Goal Setting The Smart Way Kids Activities The Magic Bag Is A Great Way To Introduce Kids To Fossils Earn Your Degree From Accredited Online Degree Adding From Left To Right A Better Way To Add
Goal setting is a task that is often overlooked until the New Year, when people decide to set resolutions. However, these resolutions are nothing more than wishes and are far from what we would call “goals”. Hence these “so called” goals have very little chance of being realized.Just ask any fitness club owner when the greatest number of sign-ups occur and when the greatest number of drop-outs occur. Clearly, these “resolutions” don’t work!
So just what does work?
When it matters and you really want to accomplish your task, you will want to use tried and true goal setting techniques. Among the more successful methods is the SMART method of setting goals. SMART=Specific Measurable Attainable Realistic Time-sensitive.
Goal setting starts with making sure that your goals are indeed SMART. Let’s examine this briefly shall we.
A goal cannot be something general. It must be substantial and detailed. The goal must answer the questions who, what, where, when, how, and why.
As an example, if your goal is to get a raise, this is not specific enough and doesn’t meet our criteria. If your goal is to get a 10% raise within 6 months, this is specific.
Measurable means exactly that. Your goal must be able to be measured or quantified. In the above example, a raise is not quantifiable, but a 10% raise is definitely quantifiable because the 10% number can be counted and verified.
A goal is attainable when it is realistic or feasable given your skills and resources. If you wish to be a pilot in 2 days and you have no money and no one to teach you, this may be considered “unattainable”.
Realistic refers to your goal being “reasonable”, meaning you are not 35 years old and setting a goal to have 3 kids before you turn 36! Your goal must be reasonable or surely you will have no chance of achieving it under any circumstances. This doesn’t mean that goals that are “impossible” to achieve should not be attempted. History has shown us that what seems “impossible” to achieve for most people is indeed quite possible for others to achieve under the proper circumstances.
Lastly, “time sensitive” refers to all goals having a completion date. This is what separates goals from activities, activities do not require an end date. This is a very important distinction between a goal and an activity. Using our previous example, obtaining a 10% salary raise during your lifetime is not the same as a 10% raise within 6 months.
We certainly hope the above information will aid you in setting and achieving more goals during your lifetime. For further information, be sure to check out the many goal setting resources available to you online. In fact, make that your first goal!
My long-time enjoyment of earth science, especially when it included fossil activities, had me doing earth science activities for kids from the time my own children were little ones. So when my middle school asked me to pick something to teach for six weeks that I just enjoyed, this was the first thing that came to mind. It was set up to be more like a club than a class, so while there were definitely learning goals, the most important goal was to have fun and enjoy ourselves. I knew I should include fossil activities in my lesson plans. There had to be a lot of hands-on kids’ activities with an emphasis on fun.
When I got my class list, I saw immediately that I would need to do some revisions in my plans: I had a small class, but it included several students with learning disabilities and behavioral problems. These were not going to be internally motivated kids. I knew that my most important class would be the first one. I needed an earth science activity that would get the students “hooked” on the subject right away.
I had seen an activity with younger students called the “magic bag.” It capitalized on the unknown and their natural curiosity. But these were middle school students-and some tough ones at that! I knew I’d have to have a pretty solid subject area-something that could intrigue and impress.
I placed a small fossil in enough velvet bags for each student to have his/her own. Before handing them to the students, I asked them to explore the contents of the bag without opening it. Since the students knew the topic was fossils, I didn’t give any clues as to the contents of the bags.
Instantly the air was filled comments: “It’s round!” “Mine is like a cylinder.” “Mine’s got ridges.”
Then speculation and conjecture: “I think this is that animal that looks like a clam.” “I think this could be a tooth.” “I know; it’s a snail!”
I had the students pass their bags to the next student and compare observations and guesses. Eventually they were begging me to open the bags.
But before we did, I asked them to tell me what they knew about ancient sea life. There were lots of pictures in their minds; some were accurate. Then I asked them to imagine which of those species might have left fossil remains. We talked about how fossils are formed.
Finally, as a last observation, I asked the students to guess at the animal contained in their bag, by either name or species. When fossil was finally revealed more questions, especially about identification and behavior, waited to be answered.
