FIGURE 1

Please see below Lesson 6 for further notes on each lesson.

LESSON 2

THE SECOND SETTING

A PATTERN REPETITION EXERCISE

Figure 2

This pattern recognition and repetition exercise establishes the value of each counter.

Every counter has a specific column value.

From the second setting perform an addition exercise.

Push up the four settings of 222 one by one noting the starting point and the answers.

THE ABACUS NEVER LIES

LESSON 3

THE ADDITION EXERCISE  

COUNT UP TO TEN

Figure 3

 

LESSON 4

TRANSFERRING TEN IN ADDITION MODE

Figure 4

Just by setting every number separately from one, to one hundred and twenty nine,

will establish the ability to add any number automatically.

Please see at the end of lesson 6 for further notes on the transfer ten technique.

 

LESSON 5

THE SUBTRACTION EXERCISE

THE STARTING POINT OF THE SUBTRACTION EXERCISE

FIGURE 5

Please see below Lesson 6 for further explanation on subtraction.

 

LESSON 6

JUST MAKE IT EASY TO SUBTRACT

TRY TAKING TEN FROM THE CENTRAL COLUMN

FIGURE 6

It is natural for an adult to work from left to right,

but the child has to be taught to break numbers down naturally,

so having taken away ten, take away eleven.

Take ten and one, take away twelve, ten and two,

take away thirteen, ten and two, THEN TRANSFER TEN

and take away the thirteenth.

Take away fourteen, ten and four, who can ask for more,

only fifteen three times over.

Subtraction is always taught to a child from right to left,

one from ten, two from ten, we just count away.

HOME

The following are further notes more comprehensiveley

explaining use of the Abacus One.

HANDS ON DEMONSTRATION

FOR ABACUS ONE

Initial introduction for a Reading child

or adult to Abacus One

 

Set the number 222, then leave a gap of two fingers

between that number and then set out a further 222.

The purpose of this exercise is firstly to illustrate

how to set the Abacus in any number.

Secondly, it illustrates a simple mind concept,

times two, or a doubling of a pattern.

 

Subconsciously the pupil is accepting that each tile has the same value

within each column and recognises a pattern.

There are many subconscious patterns which students perceive

whilst working continually with the Abacus.

But at this stage it is not relevant in the initial introduction.

After allowing a small amount of time for the pattern to sink in,

the student then pushes the second row of 222 together

and reads the answer to the sum 222 times two

and the same sum 222 plus 222.  

The second hands on demonstration is counting to 129.

Why count to 129, purely because it goes twice

through the most difficult stages.

This situation repeated a few times installs automatic reaction

very very quickly within children’s minds.

Naturally the pupil will halt at the number 10,

allow the pupils own mind to struggle for a few moments,

looking at how it is going to put up 11, the word 11 is not printed on Abacus one,

but in initial training, we can say 10 one,

this in itself is helpful especially to a young child.

After the pupil has struggled for a while, we can illustrate

the word ten at the bottom of the right hand column

and the word ten at the top of the middle column.

At this point we demonstrate the transfer 10 technique.

This is best done by using two hands (hence my expression hands on.)

We explain at this point, that we become automatic in our thinking,

if we use the two hands together, we are demonstrating to ourselves,

the technique which will quickly become automatic.

So by taking the counter marked ten in the left hand and pushing it up,

we clearly demonstrate the transfer 10 technique that is the basis of Abacus use,

by simply pushing down with the right hand the column of single numbers,

we explain to the student this time, that this situation is just the same

however many columns the Abacus was constructed with.

With hands firmly on the two tens, we illustrate that subtraction

requires us to make the same action in reverse.

It is most likely that, without doing it, understanding this written instruction

complicates this simple manoeuvre in the first instance.

However we can stress that simply by applying this two handed technique

we can return at any time to practice and fully understand what is happening,

once this technique has become automatic,

the profficient Abacus user carries it out without awareness.

Automatically, it becomes part of the subconscious mind at work.

Everything that a child or adult learns on the Abacus, will become automatic

if it is carried out in regular practice over a few months.

Learning the initial processes is far easier for a young child than for an adult.

The third and last of the three initial processes, is a subtraction exercise.

What we are attempting to do at this stage is illustrate to the pupil,

that they have achieved initial ability.

However if they do struggle, go gently through the process a few times with them.

Because so many manipulations are being considered by the brain,

sometimes a child or an adult can become mixed up.

Using the Abacus confidently is only a matter of regular habit.

It is a very good habit especially for a young child

who is learning arithmatic for the first time.

Regular practice is laying down trackways through the mind

that will forever be used in mental arithmetic.

Always remember that the mind works at the speed of light,

and once something has been properly stored within it,

it is recoverable at the speed of light.

So for this exercise we set the Abacus with the number 105,

first we take away 10 and then we takeaway in 11,

and then we take away 12, and then we takeaway 13,

and then we takeaway 14, followed by 15, a further 15,

and the final 15 to clear the board.

Once child or adult is competent within this set of manipulations,

it should be ready to start tackling a series of sums,

which break through the 10 factor in both addition and subtraction.

Of course a child who cannot read will not take everything in,

within a demonstration of this type,

but it will take quite a lot of this in to its subconscious mind.

From the initial conception of Abacus one written in words Abacus.

Practical experience has proved to us that we need numbers written on

initially for younger children,

but it is not vital as numbers can be written on the board,

and there are only 10 numbers needed or rather 10 symbols,

but it does make it easy for the child to understand

where the numbers are on the Abacus

and how writing them in columns effectively means the child

is grasping easily the language of mathematics.

Once the child has passed the initial stage it is useful

for it to work with the written in words Abacus for a few months

whilst establishing the results we are after.

Competent at the speed of light automatic mental arithmetic ability.

An older child, a parent or a friend can establish competent

at the speed of light automatic mental arithmetic ability

in any child over a relatively short period of time.

It does not require a fully trained teacher to illustrate

and provide any child in the world with this simple ability.

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