270 Divided by 2

The objective of this article is to place forward some ideas to simply help with the teaching of addition.

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Combining categories of physical objects: for several students, that is their simplest connection with adding up. This method normally involves collecting two sets of objects, then counting just how many objects there are in total. (For example, by building two towers of cubes, and then counting up each block.) For all, this technique could be too involved, particularly for those students who present attention deficit disorder. If the child cannot hold their attention for the entire of the activity, blocks is likely to be put awry, towers find yourself with additional blocks, blocks will get confusing, and by the end, the incorrect answer is arrived at. Along the procedure means when your son or daughter doesn’t master the concept quickly, they are improbable to create progress at all. In addition, it’s difficult to extend this process into a calculation that can be approached mentally: as an example, 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 really are a more useful option to the method described above. Write out the addition problem on a page of paper, and alongside the very first number, write down the appropriate number 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 another number in the problem. When they arrive at the correct answer, ask them to draw the tallies. In order to complete with, ask exactly how many tallies they have drawn altogether. This method is a much easier means of bringing together 2 groups, is less probably be subject to mechanical error, and is much better suitable for students with poor focus. In addition, it encourages the child to associate between what the written sum actually says, and why they are drawing a specific quantity of tallies.


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Relying upon: this can be a technique based around your student’s capacity to state number names. As soon as your child has reached a level where they learn 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 equal to answering an improvement problem of the type 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 use number squares and gives them the confidence to answer problems in their mind. The method can also be made more challenging, by asking, “what number is 2 more than… ” As soon as your child can confidently respond to such problems out loud, demonstrate to them the question written down, and explain that this is just like the issue you’d been doing before. This will help the kid to see addition and counting as fundamentally related, and this new problem is in fact something they’ve met before.

Playing board games: this activity can be both a mathematical learning experience as well as a pleasing pastime. Games that need a table to be moved around a board do too much to encourage children to count on. If the board has numbers about it, the kid has the capacity to note that the action resembles counting out numbers aloud, or employing a number line. Create a point of remembering to draw focus on the relationship between using games and addition.




Learning number facts: usually, we rely on number facts learnt by heart to simply help us answer addition problems. The bottom line is, we do not have to determine the answer to 7 and 10, we simply remember it. Having the ability to recall addition facts we can tackle simple maths tasks confidently. Improve your student’s knowledge 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 overall game is identify the located area of the question (for instance, 7+8) and the corresponding answer from a couple of 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 much of applause when they give the best answer. When they’re 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 are able to significantly enhance your child’s ability with addition, both orally and written down. There are lots of free websites that provide worksheets that help with the teaching of adding up, but it will matter what adding up worksheets you use. Make sure that the worksheets are directed at the best level, being neither too hard nor too easy, and are of the correct length to maintain the student’s interest. You need to be attempting to provide questions that foster their recollection of number facts, plus a scattering of sums involving some calculation. On the occasions that the student is successful, utilize the opportunity to provide them plenty of praise; once they make a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can really raise your student’s ability.


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My children have been digitally active, and as I look back over the years, one of the best 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 cultural 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 web for all the world to see, I did a couple of things and made a quick training lesson for her. Some tips about what Used to do and why.

The very first thing Used to do was to have a conversation with her about WHY she wanted it. At the time it had been merely a repository for photos. You will make an account, choose who had usage of your account and then upload photos to the account. People who have been allowed access could browse your photos, maybe touch upon them. It had been a simpler time. Anyways, in this conversation, she relayed if you ask me several well thought-out, valid reasons why a healthier happy teen girl might want to share photos, and so we proceeded to go over what was appropriate to share. Now all of us obviously know very well what comes to mind first when someone mentions a young adult girl posting photos on the Internet, and frankly, I have never had a problem 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 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 one could track her or map her from the GPS data that’s attached to the majority of 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 very 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 own child’s device because they are very handy for other things such as locating your youngster, or getting a device they lost… but that 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 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 if 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 so it makes it super easy for anyone who would like to, and has use of those photos to construct a place of the location the children are generally in. It can very quickly show patterns of travel, behavior, and despite having a little bit 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 minute what a significantly less than reputable person could do with such data, say for instance a chart of the road your youngster walks home, a chart of the within of your house including obstacles, security and members of the family, and pets. Add to that particular data the relative times that the kid is in each of these locations and it becomes an extreme security risk for parents and a genuine danger to children. I’m not an expert with this subject, and I am not paranoid, but it had been a huge enough concern for me 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’d like more info regarding this topic, just Google’Children location data photos’and click some of the more reputable sites. It’s been well covered by 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’ll leave it at that. Back again to the lesson.

