@fajeud: @Angela noor @🦋Heer🦋 @attitude boy ☠️😈😏 @꧁☆☬shahzadi☬☆꧂♥️ @🍺🥃Admin BaBa ShArAbI🥃🍺 @jan g❤️❤️ @pagal ziddi ? 302👿 ❤️❤️❤️🥃👌

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🔊🥃AdMiN BaBa On ToP🥃🔊 :

😘😘😘

2026-11-06 00:22:48

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jan g❤️❤️ :

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2026-11-05 19:39:25

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Eman Fatima 9199 :

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2026-11-05 23:27:19

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🤦🏻‍♂️ 🤨وحشی درندہ 🤦🏻‍♂️🤨 :

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2026-11-05 19:08:46

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Cầu bình lợi về đêm...😌#xuhuongtiktok #xh #viral #trend #saigon

𝗧𝗪𝗢 𝗖𝗛𝗜𝗟𝗗𝗥𝗘𝗡 𝗚𝗢𝗧 𝗧𝗛𝗘 𝗦𝗔𝗠𝗘 𝗪𝗥𝗢𝗡𝗚 𝗔𝗡𝗦𝗪𝗘𝗥. 𝗕𝗨𝗧 𝗧𝗛𝗘𝗬 𝗗𝗜𝗗𝗡’𝗧 𝗡𝗘𝗘𝗗 𝗧𝗛𝗘 𝗦𝗔𝗠𝗘 𝗛𝗘𝗟𝗣. Imagine two children solving this subtraction question: 𝟱𝟯 − 𝟮𝟴 = ?. Both write 𝟯𝟱. Both answers are wrong. Now, what would you do? It’s tempting to pick up the pencil, point out the mistake and explain subtraction with regrouping all over again. But before I decide what to teach, there’s something I want to know. 𝗛𝗼𝘄 𝗱𝗶𝗱 𝘁𝗵𝗲 𝗰𝗵𝗶𝗹𝗱 𝗮𝗿𝗿𝗶𝘃𝗲 𝗮𝘁 𝟯𝟱? Let’s look at two possible explanations. 𝗖𝗛𝗜𝗟𝗗 𝗔 “I knew I couldn’t subtract 8 from 3, so I regrouped one ten. That gave me 13 ones and 4 tens.” The child continues explaining and suddenly realises: “Wait! 4 minus 2 is 2. I wrote 3 instead!” This child has shown an understanding of regrouping. The explanation suggests the difficulty was writing the wrong digit, rather than misunderstanding the entire method. Would I start teaching regrouping again? No. I’d give the child room to correct the slip and check the answer. 𝗖𝗛𝗜𝗟𝗗 𝗕 “I did 5 minus 2 and got 3. Then I couldn’t do 3 minus 8, so I changed it to 8 minus 3 and got 5.” Now we’re looking at something different. The child is treating each column as though the digits can be subtracted in whichever order gives a positive answer. Simply saying “borrow from the tens” may help the child follow a procedure without understanding why it works. Here, I would return to place value. Using base-ten blocks or a simple drawing, I would show how 53 contains 5 tens and 3 ones, and why we need to exchange one ten for 10 ones before subtracting 8 ones. Same question. Same wrong answer. 𝗗𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁 𝘁𝗵𝗶𝗻𝗸𝗶𝗻𝗴. 𝗗𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁 𝘀𝘂𝗽𝗽𝗼𝗿𝘁. This is why I don’t rush to correct a child’s answer before understanding their reasoning. One question I find particularly useful is: “𝗪𝗮𝗹𝗸 𝗺𝗲 𝘁𝗵𝗿𝗼𝘂𝗴𝗵 𝗵𝗼𝘄 𝘆𝗼𝘂 𝗴𝗼𝘁 𝘆𝗼𝘂𝗿 𝗮𝗻𝘀𝘄𝗲𝗿.” Sometimes, a child hears their own mistake while explaining. Other times, the explanation helps me identify the part of the concept that needs more teaching. And sometimes, the child is so worried about being wrong that they reach for the eraser before they can explain anything. That’s another reason to keep my response calm. A wrong answer gives us information, but it doesn’t always tell us what went wrong. 𝗣𝗮𝗿𝗲𝗻𝘁𝘀, 𝘄𝗵𝗲𝗻 𝘆𝗼𝘂𝗿 𝗰𝗵𝗶𝗹𝗱 𝗴𝗲𝘁𝘀 𝗮 𝗺𝗮𝘁𝗵𝘀 𝗾𝘂𝗲𝘀𝘁𝗶𝗼𝗻 𝘄𝗿𝗼𝗻𝗴, 𝗱𝗼 𝘁𝗵𝗲𝘆 𝘂𝘀𝘂𝗮𝗹𝗹𝘆 𝘁𝗿𝘆 𝘁𝗼 𝗲𝘅𝗽𝗹𝗮𝗶𝗻 𝘁𝗵𝗲𝗶𝗿 𝗮𝗻𝘀𝘄𝗲𝗿, 𝗲𝗿𝗮𝘀𝗲 𝗶𝘁 𝗶𝗺𝗺𝗲𝗱𝗶𝗮𝘁𝗲𝗹𝘆 𝗼𝗿 𝘄𝗮𝗶𝘁 𝗳𝗼𝗿 𝘆𝗼𝘂 𝘁𝗼 𝘀𝗵𝗼𝘄 𝘁𝗵𝗲𝗺 𝘄𝗵𝗮𝘁 𝘁𝗼 𝗱𝗼? I’m interested in what happens before the correction. 𝗨𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱𝗶𝗻𝗴 𝗳𝗶𝗿𝘀𝘁. 𝗖𝗼𝗻𝗳𝗶𝗱𝗲𝗻𝗰𝗲 𝗮𝗹𝘄𝗮𝘆𝘀. #TheLearningBehindLearning #MathsUnderstanding #TeachersCreatorsHub #TeachersWhoCreate

