The goal of this short article is to place forward some ideas to help with the teaching of addition.
Combining groups of physical objects: for all 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 you can find in total. (For example, by building two towers of cubes, and then counting up each block.) For most, this method 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 experience, blocks is likely to be put awry, towers find yourself with additional blocks, blocks are certain to get confused, and by the end, the incorrect answer is arrived at. The length of the procedure means that if your youngster doesn’t master the idea quickly, they are improbable to create progress at all. Additionally, it is difficult to increase this technique into a calculation which can be approached mentally: for example, try to assume two large sets of objects in your head, and then count them up. Even for adults, this really is nearly impossible.
Simple drawings: jottings are a more useful alternative to the process described above. Write out the addition problem on a sheet of paper, and next to the initial number, make note of the correct amount of tallies (for instance, for the quantity 4, draw 4 tallies). Ask your student to predict exactly how many tallies you will need to draw by the other number in the problem. When they come to the proper answer, ask them to draw the tallies. In order to complete with, ask how many tallies they have drawn altogether. This method is a much easier means of bringing together 2 groups, is less apt to be susceptible to mechanical error, and is way 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 number of tallies.
Counting on: this is a technique based around your student’s capacity to say number names. When your child has reached a level where they know how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what comes after 2 once we count?) This is actually comparable to answering an improvement problem of the sort 2+1, but helps to connect the ideas of counting and addition, that is 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 difficult, by asking, “what number is 2 more than… ” When your child can confidently answer such problems aloud, suggest to them the question written down, and explain that that is exactly like the issue you had been doing before. This will help the kid to see addition and counting as fundamentally related, and that this new problem is actually something they’ve met before.
Playing games: this activity can be both a mathematical learning experience along with a nice pastime. Games that require a counter to be moved around a board do too much to encourage children to count on. If the board has numbers about it, the little one has the capacity to observe that the action resembles counting out numbers aloud, or utilizing a number line. Create a point of remembering to draw attention to the partnership between using board games and addition.
Learning number facts: usually, we depend on number facts learnt by heart to help us answer addition problems. In a nutshell, we do not have to figure out the clear 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 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 purpose of the overall game is identify the precise location 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 in it, consider the cards one at the same time, and ask the student for the clear answer, giving much of applause when they provide the proper answer. When they are confident, expand the amount 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 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 boost your child’s ability with addition, both orally and written down. There are many of free web sites offering 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 aimed at the right level, being neither too difficult nor too easy, and are of the correct length to keep up the student’s interest. You should be attempting to provide 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 lots of praise; once they create a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can actually boost your student’s ability.
My children have been digitally active, and as I look back through the years, one of the greatest choices I made was to exhibit my children from the beginning the dangers of over-sharing. From the 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 web for all your world to see, I did so a couple of things and made a short training lesson for her. Some tips about what Used to do and why.
The very first thing I did so was to truly have a conversation with her about WHY she wanted it. During the time it was merely a repository for photos. You might make an account, choose who had use of your account and then upload photos to the account. People who were allowed access could browse your photos, maybe touch upon them. It had been a simpler time. Anyways, during this conversation, she relayed to me several well thought-out, valid reasons why a healthier happy teen girl may want to share photos, and so we proceeded to talk about what was appropriate to share. Now most of us obviously know very well what comes to mind first when someone mentions a teen girl posting photos on the Internet, and frankly, I have not had an issue with her being provocative or scandalous, so although our conversation hit that topic, it didn’t stop there as well as focus there. What we discussed during our talk was the content 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 to ensure 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 had with my daughter, I do want to take a moment 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 on your child’s device since they are very handy for other such things as locating your youngster, or locating a device they lost… but that 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 a straightforward toggle feature to turn 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 if you upload to a specific 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 very easy for anyone who wants to, and has usage of those photos to construct a chart of the region the children tend to be in. It can very quickly show patterns of travel, behavior, and despite a tiny amount of work, provide a reasonably accurate map of a college, or home, including layouts of rooms and furniture. If you think for a moment what a less than reputable person could do with such data, say for instance a chart of the path your child walks home, a chart of the within of your property including obstacles, security and nearest and dearest, and pets. Add compared to that data the relative times that the kid is in each of those locations and it becomes an extreme security risk for folks and a genuine danger to children. I’m not an expert with this subject, and I am not paranoid, but it absolutely was 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 the photos. If you like more details 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 much better and more thorough job dissecting it than I can so I will leave it at that. Back to the lesson.
