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

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Combining sets of physical objects: for many students, this is their simplest experience of adding up. This technique 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 most, this technique could be too involved, particularly for anyone students who present attention deficit disorder. If the little one cannot hold their attention for the entire of the activity, blocks is likely to be put awry, towers can become with additional blocks, blocks are certain to get confusing, and at the conclusion, the incorrect answer is arrived at. The length of the method means that if your youngster doesn’t master the concept quickly, they are not likely to create progress at all. Furthermore, it’s difficult to increase this technique right into a calculation that may be approached mentally: for instance, 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 really are a more useful alternative to the process described above. Write out the addition problem on a sheet of paper, and next to the first number, write down the correct number of tallies (for instance, for the number 4, draw 4 tallies). Ask your student to predict how many tallies you should draw by another number in the problem. If they arrived at the right answer, ask them to draw the tallies. To finish with, ask just how many tallies they have drawn altogether. This technique is an easier method of bringing together 2 groups, is less likely to be at the mercy of 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 are drawing a specific number of tallies.


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Relying on: this can be 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 employs 2 whenever we count?) This is really equivalent to answering an addition problem of the sort 2+1, but helps to connect 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 strategy can be made more difficult, by asking, “what number is 2 more than… ” When your child can confidently react to such problems out loud, demonstrate to them the question written down, and explain that that is just like the situation you’d been doing before. This can help the kid to see addition and counting as fundamentally related, and that new problem is in fact something they’ve met before.

Playing board games: this activity may be both a mathematical learning experience along with a pleasing pastime. Games that need a counter to be moved around a table do a great deal to encourage children to count on. If the board has numbers about it, the little one is able to see that the action is comparable to counting out numbers aloud, or using a number line. Produce a point of remembering to draw attention to 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 have to find out the answer to 7 and 10, we simply remember it. Having the ability to recall addition facts allows us to 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 location of the question (for instance, 7+8) and the corresponding answer from a couple of cards all turned face down. Create some flashcards with simple addition facts written to them, look at the cards one at the same time, and ask the student for the clear answer, giving a great deal of applause when they offer the right answer. When they are confident, expand the amount of facts. Games will prevent your child perceiving addition as dull, and will build confidence.

Addition printables and worksheets: Practise makes perfect – and the proper 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 that provide worksheets that help with the teaching of adding up, but it will matter what adding up worksheets you use. Ensure that the worksheets are directed at the best level, being neither too hard nor too easy, and are of the correct length to keep up the student’s interest. You need to be attempting presenting questions that foster their recollection of number facts, plus a scattering of sums involving some calculation. On the occasions that the student is successful, use the opportunity to offer them a lot of praise; when they create a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can definitely raise your student’s ability.




My children will always be digitally active, and as I look back through the years, one of the greatest choices I made was to show my children right from the start the dangers of over-sharing. I recall 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 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, Used to do two things and made a brief training lesson for her. This is what I did and why.

First thing I did was to really have a conversation with her about WHY she wanted it. At the time it had been merely a repository for photos. You could make an account, choose who’d 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 an easier time. Anyways, during this conversation, she relayed in my experience several well thought-out, valid reasoned explanations why a healthier happy teen girl may want to share photos, and so we proceeded to talk about what was appropriate to share. Now most of us obviously know 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 although our conversation hit that topic, it didn’t stop there or even focus there. What we discussed during our talk was the information of the information contained in 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 is attached to most smartphone photos.

Before we continue with the lesson I’d with my daughter, I do want to set aside a second and explain WHY it is essential 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 such as locating your youngster, or finding a device they lost… but that will 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 if you don’t upload to a specific mapping feature in the service (in Instagram that’s’Photo Map’). The danger with GPS tagging children’s photos is so it makes it very easy for anybody who wants to, and has access to those photos to create a chart of the area the youngsters tend to be in. It can certainly show patterns of travel, behavior, and despite having a tiny amount of work, provide a reasonably accurate map of a school, 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 as an example a place of the trail your son or daughter walks home, a map of the interior of your home including obstacles, security and household members, and pets. Add to that particular data the relative times that the little one is in each of those locations and it becomes a severe security risk for parents and a real danger to children. I’m no expert with this subject, and I am not paranoid, but it absolutely 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 like more details regarding this topic, just Google’Children location data photos’and click on a number 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 much better and more thorough job dissecting it than I will so I’ll leave it at that. Back to the lesson.

