PREFACE This Module is produced to enable teachers to have a better understanding of the requirements and teaching strategies for

the Abacus and Mental Arithmetic Course for Year Two and to ensure an effective teaching and learning process. 1. Contents The Abacus and Mental Arithmetic Course for Year Two includes the following: (1) Addition and subtraction of numbers up to 100; (2) Addition and subtraction of numbers up to 1 000; (3) Multiplication within basic facts; (4) Division within times-tables; (5) Revision. 2. Teaching Objectives The objectives for the teaching and learning of Abacus and Mental Arithmetic for Year Two are as follows: (1) (2) (3) (4) (5) (6) To understand the concept of multiplication and division; To know and understand the relationship between multiplication and division; To memorize multiplication facts within 1 to 5 times-tables; To get the quotient from division using multiplication within basic facts; To master the formation of static bead image of numbers up to 1 000; To accurately and promptly perform addition and subtraction of numbers involving up to four 2-digit numbers in Listen Abacus Calculation, Rea Abacus Calculation, Listen Mental Calculation and Read Mental Calculation; (7) To accurately and promptly perform addition and subtraction of numbers involving up to three 3-digit numbers in Listen Abacus Calculation, Read Abacus Calculation and two 3-digit numbers in Listen Mental Calculation and Read Mental Calculation.

3. Analysis of Course Material The course contents for Year Two requires a firm foundation in Abacus and Mental Arithmetic skills covered in Year 1. One of the objectives of this course is to enable the students to understand multiplication and division within times-tables. This is very important as it is the foundation of multi-digit multiplication and division. The ability of students to master multiplication and division within times-tables will affect their speed and accuracy in multi-digit multiplication and division. Multiplication and division within times-tables are basic skills the students must learn. The abacus is a good instrument to strengthen these basic skills. Adding the same number repeatedly on the abacus helps the students to understand the meaning of multiplication. In the same way, by subtracting the same number repeatedly from a given number helps to introduce the concept of division. The teacher can further help students to understand the concept of division by demonstrating the various modals, using hands-on aids. A lot of practice is necessary to enable students to master the tables and give the answers spontaneously. This course also enables the students to add and subtract up to four 2-digit numbers and three 3-digit numbers up to 1 000 quickly and accurately. Just as in Year One, students perform addition and subtraction on the abacus as well as mentally. It is important to master addition and subtraction as this will affect the students ability to multiply and divide. subtraction. Thus, this course puts a lot of emphasis on addition and

CONTENTS AND TEACHING SUGGESTIONS UNIT 1 Addition and Subtraction of Numbers Up To 100

1.1 1. 2. 3. 4. 5.

Objectives To be able to recognize, read and move the beads promptly and accurately for numbers from 21 to 100; To be able to visualize the beads for any number up to 50 in the mind; To master the bead movement of pool-five addition with carrying and break-five subtraction with removing; To master the basic operations of addition and subtraction in Abacus Calculation; To be able to perform addition and subtraction of up to five 1-digit numbers in Listen Mental Calculation and Read Mental Calculation, and up to three 2-digit numbers in Listen Mental Calculation.

1.2

Explanation on Teaching Material

This unit consists of the following contents: Part I: Recognizing the bead images of numbers up to 100. Part II: Addition and subtraction of numbers up to 50. (i) (ii) (iii) (iv) Addition without carrying of numbers up to 50. Subtraction without removing of numbers up to 50. Addition with carrying of numbers up to 50. Subtraction with removing of numbers up to 50.

Part III: Addition and subtraction of numbers up to 100. (i) (ii) (iii) (iv) Addition without carrying of numbers up to 100. Subtraction without removing of numbers up to 100. Addition with carrying of numbers up to 100. Subtraction with removing of numbers up to 100.

Part I: Recognizing the bead images of Numbers Up To 100. There are two examples: [Example 1] Count on in tens. How many is 5 times of ten? [Example 2] Count on in tens. How many is 10 times of ten? Recognizing the bead images of numbers from 21 to 100 is the same as recognizing the bead images of numbers within 20. As in numbers up to 20, teachers need to explain the place values of Ones, Tens and Hundreds. The teaching material will enable the students to build up their understanding of numbers from concrete to abstract. Exercises such as Let us practice and Let us think are included at the end of each part so as to strengthen the skills of the students.

