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

7
  1. 8 + 2 -3-5
  2. Most math classes have timed trials with their students. While their peers are working on timed Math addition facts, I would pull the student aside and work on those facts using the abacus to find the answers instead. I would say the printed facts and he would create the answers on the abacus. I would write the answers and share with the teacher how far he was able to get during the timed test. I would try to complete this exercise in my individual time with him later in the day.
8
  1. 9 + 7 + 5 - 8 - 6 = 7
  2. I would begin with having the student find the 10 pair compliments and putting an object into a bowl for each 10. As the student improved in finding the ten pairs, I would have the student keep the tally in his/her mind instead of a physical object count. I would also move to 2 digit numbers and using the front end strategy so they could mentally calculate the answers more accurately.
9
  1. 8-5+9+8-6=14
  2. (a) With 2 or more students play “Race to 100” orally giving addition and subtraction components until a student announces that they made it to 100. (b) For older students having them add up test scores for a total. (c) Have students keep track of their score in a game.
10

Hi @thejessica.solomon
You have a great problem with combinations of 5 and 10 complements.
Oral practice - does this mean providing the numbers for the student orally to compute or does it mean asking the student to orally describe the moves they are making?

11

Hi @tpeterson
Your problem only practices complements of 10. You could add plus 4 to the end and then you would have added a complement of 5.
I like the idea of using the same time as peers to practice math skills.

12

Hi @Kim_Shoffner
Your problem has a great combination complement step at the very end which is 13 plus 7. Nice work!