Lesson Plan #: AELP-ANT0200

Abacus

Golden Legacy Curriculum
Sample Lesson Plan

Source:

Chinese Historical and Cultural Project
P.O. Box 70746
Sunnyvale, CA 94086-0746
Email: legacy@chcp.org
http://www.chcp.org/golden.html

Date: 1994

Grade Level(s): 3, 4, 5

Subject(s):

Objectives

Background Information for This Lesson

People have counted, added and subtracted with an abacus since ancient times. The name comes from the Greek word, abax, meaning "board" or "calculating table." While there is no actual record of who invented the abacus, it is depicted in a sketch book written during the Yuan Dynasty (14th Century) and there at least more than 600 years old.

Webster's dictionary defines abacus as a "frame with beads or balls sliding back and forth on wires on in slots, for doing or teaching arithmetic." Arithmetic includes addition, subtraction, multiplication and division. The abacus can also be used to work with fractions and with finding square and cube roots.

The advantages of its use over pencil or pen arithmetic is time . It is faster than writing down the problem and solving it. When working with the abacus one just needs to be accurate. You leave the memory work to the abacus frame.

The one disadvantage is that inexperienced users make mistakes. But that can happen in pencil arithmetic too.

In addition to learning reading and writing in regular school, Heinlenville Chinese attended Chinese school where they learned arithmetic by working with the abacus.

The Chinese abacus has a center bar with rows of two beads above and rows of five beads below. All numbers are calculated from the center bar (which divides the two and five beads), and from right to left; and the answer is read left to right as traditionally taught in American schools. The beads are used to help keep track of the numbers beings used.

Each vertical row of beads represents a different multiple of 10 (1000,100, 10, and 1) The white beads in every row below the center bar each stand for five of the unit. The beads must be pushed against the center bar to be counted.

To make numbers, bring the beads from the ends of the rows to the center line. To add numbers, push the number of beads needed to the center line. To subtract numbers, push the number of beads away from the center line.

Here are some examples of numbers done on the abacus.

Examples
Examples in .pdf format; requires free Adobe Acrobat Reader.

Click the icon to obtain the free Reader.

Vocabulary

abacus : frame with beads sliding back and forth on wires or in slots, for doing or teaching arithmetic of the decimal system.

arithmetic : addition, subtraction, multiplication or division

Materials:

Procedure:

  1. Give background information and show an actual abacus.
  2. Make a sample abacus for students to view:
    • Copy the abacus pattern onto oaktag or light cardboard.
    • Pinch together and fold, matching arrows as indicated.
    • Staple as indicated to secure fold.
    • Punch holes as indicated.
    • Cut pieces of string for each student. You may need to start each board with the string tied to the first hole.
    • Run string through bottom hole, thread with five white beads (or macaroni); run string through center hole and thread with two colored beads; run string through top hole.
      • IF USING MACARONI, put a small amount of rubbing alcohol in a dish and add food coloring. The more concentrated the coloring, the deeper the macaroni color.
      • Add macaroni and let sit a few minutes to absorb the color.
      • Remove the macaroni from the alcohol and spread out on paper towels to dry.
    • Continue until you have four complete rows.
    • Staple end of string firmly to hold in place.
  3. Let students make an abacus. This will take from 5 to 15 minutes, depending on whether students assemble from scratch.
  4. Once assembled, the student can practice with the abacus to make numbers.
  5. Students can complete the Worksheets #1, #2, #3, and the teachers can review answers with class-wide participation.
  6. Students can practice adding and subtracting numbers, as did the children of Heinlenville Chinatown in their Chinese school.

Bibliography

Schubert, Barbara and Marlene Bird. CHINESE, A Book of Culturally Basic Activities for K-6 Children. San Jose, CA: Reflections and Images, 1976.

Copyright 1994 Chinese Historical and Cultural Project. All rights reserved. Reproduction of Golden Legacy worksheets by the classroom teacher for use in the classroom and not for commercial sale is permissible. The submission of this material in the AskERIC Virtual Library (ERIC Clearinghouse on Information & Technology) has been authorized by the Chinese Historical and Cultural Project. However, no part of this publication may otherwise be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, recording or otherwise without the prior written permission of the Chinese Historical and Cultural Project. The use of these items herein does not infringe on copyright privilege.

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