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


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We discussed what data was in the foreground and background and was it safe to share. Because of this part of the lesson, I took my smart-phone and within the course of a couple of 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. A number of the photos that I staged were shots of flower arrangements available or counter, but with prescription bottles from the household 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 unit members that have been completely harmless, however many that were less than flattering or embarrassing. I shot cityscapes that contained candid photos of strangers. One was an image 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 that you might see the address in the background, images of her brothers but making use of their school in the back ground, photos that included her mother’s license plate barely visible at the side of the photo. Anything I could consider that would be used to track, locate, stalk or elsewhere make one of us or someone else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos that were completely sanitary. After I’d amassed a level 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, if not, why and any thoughts she’d 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 considering any content or any consequences, but even before I explained my thinking and rules to her, she was already way ahead of where I believed she would be. There were some items which she missed, some things she hadn’t considered, but for probably the most part, she would 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 should, or possibly I still see them as helpless little toddlers, but I ought to more often understand that I did an excellent job preparing them for life and they are very smart in their own right. I often need certainly to remind myself that the cause of all of this care and thoughtful training is so that they are prepared to handle 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 place of not being negative, not beating her up over the ones she missed. Instead, I made those the starting point of the conversation, emphasizing WHY they certainly were not approved, how there have been elements inside them that seemed innocuous and how those ideas made the photo seem safe to post, but that which was present that manufactured in questionable. Two great and considerations originated in this. First, I realized that she had been 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 on the planet with it. Second, it showed her precisely what our expectations were to ensure that she could easier meet them.

This brings me to an area topic that I will not stray past an acceptable limit onto but needs mentioning. In raising my children, more regularly than not, once they make a move I don’t approve of, it is just as much a failure of mine to properly convey my expectations since it is them attempting to’break free with something.’ All of the stress factors between us and our children may be attributed as often to bad communication concerning bad behavior. More times than not my children are trying as much as I’m to help keep life easy and happy. For the absolute 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 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 quite simple to acknowledge some use standards and to see that we 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 should go 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 end yet) there was something I hadn’t looked at that quickly came into play.

As a parent, we can only react to the stimuli available to us during the time of the response. We are able to anticipate a lot of things, but in the world of the web, of computers and devices and an ever changing landscape of social interaction via the web, we never know what will be next. In the case of Instagram, just a few weeks after our lesson and my approval of her use, Instagram made what I look at 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. That is where I learned my hardest lesson of the app store. When you allow a software, you have NO WAY to bring 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 nearly impossible, I will dive deeper into this in a later article.

I’m mentioning this for two reasons. First, I’m NOT perfect. I’m writing all this down in the event some of it will help or inspires you, not to exhibit you a perfect plan. There’s no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked right into this wall. So are you going to, hopefully not that one, hopefully, I’ve helped you avoid that one, but there will be 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 spacious and the world didn’t end. My daughter is 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 problems with things online? Yes, she did. Achieved it ruin it on her behalf or damage her? Not at all. When she had an overly amorous follower, she handled it. At one point she even canceled her account and started another one in order that she would have a do-over and have significantly 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. In summary, because I trained her to be and then encouraged her to be, she has become a trustworthy and responsible citizen of the internet.

We have read about, discovered, 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 individuals to acknowledge their very 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 adapt to environments or achieve one’s goals.”

Whatever the model (and you will find several), once we think of emotional intelligence we view it as an optimistic combination of skills and characteristics.

But imagine if “the ability 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 would be to assume their feelings upon yourself and allow yourself to feel what they feel.”

In the informal experiment I’m going to explain, you might find that empathy got in the manner of the participants’success.

Partly one of many experiment, Luma Al Halah showed a brief 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 got 1 minute to find the numbers so as and complete the worksheet.

Partly two of the experiment, Luma showed a short video with a person who had been hysterically funny. She gave exactly the same assignment that she’d given partly one. The participants had to perform an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they were given 1 minute to get the numbers in order.

With out a 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 clearly 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 in order that most 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 were able to complete their worksheets in the 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 accomplish whenever we are sad.

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

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