Math Facts to 20

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

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Combining groups of physical objects: for many students, this is their most elementary experience of adding up. This technique normally involves collecting two sets of objects, then counting just how many objects you will find in total. (For example, by building two towers of cubes, and then counting up every single block.) For most, this approach can be too involved, particularly for anyone students who present attention deficit disorder. If the kid cannot hold their attention for the entire of the experience, blocks is going to be put awry, towers will end up with additional blocks, blocks are certain to get confusing, and at the conclusion, the incorrect answer is arrived at. The length of the procedure means that when your child doesn’t master the idea quickly, they’re unlikely to produce progress at all. Additionally, it’s difficult to extend this method right into 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 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 first number, make note of the appropriate number of tallies (for instance, for the quantity 4, draw 4 tallies). Ask your student to predict how many tallies you will have to draw by another number in the problem. When they arrived at the proper answer, question them to draw the tallies. In order to complete with, ask how many tallies they have drawn altogether. This approach is a much simpler method of bringing together 2 groups, is less likely to be subject to mechanical error, and is way better suited to students with poor focus. Additionally 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 express number names. When your child has reached a stage where they understand 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 actually comparable to answering an addition problem of the kind 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 utilize number squares and gives them the confidence to answer problems within their mind. The method can be made harder, by asking, “what number is 2 more than… ” When your child can confidently react to such problems out loud, show them the question written down, and explain that this really is the same as the issue you had been doing before. This may help the child to see addition and counting as fundamentally related, and that new problem is clearly something they have met before.

Playing games: this activity can be both a mathematical learning experience along with a nice pastime. Games that want a table to be moved around a table do a great deal to encourage children to count on. If the board has numbers on it, the little one has the capacity to note that the action is similar to counting out numbers aloud, or utilizing a number line. Make a point of remembering to draw attention to 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. In a nutshell, we do not need to find out the answer to 7 and 10, we simply remember it. Having the ability to recall addition facts permits 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 overall game of matching pairs with the student, where the idea of the overall game is identify the precise location of the question (for instance, 7+8) and the corresponding answer from a set of cards all turned face down. Create a set of flashcards with simple addition facts written on them, consider the cards one at any given time, and ask the student for the solution, giving a great deal of applause when they offer 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 can significantly enhance your child’s ability with addition, both orally and written down. There are many of free websites 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 targeted at the proper level, being neither too hard nor too easy, and are of the correct length to maintain the student’s interest. You should be attempting to present 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, utilize the opportunity to offer them plenty of praise; if they produce a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way really can increase your student’s ability.


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My children have been digitally active, and as I look back over time, one of the best choices I made was to exhibit my children right from the start the dangers of over-sharing. I recall 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 net for all your world to see, I did so a few things and made a short training lesson for her. Here is what I did and why.

The first thing I did was to have a conversation with her about WHY she wanted it. At the time it was merely a repository for photos. You may make an account, choose who had access to your account and then upload photos to the account. People who were allowed access could browse your photos, maybe touch upon them. It absolutely was a simpler time. Anyways, in this conversation, she relayed to me several well thought-out, valid explanations why a wholesome happy teen girl should share photos, and so we proceeded to discuss the thing that was appropriate to share. Now all 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 didn’t stop there as well as focus there. What we discussed during our talk was the content of the data 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 is attached to the majority of smartphone photos.

Before we continue with the lesson I’d with my daughter, I wish to set aside a second 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 because they are very handy for other things such as locating your son or daughter, or locating 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’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 don’t upload to a certain mapping feature in the service (in Instagram that’s’Photo Map’). The danger with GPS tagging children’s photos is that it helps it be super easy for anybody who wants to, and has use of those photos to build a chart of the area the kids tend to be in. It can easily show patterns of travel, behavior, and despite a little bit of work, provide a fairly accurate map of a school, or home, including layouts of rooms and furniture. If you believe for a moment what a significantly less than reputable person could do with such data, say for example a place of the road your youngster walks home, a chart of the interior of your home including obstacles, security and household members, and pets. Add to that particular data the relative times that the child is in each of these locations and it becomes a significant security risk for parents and an actual danger to children. I’m no expert with this subject, and I’m not paranoid, but it was 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 number 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 much better and more thorough job dissecting it than I could so I will leave it at that. Back again to the lesson.

