abacus sitting & finger training

7/28/2019 Abacus Sitting & Finger Training

http://slidepdf.com/reader/full/abacus-sitting-finger-training 1/39

Benefits of Abacus

Children naturally have vast potential of energy and brain power. But most parentsdo not know how

to tap into the depths of these young minds in the right way

andt h u s f a i l t o r e a l i z e a n d n u r t u r e t h e s e young minds to their fullest potential.

Functions of Brain O u r b r a i n h a s t w o h e m i s p h e r e s , t h e LEFT

b r a i n a n d t h e RIGHT

brain.About 95% of our children use only the LEFT

brain. They fail to use the RIGHT brain which is the seat and origin of intelligence. LEFT Brain

- Analyzing Information,C o n c e r n i n g L a n g u a g e s & S o u n d . RIGHT Brain - IntegratingInformation, Thinking & Creativity.The Left and Right brains have their

ownspecial ized powers and functions. Our task is to activate BOTH parts of the

brainsimultaneously. By using BOTH the partsof brain, students can more fully realizetheir great

potential. But. .. how can wemotivate BOTH parts of the n at a time? “Learning abacus can accomplish this goal” W e o f f e r t r ai n i n g u s i n g t h e J a p a n e s e Soroban abacus, which is has one

upper row of beads and four lower rows.

Weh a v e f o u n d t h e S o r o b a n a b a c u s particularly effective for teach

ingmathematical calculating skills to

youngchildren.U s i n g a n a b a c u s , a c h i l d c a n d o a l l arithmetic calculations up to 10digits andmaster the skill of doing it mentally,without relying on modern devices

suchas calculators. T h e r e a r e p r o c e d u r e s a n d t ra i n i n g methodologies to master abacus use Whe n ch il dr en us e ha nd s to mo ve th e beads for small and large arithmeticcalculatio

ns, the quick communication between hands and brain stimulates

braincel ls , promoting quick, balanced andwhole brain development. Using the abacus also:

Fosters a greater sense of numbers.

H e l p s d e v e l o p a n i n t u i t i v e understanding of numbers throughtheir concrete

representation.

Fosters one's trust in the process of c a l c u l a t i o n b y e n a b l i n g o n e t o observe it in action.

Manifests the concept of decimal places and the progression of units by tens physically.



ABACUS & BRAIN GYMBENEFITS

“Movement

and the brain are interlinked. Physical movementsuch as walking,

running, playing sports, and exercise in

general are good for the brain. Not only is it good, it’s GREAT”,

so, why is it that! when schools cut budgets the first thing togo

is Physical Education?

1.Photographic MemoryThe concept of thinking in pictureshelps thestudent perform better not just in Mathematicsbutin all subjects.

2.Listening skillsConstant practice of performing sumsdictated bythe course instructor sharpens the listening

skillsin students. i

3.ConcentrationTeaching methodology in SCA developsanexclusive attentiveness in the child and helpshim/herto concentrate better.

4.ComprehensionUsing the Abacus as a learning tool,and flashcards, leads to better understanding andgraspingpower.

5.PresentationThe ancient art of mental math isprimarily aboutarrangement and appearance. Regularpracticeimproves the presentation skills in youngchildren.



6.Imagination and Creativity At a specific stage in thelearning process, theabacus is withdrawn from thestudent and he/sheis expected to work with animaginary one. Thishelps to stimulate the right brain and

developthese qualities.7.

Speed and Accuracy Constant practice at home helps thechild tobecome more precise and fast at problemsolving.8.

Self-reliance and self-confidenceStudents, at such atender age, are free fromcalculators, thereby becomingmore self-reliant.Also, due to their enhanced skills, their

confidenceis significantly boosted.

-- According Teachers and Students report has shownthatsimple movement activities lead to Dramatic i mprovementsin the following areas:

Concentration and Focus

Memory

Academics: reading, writing, math, test taking

Physical coordination

Relationships

Self-responsibility

Organization skills



Attitude And more



51



move up1, movedown 1

1) Thumb:move up12)



Forefinger :move

down 1




1) Thumb:move up 2



2)Forefinger

:move

down 2




1) Thumb:move up32)



Forefinger :move

down 3




1) Middle finger : 2) Middle finger:



move up 5move down

5



22 |



P a g e

Step 1: Set 13 on rods DE with E acting as the unit rod. (Fig.48)

