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# ABACUS TRAINING MATERIAL PDF

Tuesday, April 30, 2019

Indian Abacus Tutor Training Level / Time Syllabus / Content in Topic Starters Book A & B Tutors Training Manual 1st level Time 1 Digit - 3, 4 & 5 Rows. When you do Mental Sums (do not hold abacus in your hand but always hold pencil in While doing the abacus and book practice, student should always hold. ABACUS Teaching Manual. - Free download as Word Doc .doc /.docx), PDF File .pdf), Text File .txt) or read online for free. ABACUS Training Manual. Author: BROCK BAUGUESS Language: English, Spanish, French Country: United Arab Emirates Genre: Business & Career Pages: 541 Published (Last): 05.08.2016 ISBN: 629-6-54115-662-7 ePub File Size: 17.85 MB PDF File Size: 17.16 MB Distribution: Free* [*Regsitration Required] Downloads: 31570 Uploaded by: CAMILLA FREE Soroban Abacus Mental Math Learning Basic Abacus Math, Math Books, Math . UCMAS Basic - Free download as Excel Spreadsheet .xls), PDF File . Tens And Ones Worksheets, Math Worksheets, Abacus Math, Study Materials. The Abacus (or Soroban as it is called in Japan) is an ancient been fascinated by the abacus – and have recently taken up the study of this. remaining half of students were assigned to receive no abacus training, and manuscript (see Supplemental Online Material for detailed description of all.

The operator multiplies after each division step and subtracts the product. The next part of the dividend is then tacked onto the remainder and the process continues. It is much like doing it with a pencil and paper. Division Revision Easy Division Revision: In the event that the quotient is too high or too low, it is the ease with which the operator can revise an answer that makes the soroban such a powerful tool.

Doing division work on a soroban allows the operator to make an estimate as to what a quotient might be, go a head and do the work then quickly make an adjustment if need be.

See the Division Revision section below. Rules for Placing the First Quotient Number Rule I Where the digits in a divisor are less than or equal to the corresponding digits of the dividend, begin by placing the quotient two rods to the left of the dividend.

In Fig. The quotient begins two rods to the left of the dividend. The quotient begins one rod to the left of the dividend. Predetermine the Unit Rod For problems where divisors and dividends begin with whole numbers: The process of predetermining the unit rod is very much the same as it is for multiplication in that it involves counting digits and rods.

However, it is slightly different and a little more involved. In division, the operator chooses a unit rod and then counts left the number of digits in the dividend.

From that point, the operator counts back again to the right the number of digits plus two in the divisor. The first number in the dividend is set on that rod. Choose rod F as the unit and count three rods to the left. The divisor has one whole number so count one plus two back to the right.

Set the first number of the dividend on rod F. Therefore apply "Rule I" and set the first number in the quotient two rods to the left on D. Divide 3 on A into 9 on F and set the quotient 3 on rod D. This leaves the partial quotient 3 on D and the remainder of the dividend 51 on rods GH. Once again the divisor is smaller than the dividend so follow "Rule1". Set the quotient 1 on rod E. This leaves the partial quotient 31 on DE and the remainder of the dividend 21 on rods GH. Choose F as the unit rod and count three to the left.

The divisor has two whole numbers so count two plus two back to the right. Set the first number of the dividend on rod G. Divide 2 on rod A into the 3 on G and set the quotient 1 on rod E.

This leaves the partial quotient 1 on rod E and the remainder of the dividend on rods GHI. At first glance, it looks like the answer should be 5. However, in order to continue working the problem there must be a remainder. Instead, use the quotient 4. Set 4 on rod F. This leaves the partial quotient 14 on rods EF and the remainder 6 on rod I. This yields 60 on rods IJ and creates the first decimal number in the quotient. Step 4: Divide 2 on A into 6 on rod I. It looks like the answer should be 3.

But once again, there must be enough of a remainder to continue working the problem. Instead, use the quotient 2. Follow "Rule 1" and set 2 on rod G. This leaves the partial quotient This yields on rods IJK.

Step 5: Divide 2 on A into 10 on rods IJ. Again make sure there is enough of a remainder to continue working. Choose the quotient 4. Set 4 on rod H. Because rod F is the designated unit rod the answer reads The division problem shown below is a case in point. In this type of problem making a judgment as to what the exact quotient will be can be difficult. Estimation is often the best course of action. It's the ease with which an operator can revise an incorrect answer that makes the soroban such a superior tool for solving problems of division.

Example: 0. In this example, because there are no whole numbers in the dividend there is no need to count to the left.

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The divisor has one whole number. Starting on rod D, count one plus two to the right. Apply "Rule II". Set the first number in the quotient one rod to the left of the dividend, in this case on rod F.