𝗧𝗪𝗢 𝗖𝗛𝗜𝗟𝗗𝗥𝗘𝗡 𝗚𝗢𝗧 𝗧𝗛𝗘 𝗦𝗔𝗠𝗘 𝗪𝗥𝗢𝗡𝗚 𝗔𝗡𝗦𝗪𝗘𝗥. 𝗕𝗨𝗧 𝗧𝗛𝗘𝗬 𝗗𝗜𝗗𝗡’𝗧 𝗡𝗘𝗘𝗗 𝗧𝗛𝗘 𝗦𝗔𝗠𝗘 𝗛𝗘𝗟𝗣. Imagine two children solving this subtraction question: 𝟱𝟯 − 𝟮𝟴 = ?. Both write 𝟯𝟱. Both answers are wrong. Now, what would you do? It’s tempting to pick up the pencil, point out the mistake and explain subtraction with regrouping all over again. But before I decide what to teach, there’s something I want to know. 𝗛𝗼𝘄 𝗱𝗶𝗱 𝘁𝗵𝗲 𝗰𝗵𝗶𝗹𝗱 𝗮𝗿𝗿𝗶𝘃𝗲 𝗮𝘁 𝟯𝟱? Let’s look at two possible explanations. 𝗖𝗛𝗜𝗟𝗗 𝗔 “I knew I couldn’t subtract 8 from 3, so I regrouped one ten. That gave me 13 ones and 4 tens.” The child continues explaining and suddenly realises: “Wait! 4 minus 2 is 2. I wrote 3 instead!” This child has shown an understanding of regrouping. The explanation suggests the difficulty was writing the wrong digit, rather than misunderstanding the entire method. Would I start teaching regrouping again? No. I’d give the child room to correct the slip and check the answer. 𝗖𝗛𝗜𝗟𝗗 𝗕 “I did 5 minus 2 and got 3. Then I couldn’t do 3 minus 8, so I changed it to 8 minus 3 and got 5.” Now we’re looking at something different. The child is treating each column as though the digits can be subtracted in whichever order gives a positive answer. Simply saying “borrow from the tens” may help the child follow a procedure without understanding why it works. Here, I would return to place value. Using base-ten blocks or a simple drawing, I would show how 53 contains 5 tens and 3 ones, and why we need to exchange one ten for 10 ones before subtracting 8 ones. Same question. Same wrong answer. 𝗗𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁 𝘁𝗵𝗶𝗻𝗸𝗶𝗻𝗴. 𝗗𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁 𝘀𝘂𝗽𝗽𝗼𝗿𝘁. This is why I don’t rush to correct a child’s answer before understanding their reasoning. One question I find particularly useful is: “𝗪𝗮𝗹𝗸 𝗺𝗲 𝘁𝗵𝗿𝗼𝘂𝗴𝗵 𝗵𝗼𝘄 𝘆𝗼𝘂 𝗴𝗼𝘁 𝘆𝗼𝘂𝗿 𝗮𝗻𝘀𝘄𝗲𝗿.” Sometimes, a child hears their own mistake while explaining. Other times, the explanation helps me identify the part of the concept that needs more teaching. And sometimes, the child is so worried about being wrong that they reach for the eraser before they can explain anything. That’s another reason to keep my response calm. A wrong answer gives us information, but it doesn’t always tell us what went wrong. 𝗣𝗮𝗿𝗲𝗻𝘁𝘀, 𝘄𝗵𝗲𝗻 𝘆𝗼𝘂𝗿 𝗰𝗵𝗶𝗹𝗱 𝗴𝗲𝘁𝘀 𝗮 𝗺𝗮𝘁𝗵𝘀 𝗾𝘂𝗲𝘀𝘁𝗶𝗼𝗻 𝘄𝗿𝗼𝗻𝗴, 𝗱𝗼 𝘁𝗵𝗲𝘆 𝘂𝘀𝘂𝗮𝗹𝗹𝘆 𝘁𝗿𝘆 𝘁𝗼 𝗲𝘅𝗽𝗹𝗮𝗶𝗻 𝘁𝗵𝗲𝗶𝗿 𝗮𝗻𝘀𝘄𝗲𝗿, 𝗲𝗿𝗮𝘀𝗲 𝗶𝘁 𝗶𝗺𝗺𝗲𝗱𝗶𝗮𝘁𝗲𝗹𝘆 𝗼𝗿 𝘄𝗮𝗶𝘁 𝗳𝗼𝗿 𝘆𝗼𝘂 𝘁𝗼 𝘀𝗵𝗼𝘄 𝘁𝗵𝗲𝗺 𝘄𝗵𝗮𝘁 𝘁𝗼 𝗱𝗼? I’m interested in what happens before the correction. 𝗨𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱𝗶𝗻𝗴 𝗳𝗶𝗿𝘀𝘁. 𝗖𝗼𝗻𝗳𝗶𝗱𝗲𝗻𝗰𝗲 𝗮𝗹𝘄𝗮𝘆𝘀. #TheLearningBehindLearning #MathsUnderstanding #TeachersCreatorsHub #TeachersWhoCreate

Tiếng Mưa dai dẳng cả đêm #mua #demmua #tiktok #xuhuong #Master2023byTikTok #chill

Tiếng Mưa dai dẳng cả đêm #mua #demmua #tiktok #xuhuong #Master2023byTikTok #chill

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