400 Divided by 20

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

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Combining sets of physical objects: for most students, that is their most basic connection with adding up. This technique 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 every single block.) For many, this technique could be too involved, particularly for those students who present attention deficit disorder. If the little one cannot hold their attention for the whole of the activity, blocks will be put awry, towers will end up with additional blocks, blocks will get confused, and by the end, the incorrect answer is arrived at. The size of the procedure means when your child doesn’t master the concept quickly, they’re improbable to make progress at all. In addition, it’s difficult to give this process in to a calculation that can be approached mentally: like, try to assume two large sets of objects in your head, and then count all of them up. Even for adults, this really 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 alongside the very first number, make note of the appropriate amount of tallies (for instance, for the amount 4, draw 4 tallies). Ask your student to predict how many tallies you will need to draw by another number in the problem. If they arrived at the right answer, inquire further to draw the tallies. To complete with, ask just how many tallies they have drawn altogether. This approach is an easier means of bringing together 2 groups, is less apt to be at the mercy of mechanical error, and is better suited to students with poor focus. In addition, it encourages the kid to associate between what the written sum actually says, and why they’re drawing a certain number of tallies.




Relying on: this can be a technique based around your student’s capacity to express number names. Whenever your child has reached a phase where they learn 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 inclusion problem of the type 2+1, but helps to connect 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 can also be made more challenging, by asking, “what number is 2 more than… ” As soon as your child can confidently react to such problems out loud, suggest to them the question written down, and explain that this really is exactly like the issue you had been doing before. This may help the kid to see addition and counting as fundamentally related, and that this new problem is actually something they have met before.

Playing games: this activity may be both a mathematical learning experience as well as a pleasant pastime. Games that need a counter to be moved around a table do a lot to encourage children to count on. If the board has numbers about it, the kid has the capacity to observe that the action is comparable to counting out numbers aloud, or using a number line. Make a point of remembering to draw focus on the partnership between using games and addition.


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Learning number facts: usually, we rely on number facts learnt by heart to help us answer addition problems. The bottom line is, we do not have to figure out the answer to 7 and 10, we simply remember it. Having the ability to recall addition facts we can tackle simple maths tasks confidently. Boost 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 purpose of the overall game is identify the located area of the question (for instance, 7+8) and the corresponding answer from a set of cards all turned face down. Create some flashcards with simple addition facts written to them, 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 proper answer. When they’re confident, expand how many facts. Games will prevent your child perceiving addition as dull, and will build confidence.

Addition printables and worksheets: Practise makes perfect – and the proper 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 plenty of free internet sites that provide worksheets that help with the teaching of adding up, but it does matter what adding up worksheets you use. Make certain that the worksheets are aimed at the best level, being neither too difficult nor too easy, and are of the proper length to steadfastly keep up the student’s interest. You should be attempting to provide 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, use the opportunity to provide them plenty of praise; if they create a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way really can raise your student’s ability.


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My children have always been digitally active, and as I look back over the years, one of the best choices I made was to show my children from the beginning 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 social site in the past, but we might discuss that in a different article) Before I let her run wild with it, taking and posting photos to the internet for the world to see, I did so a couple of things and made a brief training lesson for her. Here is what I did and why.

First thing I did so was to really have a conversation with her about WHY she wanted it. At the time it absolutely was merely a repository for photos. You will make an account, choose who’d usage of your account and then upload photos to the account. People who have been allowed access could browse your photos, maybe discuss them. It absolutely was a less complicated time. Anyways, during this conversation, she relayed in my experience several well thought-out, valid reasoned explanations why a healthy happy teen girl may want to share photos, and so we proceeded to talk about 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 concern with her being provocative or scandalous, so although our conversation hit that topic, it did not stop there or even focus there. What we discussed during our talk was the content of the data within and with the photo, i.e., the metadata. She was required to turn location information off on the photos she posted so that no you can track her or map her from the GPS data that’s attached to most smartphone photos.