Furthermore, another intriguing question deserves exploring. Our previous neuroimaging study [ 32 ] has indicated that AMC children mainly activated areas of frontal-temporal circuit during simple serial calculation but activated frontal-parietal circuit during complex serial calculation. In contrast, for control children, the activated areas were almost similar during both simple and complex calculation. This implied that when solving math problems with increasing difficulty, AMC children tended to flexibly switch to more appropriate strategies while controls continued with the old strategy.

Hence, AMC children might utilize more powers of their task switching ability in solving math problems. Therefore, we hypothesized that the relationship between task switching and math abilities might be stronger in AMC children. That is, AMC training would serve as a moderator in such relationship.

In summary, the current study attempted to explore the impact of long-term AMC training on math abilities, task switching ability and their relationships.

Our first prediction was that long-term AMC training would be associated with better performance in both arithmetical and visual-spatial math abilities. Secondly, we predicted that long-term AMC training would also affect the task switching aspect of executive function.

Finally, we predicted that long-term AMC training would modulate the relationship between task switching and math abilities arithmetical ability and visual-spatial ability. Written informed consent was obtained from all participants or their guardians before the implementation of the experiments. Participants and Procedure Eighty-two children were recruited from a primary school at school entry and were randomly assigned to either AMC or control groups.

All subjects were reported to have no hearing loss, normal or corrected-to-normal visual acuity, no history of neurological disorders and no experience of abacus practice by their parents.

We informed all the participants that the study was designed to investigate early child development throughout the whole primary school. Additionally, for participants in the AMC group, we informed them that the study also investigated the developmental effect of AMC training. Thus, we disclosed enough information to the participants and their guardians in order to help them decide if they want to attend our study. Hence the AMC group and the control group consisted of 31 17 boys and 39 18 boys children, respectively.

Then the AMC group received intensive AMC training for two hours per week at school, while the control children received no physical or mental abacus instruction at or after school. The project was designed to guarantee that both groups had studied the same school curriculum except AMC training.

Both switching task and math test were administrated in these two testing phases. Each evaluation phase lasted approximately two weeks.

Participants had 40 minutes to complete 6 units with 12 items in each unit. Each item consisted of a series of geometric figures with one of them missing. Children were asked to find a missed figure among several options. Intelligence raw score was computed for each child and then standardized according to the age norm [ 44 ].

Begin by subtracting 1 from the tens rod on A, then add the complementary 4 to rod B to equal 7. The Order of the Rod This is where students new to soroban can make mistakes. In each of the above examples the operation involves using two rods, a complementary number and a carry over from one rod to another.

Notice the order of operation. For Addition. First subtract the complement from the rod on the right. Then add a bead to the rod on the left. For Subtraction. This is the most efficient order of operation. When attention is finished on one rod the operator moves on to the next. There is no back and forth between rods. This saves time. With this in mind try to combine finger movements. In the last century, long before electronic calculators became commonplace, a governing body know as the Abacus Committee of the Japan Chamber of Commerce and Industry would regularly hold examinations These examinations began at the tenth grade level the easiest and worked up to the first grade level most difficult.

Those individuals who passed first, second or third grade examinations qualified for employment in government or business concerns as abacus operators. During the examinations contestants were given lists of problems. The problems had to be solved within a given time frame. Of course accuracy was very important.

But the best operators were also very fast, in part because they learned to combine finger movements wherever possible. In some of the following examples I've put two combinations together in one problem. Any combination can always be used in conjunction with another or on its own.

The nice thing about combination moves is that they don't really have to be committed to memory. Logically they all make sense and, more often than not, it just seems natural to use them. Here are a few examples illustrating how operators combine finger movements. Example 1: Using the thumb and index finger together, pinch the 5 bead and 3 earth beads onto rod C.

This sets a value of 8. Two movements become one 2. Combine finger movements. In a twisting movement, simultaneously use the index finger to subtract 3 earth beads from rod C while using the thumb to add a 10 bead onto rod B. Two movements become one.

Example 2: Simultaneously use the thumb and index finger together. In a twisting movement set the 5 bead on rod C and a 10 bead on rod B. This sets a value of Once again combine the finger movements. Simultaneously use the thumb and index finger. In one movement add 3 beads with the thumb and subtract 5 with the index finger on rod C. Two movements become one 3. Use the thumb to move up the 10 bead on rod B. One movement. Similar Exercises: Example 3: Using the thumb and index finger together, pinch the 5 bead and 4 earth beads onto rod C. This sets a value of 9.

## ABACUS Teaching Manual.

Use the index finger to clear 2 beads from rod C. One movement 3. Combine the finger movements. Simultaneously use the index finger to subtract 5 from rod C while using the thumb to add a 10 bead on rod B. Two movement become one. Similar Exercises. Example 4: Use the thumb for both movements. Set a 10 bead on rod B and 4 earth beads on rod C. Two movements 2. Use the index finger to subtract the 10 bead from rod B.

