4th Grade Context Clues

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

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Combining groups of physical objects: for all students, this really is their most basic connection with adding up. This method normally involves collecting two sets of objects, then counting how many objects you can find in total. (For example, by building two towers of cubes, and then counting up every single block.) For most, this process could be too involved, particularly for anyone students who present attention deficit disorder. If the little one cannot hold their attention for the whole of the experience, blocks will be put awry, towers will end up with additional blocks, blocks can get confusing, and at the end, the incorrect answer is arrived at. The length of the method means that if your son or daughter doesn’t master the idea quickly, they’re unlikely to produce progress at all. Additionally, it is difficult to extend this method in to a calculation that may be approached mentally: as an example, try to imagine two large sets of objects in your mind, and then count them 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 close to the initial number, jot down the right amount of tallies (for instance, for the quantity 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 come to the right answer, inquire further to draw the tallies. To complete with, ask just how many tallies they have drawn altogether. This process is a much easier method of bringing together 2 groups, is less apt to be susceptible to mechanical error, and is much better worthy of students with poor focus. In addition, it encourages the child to associate between what the written sum actually says, and why they’re 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. Whenever your child has reached a period where they understand how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what comes after 2 when we count?) This is really equal to answering an inclusion problem of the type 2+1, but helps for connecting the ideas of counting and addition, which can be very powerful. This technique gets your student ready to make use of number squares and gives them the confidence to answer problems inside their mind. The technique can also be made more difficult, by asking, “what number is 2 more than… ” Whenever your child can confidently respond 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 can help the child to see addition and counting as fundamentally related, and this new problem is actually something they have met before.

Playing board games: this activity could be both a mathematical learning experience along with a nice 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 onto it, the child is able to observe that the action resembles counting out numbers aloud, or employing a number line. Create a point of remembering to draw attention to the partnership between using games and addition.

 

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Learning number facts: usually, we depend on number facts learnt by heart to simply help us answer addition problems. In summary, we do not have to figure out the solution to 7 and 10, we simply remember it. Having the ability to recall addition facts allows us to tackle simple maths tasks confidently. Improve your student’s familiarity with 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 idea of the overall game is identify the location of the question (for instance, 7+8) and the corresponding answer from a set of cards all turned face down. Create a couple of flashcards with simple addition facts written on them, consider the cards one at any given time, and ask the student for the answer, giving a great deal of applause when they provide the best answer. When they’re confident, expand the number of facts. Games will prevent your son or daughter perceiving addition as dull, and will build confidence.

Addition printables and worksheets: Practise makes perfect – and the best style of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you are able to significantly boost your child’s ability with addition, both orally and written down. There are many of free websites offering worksheets that help with the teaching of adding up, but it will matter what adding up worksheets you use. Ensure that the worksheets are targeted 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 ought to 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 offer them a lot of praise; if they create a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can really increase your student’s ability.

 

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My children have always been digitally active, and as I look back through the years, one of the greatest choices I made was showing 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 those days, but we might discuss that in an alternative article) Before I let her run wild with it, taking and posting photos to the net for the world to see, I did so a few things and made a quick training lesson for her. This is what I did and why.

First thing Used to do was to really have a conversation with her about WHY she wanted it. At the time it absolutely was only a repository for photos. You could make an account, choose who had usage of your account and then upload photos to the account. People who were allowed access could browse your photos, maybe comment on them. It absolutely was a simpler time. Anyways, during this conversation, she relayed in my experience several well thought-out, valid reasoned explanations why a healthy happy teen girl might want to share photos, and so we proceeded to talk about the thing that was appropriate to share. Now we all obviously understand what comes to mind first when someone mentions a teen girl posting photos on the Internet, and frankly, I have not had a problem with her being provocative or scandalous, so even though our conversation hit that topic, it did not 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 so that no you 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 wish to take the time 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 on your own child’s device as they are very handy for other things such as locating your child, or finding a device they lost… but that’ll 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 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 certain mapping feature in the service (in Instagram that is’Photo Map’). The danger with GPS tagging children’s photos is so it causes it to be quite simple for anyone who wants to, and has use of those photos to construct a chart of the location the kids are generally in. It can certainly 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 were to think for a moment what a significantly less than reputable person could do with such data, say for instance a map of the path your son or daughter walks home, a place of the within of your house including obstacles, security and nearest and dearest, and pets. Add to that particular data the relative times that the child is in each of the locations and it becomes a severe security risk for folks and a real danger to children. I’m not an expert with this subject, and I’m not paranoid, but it had been 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’d like more info regarding this topic, just Google’Children location data photos’and select a number 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 to the lesson.