Before we continue with the lesson I had 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 on your own child’s device since they are very handy for other such things as locating your child, or getting a device they lost… but which 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 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 if you upload to a certain mapping feature in the service (in Instagram that’s’Photo Map’). The danger with GPS tagging children’s photos is so it causes it to be super easy proper who wants to, and has use of those photos to build a chart of the area the children are generally in. It can certainly show patterns of travel, behavior, and despite having 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 moment what a less than reputable person could do with such data, say for example a map of the road your son or daughter walks home, a map of the inside of your home including obstacles, security and members of the family, and pets. Add compared to that data the relative times that the kid is in each of the locations and it becomes a severe security risk for folks and a real danger to children. I am no expert on this subject, and I am not paranoid, but it had been a big 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 the photos. If you’d like more details regarding this topic, just Google’Children location data photos’and click on a few of the more reputable sites. It has 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 will so I will leave it at that. Back once again to the lesson.

After we had arrive at an awareness with location data and the dangers of it, and she was contemplating 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 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 behalf (which she thought was stupid..) and she took it, identifying which photos were safe to publish 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 background 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 were completely harmless, however many which were significantly 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 an envelope showing our mailing address off on the side. I included photos of our home from an angle that you may 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 one of us or another person feel violated, uncomfortable or self-conscious. I mixed these in with similar photos that have been completely sanitary. After I’d amassed a volume of photos, I put together a little slideshow with a corresponding quiz book so 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 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 had been way in front of where I believed she’d be. There were some items which she missed, some things she hadn’t thought of, 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 around I ought to, or perhaps I still see them as helpless little toddlers, but I will more regularly realize that I have inked an excellent job preparing them for a lifetime and they’re very smart in their own right. I often need certainly to remind myself that the cause of all this care and thoughtful training is in order that they are prepared to take care of 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 point of not being negative, not beating her up over those she missed. Instead, I made those the kick off point of the conversation, concentrating on 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 create, but that which was present that made in questionable. Two great and important things came from this. First, I seen that she was already paying very close awareness of the details 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 exactly what our expectations were in order that she could easier meet them.

This brings me to a side topic that I will not stray past an acceptable limit onto but needs mentioning. In raising my children, more often than not, when they take action I don’t approve of, it’s just as much a failure of mine to properly convey my expectations since it is them attempting to’escape with something.’ Most of the stress factors between us and our youngsters may be attributed as frequently 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 most part, they wish to please us and make us happy. They thrive on praise and wilt when criticized. With this specific 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 an optimistic way it was very simple to agree with some use standards and to see that we 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’d previously not considered and was reminded of best privacy and security practices on people internet. Now what is going next is “and all of us Instagrammed happily ever after..” This is not the case. While we did have a pleased continuing, (we still use Instagram, so we aren’t to the conclusion yet) there clearly was a very important factor I hadn’t considered that quickly came into play.

As a parent, we are able to only respond to the stimuli offered to us during the time of the response. We can anticipate a lot of things, but on earth of the internet, of computers and devices and an ever changing landscape of social interaction via the net, we never know what will be next. In case of Instagram, only a few weeks after our lesson and my approval of her use, Instagram made what I look at a core change. They truly became the full social platform, with friends, and likes and invites and comments and an entire 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 application, you have NO WAY to bring it back away. Keep this in your mind moving forward. I touched on this back an early on 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 difficult, I will dive deeper into this in a later article.

I am mentioning this for just two reasons. First, I’m NOT perfect. I am writing all of this down in case a number of it will help or inspires you, not showing you a perfect plan. There is no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked right into this wall. So can you, hopefully not that one, hopefully, I’ve helped you avoid this 1, 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 would be OK. I was back-doored by a software and my thoughtful prized parenting was thrown spacious and the planet didn’t end. My daughter is just a champ. I taught her well and she was equipped and prepared. Even yet 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. Did it ruin it for 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 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 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. 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 a number of ways since Daniel Goleman first popularized it in 1995.

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

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

But imagine if “the capability of individuals to recognize… other people’s emotions” can also provide 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 might find that empathy got in how of the participants’success.

Simply one of the experiment, Luma Al Halah showed a brief 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 got one minute to get the numbers so as and complete the worksheet.

Simply two of the experiment, Luma showed a short video with a person who was simply hysterically funny. She gave exactly the same assignment that she’d given in part one. The participants had to perform a different worksheet with the numbers 1 through 20 placed randomly on the page. Again, they were given one minute to obtain the numbers in order.

Without a sense of empathy with the sobbing man, there would have been no difference in the success rates of the participants in both areas 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 many were unable to accomplish their worksheets in the full time allowed.

After watching the funny video, the participants had a much simpler time placing the numbers in order- and many 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 complete once we are sad.

This doesn’t signify 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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