264 Divided by 2.75

The goal 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 several students, that is their simplest experience of adding up. This process 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 many, this technique may be too involved, particularly for anyone students who present attention deficit disorder. If the child cannot hold their attention for the entire of the game, blocks is going to be put awry, towers find yourself with additional blocks, blocks are certain to get confusing, and by the end, the wrong answer is arrived at. The length of the process means that if your youngster doesn’t master the style quickly, they are unlikely to make progress at all. Furthermore, it’s difficult to increase this technique right into a calculation that can be approached mentally: like, try to imagine two large sets of objects in your head, and then count them all up. Even for adults, that is nearly impossible.

Simple drawings: jottings certainly are a more useful option to the method described above. Write out the addition problem on a sheet of paper, and next to the first number, jot down the right amount of tallies (for instance, for the number 4, draw 4 tallies). Ask your student to predict exactly how many tallies you will have to draw by the other number in the problem. If they come to the correct answer, ask them to draw the tallies. To finish with, ask exactly how many tallies they’ve drawn altogether. This technique is a much easier means of bringing together 2 groups, is less probably be subject 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 certain amount of tallies.


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Relying upon: this can be a technique based around your student’s capacity to say number names. When 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 comes after 2 whenever 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 make use of number squares and gives them the confidence to answer problems within their mind. The technique can be made harder, by asking, “what number is 2 more than… ” Whenever your child can confidently respond to such problems out loud, suggest to them the question written down, and explain that this really is exactly like the situation you had been doing before. This can help the little one to see addition and counting as fundamentally related, and that new problem is in fact something they have met before.

Playing games: this activity can be both a mathematical learning experience in addition to a pleasing pastime. Games that want a table to be moved around a table do too much to encourage children to count on. If the board has numbers onto it, the child can note that the action is similar to counting out numbers aloud, or utilizing a number line. Make a point of remembering to draw awareness of the connection between using games and addition.


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Learning number facts: usually, we count on number facts learnt by heart to help us answer addition problems. The bottom line is, we do not need to determine the solution to 7 and 10, we simply remember it. Being able to recall addition facts allows 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 overall game of matching pairs with the student, where the point of the overall game is identify the located area 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 in it, go through the cards one at any given time, and ask the student for the solution, giving a good deal of applause when they provide the best answer. When they are confident, expand the number of facts. Games will prevent your child 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 can significantly boost your child’s ability with addition, both orally and written down. There are many of free internet sites that provide 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 difficult nor too easy, and are of the proper length to maintain 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, use the opportunity to provide them plenty 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 definitely raise your student’s ability.


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My children will always be digitally active, and as I look back over time, one of the greatest choices I made was to show 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 a different 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 two things and made a short training lesson for her. This is what Used to do and why.

First thing I did was to really have a conversation with her about WHY she wanted it. During the time it had been just a repository for photos. You may 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 was a less complicated time. Anyways, during this conversation, she relayed to me several well thought-out, valid reasons why a healthy happy teen girl should share photos, and so we proceeded to go over the thing that 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 never 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 this 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 in order 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’d with my daughter, I want to set aside a second and explain WHY it is 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 since they are very handy for other things like locating your child, or locating 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 a simple toggle feature to turn fully 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 specific mapping feature in the service (in Instagram that is’Photo Map’). The danger with GPS tagging children’s photos is that it makes it super easy for anybody who wants to, and has usage of those photos to build a chart of the location the children tend to be in. It can simply show patterns of travel, behavior, and even with a tiny amount of work, provide a fairly accurate map of a school, or home, including layouts of rooms and furniture. If you think for a minute what a less than reputable person could do with such data, say as an example a place of the road your son or daughter walks home, a place of the interior of your home including obstacles, security and family members, and pets. Add to that data the relative times that the little one is in each of these locations and it becomes an extreme security risk for parents and a real danger to children. I’m no expert with this subject, and I’m not paranoid, but it absolutely was a big 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 want more information regarding this topic, just Google’Children location data photos’and click a few of the more reputable sites. It’s 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 could so I will leave it at that. Back again to the lesson.

After we had 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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We mentioned what data was in the foreground and background and was it safe to share. Because of this the main lesson, I took my smart-phone and on the length of a few days staged many photos, some completely sanitized for the net 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 publish and of not. Some 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 back ground 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, however many that have been 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 one could start to see the address in the background, images of her brothers but using 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 would be used to track, locate, stalk or otherwise make certainly 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 had 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 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 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 were some items that she missed, some things she hadn’t considered, but also for the absolute most part, she could 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 around I should, or even I still see them as helpless little toddlers, but I will more frequently know that I have inked a good job preparing them for life and they are very smart in their own right. I often need to remind myself that the cause of all this care and thoughtful training is so 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 place of not being negative, not beating her up over the ones she missed. Instead, I made those the kick off point of the conversation, emphasizing WHY these were not approved, how there were elements in them that seemed innocuous and how those activities made the photo seem safe to publish, but that which was present that made in questionable. Two great and important things originated from this. First, I seen that she had been paying very close awareness of the facts and that gave me plenty 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 quicker meet them.

This brings me to an area topic that I won’t stray too much onto but needs mentioning. In raising my children, more frequently than not, when they do something I don’t approve of, it’s just as much a failure of mine to properly convey my expectations because it is them attempting to’get away with something.’ All of the stress factors between us and our children could be attributed normally to bad communication concerning bad behavior. More times than not my students are trying as much as I’m to help keep life easy and happy. For the most part, they wish to please us and make us happy. They thrive on praise and wilt when criticized. With this particular in your 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 quite simple to agree with some use standards and to see that individuals both wanted exactly the same things. I was reassured that she would be 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 the public internet. Now what is going next is “and most of us 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 conclusion yet) there clearly was one thing I hadn’t looked at that quickly came into play.

As a parent, we could only respond to the stimuli offered to us at the time of the response. We could anticipate many 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 the case 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 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 an app, you’ve NO WAY to take it back away. Keep this in mind moving forward. I touched on this back a youthful 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 nearly impossible, I will 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 just in case a number of it will help or inspires you, not to show you an ideal 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 can you, hopefully not this one, hopefully, I’ve helped you avoid this 1, but there is a wall, somewhere, and you’ll bang your nose whenever you walk straight into it. Second, I learned through this that everything could be OK. I was back-doored by a software and my thoughtful prized parenting was thrown wide open and the entire world didn’t end. My daughter is just a champ. I taught her well and she was equipped and prepared. Even 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. 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 a different one so 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 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 have learn about, learned all about, and applied emotional intelligence in a number of ways since Daniel Goleman first popularized it in 1995.

Wikipedia defines emotional intelligence as: “the capability of people 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 you will find several), when we think of emotional intelligence we see it as a confident mix of skills and characteristics.

But what if “the capability of an individual to recognize… other people’s emotions” can also have negative consequences?

Theresa Edwards, in an article titled: Empathy vs. Sympathy: What’s the Difference explains that “to empathize with someone would be 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 might find that empathy got in the way of the participants’success.

In part among the experiment, Luma Al Halah showed a quick video of a man who ends up sobbing. She then gave the participants a worksheet that had the numbers 1 through 20 placed randomly on the page. They received one minute to find the numbers in order 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 partly one. The participants had to accomplish a different 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 parts 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 so 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 a lot of them could actually complete their worksheets in the full time allowed.

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

This doesn’t mean that empathy is bad and ought to be avoided. This experiment simply illustrates that emotions, whether happy or sad, can definitely affect our performance (or situational intelligence).

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