After we had arrived at an awareness with location data and the dangers of it, and she was thinking about greater than a duck-face or her makeup in the photo, we proceeded to step two.


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We talked about 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 span of several 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 create and which were not. Some of the photos that I staged were shots of flower arrangements available 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 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 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 a bag showing our mailing address off on the side. I included photos of our home from an angle that one could begin to see the address in the background, images of her brothers but making use of their school in the background, photos that included her mother’s license plate barely visible at the medial 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 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 to ensure that she could answer questions and make comments on each photo when it were acceptable, or even, why and any thoughts she had regarding them. When she took the quiz, I was amazed at how near to my thinking on each item she already was. I was expecting her being 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 was already way before where I believed she would be. There have been some items which she missed, some things she hadn’t looked at, however for the most part, she would have been quite fine without my help. This 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 possibly I still see them as helpless little toddlers, but I should more regularly realize that I did a great job preparing them forever and they are very smart in their particular right. I often have to remind myself that the reason for all of this care and thoughtful training is so they are prepared to take care of 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 spot of not being negative, not beating her up over those she missed. Instead, I made those the starting point of the conversation, emphasizing WHY they were not approved, how there were elements inside them that seemed innocuous and how those ideas made the photo seem safe to create, but what was present that produced in questionable. Two great and essential things came from this. First, I seen that she was already paying very close awareness of the important points and that gave me lots 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 so that she could quicker 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 frequently than not, if they do something I don’t approve of, it’s just as much a failure of mine to properly convey my expectations as it is them attempting to’get away with something.’ All the stress factors between us and our children could be attributed normally to bad communication concerning bad behavior. More times than not my children are trying around I’m to help keep life easy and happy. For the most part, they would like to please us and make us happy. They thrive on praise and wilt when criticized. With this specific in mind, back to the lesson…

When she and I sat down and discussed the ideas of safety and privacy, of respecting ourselves and the folks around us in a confident way it was very easy to agree with some use standards and to see that we both wanted 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 looked at and was reminded of best privacy and security practices on the general public internet. Now what is going next is “and all of us Instagrammed happily ever after..” This isn’t the case. While we did have a happy continuing, (we still use Instagram, so we aren’t to the conclusion yet) there clearly was one thing I hadn’t thought of that quickly came into play.

As a parent, we could only respond to the stimuli offered to us at the time of the response. We could 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 web, we never know what will be next. In case of Instagram, only some weeks after our lesson and my approval of her use, Instagram made what I consider a core change. They became the full social platform, with friends, and likes and invites and comments and a whole 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 have NO WAY to take it back away. Keep this in mind moving forward. I touched with this back in a youthful article when I mentioned allowing apps for one 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 just two reasons. First, I am NOT perfect. I’m writing all this down in the event some of it can help or inspires you, not to show you an ideal plan. There is no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked directly into this wall. So can you, hopefully not this 1, hopefully, I’ve helped you avoid that one, but there is a wall, somewhere, and you’ll bang your nose once you walk straight into it. Second, I learned through this that everything will be OK. I was back-doored by an app and my thoughtful prized parenting was thrown wide open 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 issues with things online? Yes, she did. Did it ruin it on her or damage her? Not at all. When she’d an overly amorous follower, she managed it. At one point she even canceled her account and started a different one in order that she would have a do-over and do have more control of the folks she interacted with. Because I had 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 go over options, ask questions and get my input when she did feel just like she needed it. In a nutshell, 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, discovered, 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 recognize their 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 adjust to environments or achieve one’s goals.”

Whatever the model (and you will find several), whenever we consider emotional intelligence we notice it as a positive mix of skills and characteristics.

But what if “the ability of an individual 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 explain, you might find that empathy got in how of the participants’success.

Partly one of the experiment, Luma Al Halah showed a brief 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 got one minute to get the numbers in order and complete the worksheet.

In part two of the experiment, Luma showed a short video with a person who had been hysterically funny. She gave 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 no sense of empathy with the sobbing man, there would have been no difference in the success rates of the participants in both parts of the experiment.

However, there 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 so that many were unable to perform their worksheets in enough time allowed.

After watching the funny video, the participants had an easier time placing the numbers in order- and a lot of them could 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 people find tasks much harder to complete whenever we are sad.

This doesn’t mean 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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