Benefits of Abacus Children naturally have vast potential of energy and brain power.

But most parentsdo not know how to tap into the depths of these young minds in the right way andt h u s f a i l t o r e a l i z e a n d n u r t u r e t h e s e young minds to their fullest potential. Functions of Brain Our brain has two hemispheres, the LEFT brain and the RIGHT brain.About 95% of our children use only the LEFT brain. They fail to use the RIGHT brain which is the seat and origin of intelligence. LEFT Brain - Analyzing Information,C o n c e r n i n g L a n g u a g e s & S o u n d . RIGHT Brain - IntegratingInformation, Thinking & Creativity.The Left and Right brains have their ownspecialized powers and functions. Our task is to activate BOTH parts of the brainsimultaneously. By using BOTH the partsof brain, students can more fully realizetheir great potential. But... how can wemotivate BOTH parts of the n at a time? Learning abacus can accomplish this goal W e o f f e r t r a i n i n g u s i n g t h e J a p a n e s e Soroban abacus, which is has one upper row of beads and four lower rows. Weh a v e f o u n d t h e S o r o b a n a b a c u s particularly effective for teach ingmathematical calculating skills to youngchildren.U s i n g a n a b a c u s , a c h i l d c a n d o a l l arithmetic calculations up to 10 digits andm ast er the ski ll of doi ng i t m ent al l y, without relying on modern devices suchas calculators. T h e r e a r e p r o c e d u r e s a n d t r a i n i n g methodologies to master abacus use W hen chil dren use hands to m ove t he beads for small and large arithmeticcalculatio ns, the quick communication between hands and brain stimulates braincel l s, prom ot ing qui ck, bal anced andwhole brain development. Using the abacus also: Fosters a greater sense of numbers. H e l p s d e v e l o p a n i n t u i t i v e understanding of numbers throughtheir concrete representation. Fosters one's trust in the process of c a l c u l a t i o n b y e n a b l i n g o n e t o observe it in action. Manifests the concept of decimal places and the progression of units by tens physically.

ABACUS & BRAIN GYMBENEFITS Movement and the brain are interlinked. Physical movementsuch as walking, running, playing sports, and exercise in general are good for the brain. Not only is it good, its GREAT, so, why is it that! when schools cut budgets the first thing togo is Physical Education? 1.Photographic MemoryThe concept of thinking in pictures helps thestudent perform better not just in Mathematics butin all subjects. 2.Listening skillsConstant practice of performing sums dictated bythe course instructor sharpens the listening skillsin students. i 3.ConcentrationTeaching methodology in SCA develops anexclusive attentiveness in the child and helpshim/her to concentrate better. 4.ComprehensionUsing the Abacus as a learning tool, and flashcards, leads to better understanding and graspingpower.

5.PresentationThe ancient art of mental math is primarily aboutarrangement and appearance. Regular practiceimproves the presentation skills in young children.

6.Imagination and Creativity At a specific stage in the learning process, theabacus is withdrawn from the student and he/sheis expected to work with an imaginary one. Thishelps to stimulate the right brain and developthese qualities.7. Speed and Accuracy Constant practice at home helps the child tobecome more precise and fast at problem solving.8. Self-reliance and self-confidenceStudents, at such a tender age, are free fromcalculators, thereby becoming more self-reliant.Also, due to their enhanced skills, their confidenceis significantly boosted. -- According Teachers and Students report has shown thatsimple movement activities lead to Dramatic i mprovementsin the following areas: Concentration and Focus Memory Academics: reading, writing, math, test taking Physical coordination Relationships Self-responsibility Organization skills

Attitude And more

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move up 1, move down 1

1) Thumb :move up 12)

Forefinger :move down 1

move up 2, move down 2

1 ) Thumb :move up 2

2) Forefinger :move down 2

move up 3, move down 3

1) Thumb :move up 32)

