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The idea for this activity came from Building and Using the Amazing Abacus by Michael and Pamela Naylor in Teaching Children Mathematics. Current subscribers can download this article; most university libraries or curriculum libraries subscribe to the NCTM periodicals.
Description
Needed Materials: Per student--1 sheet cardstock, scissors, ruler, bamboo skewers, and beads. The teacher will need a hot-glue gun.
Directions:
These directions are the main steps as described in the article referenced above. Specific directions are given in the article and include sketches to assist with making the abacus frame.
1. Fold the abacus frame.
2. Prepare the frame for the rods.
3. Place the beads and rods in the frame.
This is a cross-curricular project. The students will make an abacus with the assistance of the art teacher. The project can include social studies, too, by using the opportunity to study Asian cultures and the history of the abacus.
I have read that some Japanese abacuses have 4 beads below and 1 bead above instead of the “traditional” 5 below and 2 above as described in Naylor’s article. I wonder if the 4 and 1 groupings would be less confusing in illustrating place-value concepts. I hope our elementary teachers will experiment with both ideas.
After the abacuses are built, the students will use them in math class to explore counting, place value, addition, subtraction, and multiplication. Several of the articles included in the summer reading packet discuss visualizing place value and teaching addition and subtraction in different ways. (see Summer Reading packet)
This activity has not yet been classroom tested. Our art teacher feels the construction of the abacus may be too advanced for kindergarten or first grade students, but perhaps it could be a joint project with the second grade. Please feel free to tell me how it worked in your classroom by contacting me at rokershner@alumni.okbu.edu