If this had been a research class, there would have been more than enough curiosity to compel these students on to further study. In this class, our next activity was to do a real fossil dig, with real fossils. The “magic bag” earth science activity had the students thinking, talking and ready for more fossil activities.
As kids’ activities go, The Magic Bag is at the top of the list for ease of use and enthusiastic student involvement.
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https://www.coolwebtips.com than likely, when you learned how to add, you started on the right and moved to the left. If you were adding whole numbers, you added the ones, “carried” if necessary, and repeated for the tens, hundreds and so on. This works well on paper, and it is the most efficient paper and pencil method; however, adding in the other direction has several desirable advantages: the left to right method promotes a better understanding of place value, it can be done mentally with much greater ease, and it does not require that numbers be lined up in a column. Students can learn left to right addition, so they have another method to choose from when presented with addition problems.
Left to right addition involves adding the largest place values first. As you move from left to right, you keep a cumulative total, so it is simply a number of smaller addition problems. To give you an idea of how it works and what it sounds like, consider the example, 677 + 938.
Begin by adding the left most place values. In the example this is 600 plus 900 equals 1500. Add the values in the next place, one at a time, to the previous sum, and keep track of the new sum each time. In the example, 1500 + 70 is 1570, 1570 + 30 is 1600. For students who are more proficient at this algorithm, they don’t necessarily think “plus 70″ or “add 30.” Their thought process, if said out loud might sound like, “600, 1500, 1570, 1600, . . .” Continue adding the values in each subsequent place until finished. The final steps in the example are 1600 + 7 is 1607, 1607 plus 8 is 1615. The sum is 1615.
As you can imagine, students need to be proficient at single digit addition and have an understanding of place value before attempting left to right addition. When they are first learning it, they might try repeating sums as they go along (e.g. 1500, 1570, 1570, 1570, 1600, . . .) to help them retain the newest sums. They might also cross out digits as they are adding. There is no rule about having to add in this way mentally. Students could write down the sums as they proceed.
Left to right addition promotes a better understanding of place value than right to left addition. In right to left addition, single digits are carried or regrouped with little emphasis placed on what the value of those carried digits are. In the example, 1246 + 586, students add 6 + 6 to get 12; they write down the 2 and carry the 1 when they should be carrying the ten. In the next step, they add 8 + 4 + 1 to get 13; they write down the 3 and carry the 1 when they should be adding 80 + 40 + 10, writing the 3 in the tens place (i.e. 30) and carrying the hundred. Essentially, right to left addition excludes vocabulary related to place value. Left to right addition, on the other hand, promotes an understanding of place value as each digit is given its correct value. In the example, the one in the thousands place is one thousand, the two in the hundreds place is two hundred, and so on.
Left to right addition is well-suited to mental addition since the sum is cumulative with no steps in between; in other words, there is nothing for the student to keep in mind except for the cumulative sum. In right to left addition, several numbers must be remembered as the student proceeds. To illustrate this, consider the simple example, 64 + 88. In left to right addition, the sum is simple to find: 60, 140, 144, 152. Only one number had to be remembered at any point. In right to left addition, 4 + 8 is 12, so there are already two numbers to remember: the two in the ones place and the regrouped ten. The next step is to add 60 + 80 + 10 to get 150. At this point, the two must be recalled and added to the 150 to get 152. Although this sounds simple, it becomes more complicated with more digits.
Right to left addition does not require numbers to be lined up in a column, but it is often taught that way because the method tends to ignore place value and relies on a student’s ability to line up the place values to compensate. Many errors that students make in right to left addition occur because they don’t have a strong knowledge of place value, and they forget or don’t realize that like place values need to be lined up. They might, for instance, add a digit in the tens place to a digit in the hundreds place. Another scenario is a sloppy recording of numbers where a digit is mistakenly added to the wrong column. In left to right addition, the emphasis is on finding a certain place value in each number rather than relying on the place values being aligned. Students, of course, need to be able to recognize place value before they can be successful at this method. For instance, they should be able to recognize that the ones in the numbers: 514, 1499, and 321 are in the tens, thousands, and ones places respectively. If they can’t, further teaching on place value is required before addition can be taught effectively.
Although left to right addition has several advantages, it isn’t suggested that you scrap everything else. Learning a wide variety of addition methods allows you latitude in problem solving situations. By teaching students this method, you give them another option when they are tackling addition questions..
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