Hi Lynda,

I have found many students increase their proficiency when problems are oral instead of having to return to the braille or print page. Your problem is a great way to practice quite a few complements of five.

- In the beginning I would like to know if they are “reading” the math equation accurately by having them say out loud what they are reading. Worksheets might have few math computations and then expand once the student has had success and feels comfortable.

2 6 - 3 + 4 - 5 + 6 =

3.The student might have read(felt) the lower beads and did not check the for beads in the upper part of the abacus. At this lesson it would be helpful to have this brought to the students attention and have them re-check the Abacus placement of the beads. If the student had already cleared the Abacus.Having them redo that one problem could be helpful at that time. The next lesson would focus on repetition of having math equations/answers with both upper and lower bead placements. Asking student prior to the lesson, what is important to remember from the last lesson.

Your problem is a great way to practice quite a few complements of five.

I like your suggestion about having fewer math computations and then expanding.

Hi @appleton.thea

I found the swivel chair useful for several students - can be hard to convince the general education teacher at times because they are often thought of as ‘teacher chairs.’

Great problem to introduce a complement of 5 while also practicing the complements of 10.