Fig.48

Step 1 A B C D E F G H I. . .0 0 0 1 3 0 0 0 0

Step 2: Subtract 78 from 13. As it stands this is not possible. On a soroban, the best wayto solve thisproblem is to borrow 1 from the hundreds column on rod C. Thisleaves 113 on rods CDE. (Fig.49)Fig.49

Step 2 A B C D E F G H I. . .0 0 0 1 3 0 0 0

0+ (1) Step 2, borrow 1000 0 1 1 3 0 0 0 0

Except for practice purposes, it is not really necessary to set the 1 onrod C as shown in Fig.49. It is enough to do it mentally. Step 3 and the answer: With 113 on CDE, there is enough to complete the operation. Subtract78 from113 leaving 35 on DE. The negative answer appears in the form of acomplementary number as seen onthe grey beads. Add

plus 1 to the complementary number

and the final answer is -65. (Fig.50)Fig.50

Step 3 A B C D E F G H I. . .0 0 1 1 3 0 0 0 0- 7 8 Step 30 0 0

3 5 0 0 0 0

Rule ii) If the number being subtracted is too large, borrow from the rodson the left and continue theoperation as if doing a normal subtractionproblem.Rule iii) Reading the complementary result yields the negative answer. Example: Add 182 to the result in the above equation. [-65 + 182= 117]

step 1: The process of adding 182 tonegative

65 is very easy. Simply add 182 to the 35already set on rods DE. Thisequals 217.



1a and the answer: Subtract the 100 borrowedin Step 2 of the previous example (see above).Thisleaves the answer 117 on rods CDE, whichstep 1

A B C D E F G H I. . .0 0 0 3 5 0 0 0 0+ 1 8 2 Step 10 02 1 7 0 0 0 0- (1) Step 1a, subtract1000 0 1 1 7 0 0 0 0



23 |

P a g e

is the answer.Rule iv) Give back the amount borrowed if subsequent operationsyield a positive answer. Example: 19 - 72 - 7846 = -7,899

Step 1:

Set 19 on DE with E acting as the unit. (Fig.51)Fig.51



Step 1 A B C D E F G H I. . .0 0 0 1 9 0 0 0 0

Step 2:

In order to subtract 72 from 19, borrow 1 from the hundreds column on rod Cleaving 119 on CDE2a: Subtract 72 from 119 leaving 47 on rods DE. Interim, this leaves thecomplementary number 53 on rodsDE. (Fig.52)Fig.52

Step 2 A B C D E F G H I. . .0 0 0 1 9 0 0 0

0+ (1) Step 2, borrow 1000 0 1 1 9 0 0 0 0- 7 2 Step 2a0

0 0 4 7 0 0 0 0

In Step 2 (see above), the operation required borrowing 100 from rod D. In this next step, it will be necessary to borrow again but borrowing afurther 10,000 would bring the total to 10100. That would be wrong.Instead, borrow a further 9900, bringing the total amount borrowed to10,000 .

Step 3:

In order to subtract 7846 from 47 on rods DE, borrow 9900. This leaves 9947 onrods BCDE.(Fig.53)Fig.53

Step 3 A B C D E F G H I. . .0 0 0 4 7 0 0 0

0+(9 9) Step 3, borrow 99000 9 9 4 7 0 0 0 0

Rule v) If the operation requires borrowing again, only borrow 9s from adjacentrods. Remember that allcomplementary numbers on the soroban result from

powers of 10. (10, 100, 1000 and so on.)



24 |

P a g e

Step 4 and the answer: Subtract 7846 from 9947 leaving 2101 on rods BCDE. Once again, thenegativeanswer appears in the form of a complementary number. Add

plus 1 to the complementary number and theanswer is -7899. (Fig.54)Fig.54

Step 4 A B C D E F G H I. . .0 9 9 4 7 0 0 0 0- 7 8 4 6 Step 40

2 1 0 1 0 0 0 0

Example: Subtract a further 31 from the result in the aboveequation.[- 7899 - 31 = -7930]

Step 1 and the answer: Subtract 31 from 2101 leaving 2070 on rods BCDE. The complementarynumbershows 7920. Because rod E does not have a value, add

plus 1



to the complement on rod D instead. Thisleaves the complementary answer -7930. (Fig.55)Fig.55Step 1

A B C D E F G H I. . .0 2 1 0 1 0 0 0 0- 3 1 Step 10 2 07 0 0 0 0

abacus sitting & finger training

Documents