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

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Combining categories of physical objects: for all students, that is their simplest experience of adding up. This method normally involves collecting two sets of objects, then counting exactly how many objects there are in total. (For example, by building two towers of cubes, and then counting up each block.) For a lot of, this approach could be too involved, particularly for anyone students who present attention deficit disorder. If the kid cannot hold their attention for the entire of the game, blocks will undoubtedly be put awry, towers will end up with additional blocks, blocks can get confusing, and at the conclusion, the incorrect answer is arrived at. The length of the procedure means when your youngster does not master the concept quickly, they’re not likely to produce progress at all. In addition, it’s difficult to increase this process into a calculation that may be approached mentally: as an example, try to assume two large sets of objects in your head, and then count them up. Even for adults, that is nearly impossible.

Simple drawings: jottings are a more useful option to the process described above. Write out the addition problem on a page of paper, and close to the first number, jot 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 need to draw by another number in the problem. If they arrived at the right answer, question them to draw the tallies. To finish with, ask how many tallies they have drawn altogether. This approach is an easier way of bringing together 2 groups, is less likely to be subject to mechanical error, and is way better suitable for students with poor focus. It also encourages the kid to associate between what the written sum actually says, and why they’re drawing a particular number of tallies.


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Counting 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 uses 2 once we count?) This is actually equal 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 use number squares and gives them the confidence to answer problems in their mind. The strategy can also be made harder, by asking, “what number is 2 more than… ” Whenever your child can confidently react to such problems out loud, demonstrate to them the question written down, and explain that this is the same as the issue you’d 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 can be both a mathematical learning experience along with a pleasing pastime. Games that need a counter to be moved around a board do a great deal to encourage children to count on. If the board has numbers onto it, the child can observe that the action is comparable to counting out numbers aloud, or employing a number line. Produce a point of remembering to draw focus on the relationship 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 summary, we do not need to find out the clear answer to 7 and 10, we simply remember it. Being able to recall addition facts permits us to tackle simple maths tasks confidently. Boost your student’s familiarity with 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 game is identify the location 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, consider the cards one at any given time, and ask the student for the answer, giving a good deal of applause when they give the right answer. When they’re confident, expand the number of facts. Games will prevent your youngster perceiving addition as dull, and will build confidence.

Addition printables and worksheets: Practise makes perfect – and the right 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 boost your child’s ability with addition, both orally and written down. There are lots of free sites that provide worksheets that assistance with the teaching of adding up, but it does matter what adding up worksheets you use. Ensure that the worksheets are directed at the best level, being neither too difficult nor too easy, and are of the correct length to steadfastly keep up the student’s interest. You should be attempting to present 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 provide them lots of praise; if 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 through the years, one of the greatest 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 cultural site in the past, but we may discuss that in a different article) Before I let her run wild with it, taking and posting photos to the internet for all your world to see, Used to do two things and made a short training lesson for her. Here’s what I did so and why.

First thing I did so was to have a conversation with her about WHY she wanted it. At the time it was 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 discuss them. It had been a simpler time. Anyways, during 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 most of us obviously know what comes to mind first when someone mentions a teenager 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 as well as 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 to ensure 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 want 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 as they are very handy for other things like locating your youngster, or finding 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 simple toggle feature to switch 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 until 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 proper who wants to, and has use of those photos to create a chart of the region the children tend to be in. It can very quickly show patterns of travel, behavior, and even with a tiny amount of work, provide a fairly accurate map of a college, or home, including layouts of rooms and furniture. If you were to think for a moment what a significantly less than reputable person could do with such data, say for instance a chart of the trail your son or daughter walks home, a place of the inside of your home including obstacles, security and family members, and pets. Add to that data the relative times that the child is in each of these locations and it becomes an extreme security risk for parents 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 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 would like more info regarding this topic, just Google’Children location data photos’and click some of the more reputable sites. This 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 can so I’ll leave it at that. Back once again to the lesson.

After we had come to an awareness with location data and the dangers of it, and she was considering more than a duck-face or her makeup in the photo, we proceeded to step two.




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 span 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 on the table 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 which were completely harmless, however, many that 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 backdrop, 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 come up with a little slideshow with a corresponding quiz book in order that she could answer questions and make comments on each photo if 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 contemplating 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 thought she would be. There have been some items that she missed, some things she hadn’t thought of, but also 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 perhaps I still see them as helpless little toddlers, but I ought to more frequently recognize that I have done an excellent job preparing them for a lifetime and they are very smart in their particular right. I often have to remind myself that the explanation for all of 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 the ones she missed. Instead, I made those the starting place of the conversation, emphasizing WHY they certainly were not approved, how there have been elements in them that seemed innocuous and how those ideas made the photo seem safe to publish, but what was present that manufactured in questionable. Two great and essential things came from this. First, I realized that she had been paying very close focus on the details and that gave me a lot of faith and confidence to let her have the app and be free in the world with it. Second, it showed her precisely what our expectations were in order 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 often than not, if they do something I don’t approve of, it is the maximum amount of a failure of mine to properly convey my expectations because it is them attempting to’get away with something.’ All the stress factors between us and our youngsters can be attributed as frequently to bad communication regarding bad behavior. More times than not my children are trying around I’m to help keep life easy and happy. For probably 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 a positive way it absolutely was very easy to agree with some use standards and to see that people both wanted the same things. I was reassured that she would have been a responsible Instagram citizen and she was more alert to some possible dangers she had previously not considered and was reminded of best privacy and security practices on the general public internet. Now what is going next is “and most of us Instagrammed happily ever after..” This isn’t the case. While we did have a pleased continuing, (we still use Instagram, so we aren’t to the end yet) there clearly was something I hadn’t considered that quickly came into play.

As a parent, we can only answer the stimuli offered to us during the time of the response. We are able to anticipate several things, but on the planet of the internet, of computers and devices and an ever changing landscape of social interaction via the net, we never know what’ll be next. In the case of Instagram, only a few weeks after our lesson and my approval of her use, Instagram made what I consider a core change. They became a complete 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 is where I learned my hardest lesson of the app store. When you allow an application, you’ve NO WAY to take it back away. Keep this in your mind moving forward. I touched on this in an earlier article when I mentioned allowing apps for starters child on the household 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’m mentioning this for two reasons. First, I am NOT perfect. I’m writing all of this down in case some of it will help or inspires you, not to exhibit you a great 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 will you, hopefully not this one, hopefully, I’ve helped you avoid this 1, but there would have been 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 spacious and the entire world didn’t end. My daughter is really 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. Made it happen 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 to ensure that she could have a do-over and have significantly 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 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 has become a trustworthy and responsible citizen of the internet.

We’ve read about, learned about, and applied emotional intelligence in a variety of ways since Daniel Goleman first popularized it in 1995.

Wikipedia defines emotional intelligence as: “the capacity of individuals to acknowledge their very own and other people’s emotions, discern between different feelings and label them appropriately, use emotional information to steer thinking and behavior, and manage and/or adjust emotions to adapt to environments or achieve one’s goals.”

Regardless of the model (and you will find several), when we think about emotional intelligence we notice it as a positive mixture of skills and characteristics.

But imagine if “the ability of people 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 is to assume their feelings upon yourself and allow you to ultimately feel what they feel.”

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

In part one of the experiment, Luma Al Halah showed a quick video of a person 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 get the numbers so as and complete the worksheet.

In part two of the experiment, Luma showed a brief video with a person who was hysterically funny. She gave the exact same assignment that she had 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 were given 1 minute to find 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 is a marked difference in the participants’ability to accomplish 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 of them were unable to accomplish 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 enough 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 when we are sad.

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

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