Forefinger :move down 3

move up 5, move down 5

1) Middle fi nger : 2) Mi ddle finger:

move up 5 move down 5

22 |

P a g e Step 1: Set 13 on rods DE with E acting as the unit rod. (Fig.48) Fig.48 Step 1 A B C D E F G H I. . .0 0 0 1 3 0 0 0 0 Step 2: Subtract 78 from 13. As it stands this is not possible. On a soroban, the best way to solve thisproblem is to borrow 1 from the hundreds column on rod C. This leaves 113 on rods CDE. (Fig.49) Fig.49 Step 2 A B C D E F G H I. . .0 0 0 1 3 0 0 0 0+ (1) Step 2, borrow 1000 0 1 1 3 0 0 0 0 Except for practice purposes, it is not really necessary to set the 1 on rod C as shown in Fig.49. It is enough to do it mentally. Step 3 and the answer: With 113 on CDE, there is enough to complete the operation. Subtract 78 from113 leaving 35 on DE. The negative answer appears in the form of a complementary number as seen onthe grey beads. Add plus 1 to the complementary number and the final answer is -65. (Fig.50) Fig.50 Step 3 A B C D E F G H I. . .0 0 1 1 3 0 0 0 0- 7 8 Step 30 0 0 3 5 0 0 0 0 Rule ii) If the number being subtracted is too large, borrow from the rods on the left and continue theoperation as if doing a normal subtraction problem.Rule iii) Reading the complementary result yields the negative answer. Example: Add 182 to the result in the above equation. [-65 + 182 = 117] step 1: The process of adding 182 to negative 65 is very easy. Simply add 182 to the 35already set on rods DE. This equals 217.

1a and the answer: Subtract the 100 borrowedin Step 2 of the previous example (see above).This leaves the answer 117 on rods CDE, which step 1 A B C D E F G H I. . .0 0 0 3 5 0 0 0 0+ 1 8 2 Step 10 0 2 1 7 0 0 0 0- (1) Step 1a, subtract1000 0 1 1 7 0 0 0 0

23 | P a g e is the answer.Rule iv) Give back the amount borrowed if subsequent operations yield a positive answer. Example: 19 - 72 - 7846 = -7,899 Step 1: Set 19 on DE with E acting as the unit. (Fig.51) Fig.51

Step 1 A B C D E F G H I. . .0 0 0 1 9 0 0 0 0 Step 2: In order to subtract 72 from 19, borrow 1 from the hundreds column on rod C leaving 119 on CDE 2a: Subtract 72 from 119 leaving 47 on rods DE. Interim, this leaves the complementary number 53 on rodsDE. (Fig.52) Fig.52 Step 2 A B C D E F G H I. . .0 0 0 1 9 0 0 0 0+ (1) Step 2, borrow 1000 0 1 1 9 0 0 0 0- 7 2 Step 2a0 0 0 4 7 0 0 0 0 In Step 2 (see above), the operation required borrowing 100 from rod D. In this next step, it will be necessary to borrow again but borrowing a further 10,000 would bring the total to 10100. That would be wrong. Instead, borrow a further 9900, bringing the total amount borrowed to 10,000 . Step 3: In order to subtract 7846 from 47 on rods DE, borrow 9900. This leaves 9947 on rods BCDE.(Fig.53) Fig.53 Step 3 A B C D E F G H I. . .0 0 0 4 7 0 0 0 0+(9 9) Step 3, borrow 99000 9 9 4 7 0 0 0 0 Rule v) If the operation requires borrowing again, only borrow 9s from adjacent rods. Remember that allcomplementary numbers on the soroban result from powers of 10. (10, 100, 1000 and so on.)

24 | P a g e Step 4 and the answer: Subtract 7846 from 9947 leaving 2101 on rods BCDE. Once again, the negativeanswer appears in the form of a complementary number. Add plus 1 to the complementary number and theanswer is -7899. (Fig.54) Fig.54 Step 4 A B C D E F G H I. . .0 9 9 4 7 0 0 0 0- 7 8 4 6 Step 40 2 1 0 1 0 0 0 0 Example: Subtract a further 31 from the result in the above equation.[- 7899 - 31 = -7930] Step 1 and the answer: Subtract 31 from 2101 leaving 2070 on rods BCDE. The complementary numbershows 7920. Because rod E does not have a value, add plus 1

to the complement on rod D instead. Thisleaves the complementary answer 7930. (Fig.55) Fig.55 Step 1 A B C D E F G H I. . .0 2 1 0 1 0 0 0 0- 3 1 Step 10 2 0 7 0 0 0 0