After we had arrived at a knowledge with location data and the dangers of it, and she was contemplating higher than a duck-face or her makeup in the photo, we proceeded to step two.
We mentioned what data was in the foreground and background and was it safe to share. With this area 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 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 available or counter, but with prescription bottles from the family 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 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 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 you could see the address in the backdrop, 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 consider that might be used to track, locate, stalk or else make certainly one of us or another person feel violated, uncomfortable or self-conscious. I mixed these in with similar photos which were completely sanitary. After I had 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 had 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 before where I believed she would be. There were some items that she missed, some things she hadn’t considered, however for the 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 maybe I still see them as helpless little toddlers, but I ought to more regularly know that I did an excellent job preparing them for a lifetime and they’re very smart in their particular right. I often need to remind myself that the reason behind all this care and thoughtful training is so they are prepared to deal with life on the own… I digress… After she had 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, concentrating on WHY these were not approved, how there have been elements inside them that seemed innocuous and how those things made the photo seem safe to create, but the thing that was present that made in questionable. Two great and essential things originated in this. First, I seen that she was already paying very close attention to the facts 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 exactly what our expectations were so 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 often than not, once they take action I don’t approve of, it is the maximum amount of a failure of mine to properly convey my expectations as it is them attempting to’break free with something.’ All the stress factors between us and our children can be attributed as frequently to bad communication regarding bad behavior. More times than not my students are trying as much as I’m to help keep life easy and happy. For probably the most part, they want to please us and make us happy. They thrive on praise and wilt when criticized. With this specific in your mind, back once again to the lesson…
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When she and I sat down and discussed the ideas of safety and privacy, of respecting ourselves and the folks around us in an optimistic way it absolutely was quite simple to agree on 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 looked at and was reminded of best privacy and security practices on the general public internet. Now what should go next is “and we all 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 finish yet) there is a very important factor I hadn’t considered that quickly arrived to play.
As a parent, we can only answer the stimuli offered to us at the time of the response. We are able to anticipate several things, but on earth of the net, of computers and devices and an ever changing landscape of social interaction via the net, we never know what will be next. In the event of Instagram, only some weeks after our lesson and my approval of her use, Instagram made what I think about a core change. They became the 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 an app, you’ve NO WAY to take it back away. Keep this in mind moving forward. I touched with this back 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 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 of this down just in case a few of it will help or inspires you, not showing you an ideal plan. There’s no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked straight into this wall. So do you want to, hopefully not that one, hopefully, I have helped you avoid this 1, but there will be a wall, somewhere, and you will bang your nose once 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 wide open and the entire world didn’t end. My daughter is really a champ. I taught her well and she was equipped and prepared. Even yet 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 dealt with it. At one time she even canceled her account and started a different 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 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 learn about, learned about, and applied emotional intelligence in many different ways since Daniel Goleman first popularized it in 1995.
Wikipedia defines emotional intelligence as: “the ability of an individual to recognize 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.”
Regardless of model (and you will find several), whenever we think about emotional intelligence we see it as a confident mixture of skills and characteristics.
But imagine if “the capacity of people to recognize… other people’s emotions” can also provide 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 spell it out, you might find that empathy got in the manner of the participants’success.
In part one of the experiment, Luma Al Halah showed a short 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 received 1 minute to find the numbers in order and complete the worksheet.
In part two of the experiment, Luma showed a short video with a person who was hysterically funny. She gave exactly the same assignment that she had given simply one. The participants had to complete an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they received 1 minute to find the numbers in order.
Without 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 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 to ensure that many of them were not able to perform their worksheets in enough time allowed.
After watching the funny video, the participants had a much easier time placing the numbers in order- and many of them could complete their worksheets in enough 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 accomplish once we are sad.
This doesn’t imply that empathy is bad and should be avoided. This experiment simply illustrates that emotions, whether happy or sad, can definitely affect our performance (or situational intelligence).