she hadn’t considered, 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 will, or even I still see them as helpless little toddlers, but I will more frequently know that I have done a great job preparing them forever and they’re very smart in their particular right. I often need 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’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 those she missed. Instead, I made those the starting place of the conversation, emphasizing WHY these were not approved, how there have been elements inside them that seemed innocuous and how those things made the photo seem safe to create, but the thing that was present that produced in questionable. Two great and important things originated in this. First, I realized that she had been paying very close attention to the details 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 more easily meet them.

This brings me to a side topic that I will not stray too much onto but needs mentioning. In raising my children, more regularly 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 as it is them wanting to’escape with something.’ The majority of the stress factors between us and our kids may be attributed as often to bad communication regarding bad behavior. More times than not my students are trying around I am to keep life easy and happy. For the most part, they would like to please us and make us happy. They thrive on praise and wilt when criticized. With this at heart, 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 positive way it was very simple 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’d previously not looked at and was reminded of best privacy and security practices on the general public internet. Now what is going next is “and we all 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 finish yet) there was something I hadn’t considered that quickly came into play.

As a parent, we can only react to the stimuli open to us at the time of the response. We could anticipate a lot of things, but in the world of the internet, 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 whole world of interaction that frankly scared the heck out of me. This really is where I learned my hardest lesson of the app store. As soon as you allow an application, you’ve NO WAY to take it back away. Keep this in your mind moving forward. I touched with this back in a youthful 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 will dive deeper into this in a later article.

I’m mentioning this for 2 reasons. First, I am NOT perfect. I’m writing all this down in case a number of it will help or inspires you, not showing you a great 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 that one, hopefully, I’ve helped you avoid this one, but there will be a wall, somewhere, and you will bang your nose when you walk straight into it. Second, I learned through this that everything could be OK. I was back-doored by an application and my thoughtful prized parenting was thrown spacious and the world didn’t end. My daughter is 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 difficulties with things online? Yes, she did. Achieved it ruin it on her or damage her? Not at all. When she’d an overly amorous follower, she handled it. At one time she even canceled her account and started a different one in order that she would have a do-over and do 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 just like she needed it. The bottom line is, 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 learn 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 ability of an individual to identify their particular 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 adapt to environments or achieve one’s goals.”

Whatever the model (and there are several), whenever we think about emotional intelligence we see it as an optimistic mix of skills and characteristics.

But what if “the capacity 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 yourself to feel what they feel.”

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

Simply among the experiment, Luma Al Halah showed a quick video of a person who 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 one minute to find the numbers so as and complete the worksheet.

Simply two of the experiment, Luma showed a short video with a man who had been hysterically funny. She gave the same assignment that she’d given in part one. The participants had to accomplish an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they received 1 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 areas of the experiment.

However, there is 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 many of them were not able to complete their worksheets in the 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 complete their worksheets in the time allowed.

The participants’empathy for the sobbing man left them with sad feelings. The outcomes 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 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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