After we’d arrived at an awareness with location data and the dangers of it, and she was thinking about greater 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. With this area of the lesson, I took my smart-phone and on the span of several 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 of not. Some of the photos that I staged were shots of flower arrangements available 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 or other surfaces innocuously in the edges of the shot. I took candid photos of nearest and dearest that were completely harmless, however, many which 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 an envelope 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 back ground, images of her brothers but making use of their school in the background, photos that included her mother’s license plate barely visible at the medial side of the photo. Anything I possibly could consider that would 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 which were completely sanitary. After I had amassed a volume of photos, I assembled a little slideshow with a corresponding quiz book to ensure that she could answer questions and make comments on each photo when 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 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 was already way before where I thought she would be. There have been some items that she missed, some things she hadn’t looked at, but for the most part, she would have been quite fine without my help. This really 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 perhaps I still see them as helpless little toddlers, but I will more often realize that I have done a good job preparing them for life and they’re very smart in their own right. I often need certainly to remind myself that the reason behind all of this care and thoughtful training is so 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 point of not being negative, not beating her up over the people she missed. Instead, I made those the kick off point of the conversation, emphasizing WHY they certainly were not approved, how there were 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 considerations came from this. First, I seen that she had been paying very close awareness of the details and that gave me lots of faith and confidence to let her have the app and be free on earth with it. Second, it showed her precisely what our expectations were in order that she could quicker meet them.

This brings me to a part topic that I won’t stray past an acceptable limit onto but needs mentioning. In raising my children, more often than not, when they make a move I don’t approve of, it is the maximum amount of a failure of mine to properly convey my expectations since it is them trying to’escape with something.’ All the stress factors between us and our kids could be attributed normally to bad communication concerning bad behavior. More times than not my children are trying around I am to help keep life easy and happy. For the absolute most part, they want to please us and make us happy. They thrive on praise and wilt when criticized. With this in mind, back once again to the lesson…

When she and I sat down and discussed the ideas of safety and privacy, of respecting ourselves and individuals around us in a confident way it was very easy to agree with some use standards and to see that individuals both wanted the same things. I was reassured that she will be a responsible Instagram citizen and she was more conscious of some possible dangers she’d previously not looked at and was reminded of best privacy and security practices on people internet. Now what is going next is “and we all 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 end yet) there was one thing I hadn’t thought of that quickly came into play.

As a parent, we are able to only respond to the stimuli offered to us at the time of the response. We could anticipate several things, but on earth of the net, of computers and devices and an ever changing landscape of social interaction via the internet, we never know what will 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 the 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. That is where I learned my hardest lesson of the app store. Once you allow an app, you’ve NO WAY to take it back away. Keep this at heart moving forward. I touched on this in an early on 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 am mentioning this for two reasons. First, I’m NOT perfect. I am writing all of this down in case a number of it can help or inspires you, not showing you a perfect 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 that one, hopefully, I’ve helped you avoid this one, 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 could be OK. I was back-doored by an application 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. Did it ruin it on her or damage her? Not at all. When she’d an overly amorous follower, she dealt with it. At one point she even canceled her account and started another one so that she could have a do-over and do 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 go over 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 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 capacity of an individual to acknowledge their 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.”

Regardless of model (and there are several), when we think about emotional intelligence we view it as a confident combination of skills and characteristics.

But imagine if “the capacity of people to recognize… other people’s emotions” can likewise have negative consequences?

Theresa Edwards, in an article titled: Empathy vs. Sympathy: What’s the Difference explains that “to empathize with someone is to assume their feelings upon yourself and allow you to ultimately feel what they feel.”

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

Partly among the experiment, Luma Al Halah showed a quick 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 received 1 minute to obtain the numbers in order and complete the worksheet.

In part two of the experiment, Luma showed a quick video with a man who was simply hysterically funny. She gave the same assignment that she had given simply one. The participants had to perform an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they got one minute to get the numbers in order.

With no sense of empathy with the sobbing man, there would have been no difference in the success rates of the participants in both elements of the experiment.

However, there was a marked difference in the participants’ability to complete the worksheets. After watching the sad video, the participants had a much harder time placing the numbers in order- so much so that many were not able to complete their worksheets in the time allowed.

After watching the funny video, the participants had an easier time placing the numbers in order- and a lot of them were able to 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 do when we are sad.

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

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