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

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Combining categories of physical objects: for all students, this is their most basic experience of adding up. This method normally involves collecting two sets of objects, then counting exactly how many objects you will find in total. (For example, by building two towers of cubes, and then counting up every single block.) For many, this process may be too involved, particularly for those students who present attention deficit disorder. If the little one cannot hold their attention for your of the experience, blocks will undoubtedly be put awry, towers find yourself with additional blocks, blocks can get mixed up, and by the end, the wrong answer is arrived at. The size of the process means that when your child does not master the style quickly, they’re improbable to create progress at all. In addition, it is difficult to extend this process in to a calculation which can be approached mentally: for instance, try to imagine two large sets of objects in your face, and then count them up. Even for adults, that is nearly impossible.

Simple drawings: jottings are a more useful option to the procedure described above. Write out the addition problem on a page of paper, and next to the very first number, make note of the right number of tallies (for instance, for the amount 4, draw 4 tallies). Ask your student to predict how many tallies you should draw by the other number in the problem. When they arrived at the proper answer, question them to draw the tallies. To finish with, ask how many tallies they’ve drawn altogether. This method is a much simpler way of bringing together 2 groups, is less likely to be subject to mechanical error, and is 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 specific amount of tallies.


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Relying upon: this can be a technique based around your student’s capacity to say number names. Whenever 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 whenever we count?) This is really equivalent to answering an addition problem of the kind 2+1, but helps to connect 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 method can also be made more challenging, by asking, “what number is 2 more than… ” Whenever your child can confidently react to such problems out loud, show them the question written down, and explain that that is exactly like the situation you’d been doing before. This may help the child to see addition and counting as fundamentally related, and that this new problem is in fact something they’ve met before.

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




Learning number facts: usually, we count on number facts learnt by heart to help us answer addition problems. In summary, we do not have to figure out the answer to 7 and 10, we simply remember it. Having the ability to recall addition facts allows us to tackle simple maths tasks confidently. Enhance your student’s understanding of 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 point of the 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 a set of flashcards with simple addition facts written on them, go through the cards one at any given 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 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 proper style of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you can significantly improve your child’s ability with addition, both orally and written down. There are plenty of free web sites offering 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 best level, being neither too hard nor too easy, and are of the right length to steadfastly keep up the student’s interest. You ought to be attempting presenting questions that foster their recollection of number facts, plus a scattering of sums involving some calculation. On the occasions that the student is successful, utilize the opportunity to provide them lots of praise; if they create a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way really can boost your student’s ability.




My children have always been digitally active, and as I look back over the years, one of the greatest choices I made was to show my children right from the start 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 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 internet for the world to see, I did a couple of things and made a brief training lesson for her. Some tips about what I did and why.

The very first thing I did so was to have a conversation with her about WHY she wanted it. At the time it absolutely was merely a repository for photos. You may make an account, choose who’d usage of your account and then upload photos to the account. People have been allowed access could browse your photos, maybe discuss them. It absolutely was a simpler time. Anyways, in this conversation, she relayed to me several well thought-out, valid reasons why a healthy happy teen girl should share photos, and so we proceeded to talk about that which was appropriate to share. Now all of us obviously know what comes in your thoughts first when someone mentions a teenager girl posting photos on the Internet, and frankly, I have never had an issue with her being provocative or scandalous, so even though 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 found in and with the photo, i.e., the metadata. She was required to show location information off on the photos she posted in order that no one could 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 do want to take the time and explain WHY it is essential 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 locating 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 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 unless 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 helps it be super easy for anybody who wants to, and has access to those photos to build a chart of the region the kids are generally in. It can easily show patterns of travel, behavior, and despite a little bit of work, provide a fairly accurate map of a college, or home, including layouts of rooms and furniture. If you believe for a minute what a significantly less than reputable person could do with such data, say as an example a chart of the trail your son or daughter walks home, a place of the interior of your house including obstacles, security and household members, and pets. Add compared to that data the relative times that the child is in each of these locations and it becomes a severe security risk for parents and a genuine danger to children. I’m no expert with this subject, and I am 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 would like more details regarding this topic, just Google’Children location data photos’and select some of the more reputable sites. It has been well included in 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 could so I’ll leave it at that. Back to the lesson.