In one fluid motion use the index finger to add the 5 bead to rod C and clear the 4 earth beads below. Using this combination in Step 3, the operator is able to complete the problem using only four finger movements instead of five. Similar Exercises Example 5: Even so, it's one I like to use. Set a 10 bead on rod B and 1 earth bead on rod C. Simultaneously use the index finger to subtract a 10 bead on rod B while using the thumb to add 3 earth beads onto rod C. Using this combination in Step 2, the operator is able to complete the problem using only three finger movements instead of four.

Simplifying the Process of Mechanization This is another look at the process of mechanization. Many operators find that this method helps to simplify adding and subtracting numbers onto a soroban. For those new to abacus work, this chapter may be better studied at a later time. Simple, Fast and Efficient In part a soroban is a recording device that helps keep track of place value. Consequently the process of adding and subtracting numbers is greatly simplified because, at most, only two rods will ever come into play at any given time.

This is another of the soroban's greatest strengths. For example, when given an addition problem that involves adding a number such as seven hundred forty two thousand, six hundred and fiftythree, the soroban allows us to break the problem down into six manageable, easy to remember segments.

Each segment is then solved on a rod by rod basis. It's that simple. Seven, four, two, six, five, three are quickly added to their respective rods. This, in conjunction with working left to right, makes solving problems extremely fast and very efficient.

Of the four principal arithmetic disciplines most commonly done on the soroban; addition, subtraction, multiplication and division, it is really addition and subtraction that are the most important. They form the foundation for all soroban work. With rod H acting as the unit rod, set on rods FGH. Step 2: Add 3 to hundreds rod F. Step 3: Add 2 to tens rod G. Step 4 and the answer: Add 1 to units rod H leaving the answer on rods FGH.

The above is pretty straightforward. This next example gets a little tricky. When using the complementary numbers there are several 'carry-overs' from right to left. Add 6 to tens rod G. Not enough beads. Subtract the complementary 4, then Carry 1 to hundreds rod F. No beads. Subtract the complementary 9, then Step 4: Add 7 to units rod H.

Subtract the complementary 3 then Carry 1 to tens rod G.

This leaves the answer on rods EFGH. It is important to emphasize at this point that one should not fall into old habits. It doesn't take much skill to know this.

## Abacus Books

Nevertheless, the idea here is to keep mental work to a minimum. Work using complementary numbers and allow the soroban to do its job. This is what makes the soroban such a powerful tool. Subtract 4 from hundreds rods F. Use the complement. Subtract 1 from thousands rod E, then Add the complement 6 to rod F leaving on rods FGH. Subtract 5 from tens rod G. Subtract 1 from hundreds rod F, then Add the complement 5 to rod G leaving on rods FGH. Step 5: Subtract 6 from units rod H.

Subtract 1 from tens rod G, then Add the complement 4 to rod H leaving the answer on rods FGH. In the following examples I will use standard terminology. When setting up problems of multiplication on the soroban it is customary to set the multiplicand in the central part of the soroban with the multiplier set to the left leaving two empty rods in between.

Always add the product immediately to the right of the multiplicand. In the case of a multiplicand consisting of two or more numbers: See the examples below for clarification. Many soroban experts do not even bother to set the multiplier onto the soroban at all. Instead, they prefer to save a little time and set only the multiplicand.

Predetermine the Unit Rod For problems where multipliers and multiplicands begin with whole numbers: In order to get the unit number of a product to fall neatly on a predetermined unit rod, place your finger on the chosen rod. Move your finger to the left counting off one rod for every digit in the multiplier plus one for every digit in the multiplicand. Set the first number in the multiplicand on that rod.

There is one number in the multiplier and two in the multiplicand. Count off three rods to the left ending up at rod E.

Set the up the problem so that first number in the multiplicand falls on rod E. Now the unit number in the product will fall neatly on rod H. Multiply the 4 on F by 7 on B.

Add the product 28 immediately to the right of the multiplicand on rods GH. Having finished with this part of the multiplicand the 4 on F clear it from the soroban. This leaves 3 on rod E and the partial product 28 on rods GH. Multiply the 3 on E by 7 on B. Add the product 21immediately to the right of the multiplicand on rods FG.

Clear the 3 on E from the soroban leaving the answer on rods FGH. It is a good idea to think of a product as having of at least two digits. It helps in placing products on their correct rods. Choose rod I as the unit and count off three rods to the left. Set the fist number in the multiplicand on rod F.

Multiply the 3 on G by 1 on B. Add the product 03 on rods HI. Next, multiply the 3 on G by 7 on C and add the product 21 on rods IJ. Clear the 3 on G. This leaves 2 on F and the partial product 51 on rods IJ.

Multiply the 2 on F by 1 on B and add the product 02 on rods GH. Next, multiply the 2 on F by 7 on C and add the product 14 on rods HI. Clear the 2 on F leaving the answer Notice how the unit number in the product has fallen on unit rod I and the first decimal number on rod J.This sets a value of In Step 2 see above , the operation required borrowing from rod D. You just clipped your first slide! Divide 2 on A into 10 on GH. 