Course Discussion: Module 4, Come Back to the Five and Dime

Core Curriculum The Abacus: A Million Manipulatives in Your Pocket
1

Come Back to the Five and Dime

  1. Create an addition and subtraction problem which contains the combination of complements of five and ten. Be sure to include at least four single digits.

  2. How would you provide opportunities for oral practice of abacus computation with a student?

2

  1. 3 + 7 – 6 + 9 – 6

  2. Lots of opportunities for oral practice happen natural, especially when servies are pushed into a math class. You can build them in for direct/one on one services.

3

Hi @Lynda! You problem is great example of both five and ten complements.

4
  1. 2+3+9-2 = 12
  2. How would you provide opportunities for oral practice of abacus computation with a student?
    Use read and that is
    Use a consistent pace
    Don’t repeat numbers
    Try to mention the same operation only once
    Pause only long enough for student to write the question
    Start with single digits and move to more complex computations
    When computing without an abacus, Encourage students to move their fingers like they are using an abacus.
5

Hi @appleton.thea
Great problem example of both the five and ten complements.

6

Come Back to the Five and Dime

  1. Create an addition and subtraction problem which contains the combination of complements of five and ten. Be sure to include at least four single digits.

  2. How would you provide opportunities for oral practice of abacus computation with a student?

  3. 9 + 14 - 5 - 9 + 7

  4. Oral practice of abacus computation may be a warm-up reviewing previous lessons or a cool-down after learning a new skill. I may work it into a lesson, as well, focused on developing listening and memory skills. I would build oral practice into review of prior concepts in order to:
    a. gather data for goal progression
    b. determine if there are concepts that need some reteaching
    c. build up listening and memory skills
    d. demonstrate to the student that they’re learning a particularly cool skill that will enable them to do quick math, a skill not many people retain
    e. allow the student to think about the tasks as more than systematically moving beads; instead, the understand of relationships among the numbers will become more automatic and fluid