After we had arrived at an awareness 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. For this area of the lesson, I took my smart-phone and on the length 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 for her (which she thought was stupid..) and she took it, identifying which photos were safe to post and which were not. A few of the photos that I staged were shots of flower arrangements on the table or counter, but with prescription bottles from the family 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 household members which were completely harmless, but some 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 you could see the address in the backdrop, images of her brothers but using their school in the background, photos that included her mother’s license plate barely visible at the medial side of the photo. Anything I possibly could think of 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 have been completely sanitary. After I had amassed a volume of photos, I assembled only 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 near 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 had been way before where I believed she’d be. There were some things that she missed, some things she hadn’t looked at, but for probably 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 should, or maybe I still see them as helpless little toddlers, but I will more often know that I have done a good job preparing them forever and they’re very smart in their own right. I often need certainly to remind myself that the reason behind all this care and thoughtful training is in order that they are prepared to handle 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, focusing on WHY these were not approved, how there have been elements in them that seemed innocuous and how those activities made the photo seem safe to publish, but what was present that manufactured in questionable. Two great and important things originated in this. First, I seen that she was already paying very close awareness of the details and that gave me lots of faith and confidence to let her have the app and be free on earth with it. Second, it showed her just what our expectations were so that she could easier 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 regularly than not, when they make a move I don’t approve of, it is as much a failure of mine to properly convey my expectations because it is them attempting to’break free with something.’ All of the stress factors between us and our youngsters may be attributed as often to bad communication regarding bad behavior. More times than not my students are trying around I am to keep life easy and happy. For probably 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 your 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 absolutely was very simple 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 aware of some possible dangers she had previously not considered and was reminded of best privacy and security practices on people internet. Now what should go 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 finish yet) there clearly was a very important factor I hadn’t looked at that quickly came into play.

As a parent, we are able to only react to the stimuli offered to us during the time of the response. We can anticipate several 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 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. That is where I learned my hardest lesson of the app store. When you allow an application, you have NO WAY to bring it back away. Keep this at heart moving forward. I touched with this in an earlier 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 nearly impossible, I’ll dive deeper into this in a later article.

I am mentioning this for just two reasons. First, I’m NOT perfect. I’m writing all this down in case a few of it will help or inspires you, not to exhibit you an ideal 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 do you want to, hopefully not this 1, hopefully, I’ve helped you avoid that one, but there would have been a wall, somewhere, and you will bang your nose whenever you walk straight into it. Second, I learned through this that everything will be OK. I was back-doored by an application 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 difficulties with things online? Yes, she did. Achieved it ruin it for her 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 so that she could have a do-over and do have 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. In a nutshell, because I trained her to be and then encouraged her to be, she is now a trustworthy and responsible citizen of the internet.

We have read about, learned all about, and applied emotional intelligence in many different ways since Daniel Goleman first popularized it in 1995.

Wikipedia defines emotional intelligence as: “the capability of an individual to recognize 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 conform to environments or achieve one’s goals.”

Regardless of model (and you will find several), whenever we consider emotional intelligence we view it as an optimistic mix of skills and characteristics.

But imagine if “the ability of individuals to recognize… other people’s emotions” can likewise 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 yourself to feel what they feel.”

In the informal experiment I’m going to spell it out, you will see that empathy got in the way of the participants’success.

Partly one of the experiment, Luma Al Halah showed a quick video of a person who eventually 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 one minute to get the numbers in order and complete the worksheet.

Simply two of the experiment, Luma showed a quick video with a person who had been hysterically funny. She gave exactly the same assignment that she’d given in part 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 get the numbers in order.

With out a sense of empathy with the sobbing man, there would have been no difference in the success rates of the participants in both elements of the experiment.

However, there is 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 in order that many were not able to perform their worksheets in the time allowed.

After watching the funny video, the participants had a much simpler time placing the numbers in order- and a lot of them could complete their worksheets in enough time allowed.

The participants’empathy for the sobbing man left them with sad feelings. The outcome of the experiment showed that individuals find tasks much harder to do when we are sad.

This does not imply that empathy is bad and should really be avoided. This experiment simply illustrates that emotions, whether happy or sad, will surely affect our performance (or situational intelligence).

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