After we’d arrive at an understanding with location data and the dangers of it, and she was thinking about 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. With this part of the lesson, I took my smart-phone and within the length of a couple of 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 (which she thought was stupid..) and she took it, identifying which photos were safe to publish and of not. A number 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 background 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 which were completely harmless, but some that have been significantly 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 a package showing our mailing address off on the side. I included photos of our home from an angle that you might begin to see the address in the back ground, images of her brothers but making use of their school in the backdrop, photos that included her mother’s license plate barely visible at the side of the photo. Anything I really could think of that could be used to track, locate, stalk or otherwise make certainly one of us or somebody else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos which 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 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 thinking about any content or any consequences, but even before I explained my thinking and rules to her, she had been way before where I thought she would be. There have been some items which she missed, some things she hadn’t thought of, but for the absolute 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 around I will, or possibly I still see them as helpless little toddlers, but I should more frequently know that I have done a good job preparing them forever and they’re very smart in their very own right. I often need to remind myself that the reason behind all 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 place of the conversation, concentrating on WHY these were not approved, how there have been elements included that seemed innocuous and how those activities made the photo seem safe to create, but the thing that was present that produced in questionable. Two great and essential things originated in this. First, I seen that she was already paying very close attention to the important points and that gave me lots 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 in order that she could quicker meet them.

This brings me to a part topic that I will not stray too far onto but needs mentioning. In raising my children, more regularly than not, when they do something 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’get away with something.’ All of the stress factors between us and our kids could be attributed as frequently to bad communication concerning bad behavior. More times than not my children are trying around I’m to 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 specific at heart, back once 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 was very easy to agree on some use standards and to see that people both wanted exactly the same things. I was reassured that she would have been a responsible Instagram citizen and she was more conscious of some possible dangers she’d previously not considered and was reminded of best privacy and security practices on the public internet. Now what should go next is “and all of us Instagrammed happily ever after..” This is simply not the case. While we did have a happy continuing, (we still use Instagram, so we aren’t to the conclusion yet) there is something I hadn’t thought of that quickly came into play.

As a parent, we are able to only react to the stimuli available to us during the time of the response. We can anticipate several things, but in the world of the net, of computers and devices and an ever changing landscape of social interaction via the internet, 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 look at a core change. They 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 is where I learned my hardest lesson of the app store. When you allow an application, you’ve 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 just one child on the family 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 2 reasons. First, I’m NOT perfect. I am writing all of this down in case a number of it helps or inspires you, not to exhibit you a great 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 are you going to, hopefully not that 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 an application and my thoughtful prized parenting was thrown available and the world 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. 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 time she even canceled her account and started another one in order that she might 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 discuss options, ask questions and get my input when she did feel like she needed it. The bottom line is, because I trained her to be and then encouraged her to be, she is now a trustworthy and responsible citizen of the internet.

We’ve 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 an individual to identify 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 adapt to environments or achieve one’s goals.”

Whatever the model (and there are several), whenever we think about emotional intelligence we view it as a positive mixture of skills and characteristics.

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

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

In part among the experiment, Luma Al Halah showed a quick video of a person who ends up sobbing. She then gave the participants a worksheet that had the numbers 1 through 20 placed randomly on the page. They were given 1 minute to obtain the numbers in order and complete the worksheet.

Partly two of the experiment, Luma showed a brief video with a man who was simply hysterically funny. She gave the same assignment that she had given simply one. The participants had to accomplish a different worksheet with the numbers 1 through 20 placed randomly on the page. Again, they were given 1 minute to obtain the numbers in order.

With out a sense of empathy with the sobbing man, there could 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 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 a lot of them were able to complete their worksheets in the full time allowed.

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

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

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