Part II: Addition And Subtraction Of Numbers Up To 50. (i) Addition without carrying of numbers up to 50. There are 3 examples: [Example 3] Abacus Calculation. 3 + 36 = 39 [Example 4] Abacus Calculation. 23 + 13 = 36 [Example 5] Listen Mental Calculation. 13 + 32 = 45 (ii) Subtraction without removing of numbers up to 50. There are 4 examples: [Example 6] Abacus Calculation. 37 25 = 12 [Example 7] Mental Calculation. 47 23 = 24 4

[Example 8] Abacus Calculation. 38 26 + 13 = 25 [Example 9] Mental Calculation. 17 + 21 26 = 12 Points To Note: Teachers need to emphasize that in abacus calculation of addition and subtraction, all numbers are calculated from left to right (from the higher place value). Students need to master the basic skills in addition with carrying and subtraction with removing before proceeding to calculation involving multi-digit numbers. (iii) Addition with carrying of numbers up to 50. There are 4 examples: [Example 10] Abacus Calculation: 14 + 27 = 41 [Example 11] Move up 49, move up 1 [Example 12] Abacus Calculation: 17 + 15 + 18 = 50 [Example 13] Listen Mental Calculation: 17 + 29 = 46 (iv) Subtraction with removing of numbers up to 50. There are 6 examples: [Example 14] Abacus Calculation. 32 17 = 15 [Example 15] Move up 50, move down 1. [Example 16] Abacus Calculation. 50 3 18 = 29 [Example 17] Listen Mental Calculation. 42 16 = 26 [Example 18] Abacus Calculation. 48 19 + 13 = 42 [Example 19] Mental Calculation. 28 + 15 26 = 17 Point To Note: (iii) and (iv) involve pool-five addition and break-five subtraction besides addition with carrying and subtraction with removing.

Part III: Addition And Subtraction Of Numbers Up To 100. (i) Addition without carrying of numbers up to 100. There are two examples: [Example 20] Abacus Calculation. 21 + 12 + 50 = 83 [Example 21] Mental Calculation. 46 + 20 + 12 = 78 (ii) Subtraction without removing of numbers up to 100. There are two examples: [Example 22] Abacus Calculation. 98 21 14 = 63 [Example 23] Mental Calculation. 75 34 + 26 = 67 Point To Note: Teachers need to guide the students and ensure that by now the students are able to form a clear bead image in the mind. (iii) Addition with carrying of numbers up to 100. There are 3 examples: [Example 24] Move up 26, move up 27. [Example 25] Abacus Calculation. 15 + 36 + 28 = 79 [Example 26] Mental Calculation. 18 + 24 + 19 = 61 (iv) Subtraction with removing of numbers up to 100. There are 5 examples: [Example 27] Move up 63, move down 18. [Example 28] Abacus Calculation. 62 16 24 = 22 [Example 29] Mental Calculation. 92 14 29 = 49 [Example 30] Abacus Calculation. 73 28 + 17 = 62 [Example 31] Mental Calculation. 32 + 59 14 = 77

Point To Note: (iii) and (iv) form the basics for more operations of addition and subtraction as well as for exercises in multiplication and division. 1.3 Teaching Suggestions

1.3.1 Recognizing the bead images of Numbers Up To 100 [Example 1] Count on in tens. How many is 5 times of ten? Explanation Review the representation of numbers from 11 to 20 and the place values of Ones and Tens. The students can then try the preparatory exercise on Page 1 of the textbook: Count on in ones. What is 10 ones? Subsequently, discuss Example 1 on Page 1 of the textbook with the students: Count on in tens. How many is 5 times of 10? Use pictures of objects and the abacus to explain. The students practice with numbers up to 50 using activities such as: Listen to the numbers and move the beads; Look at the numbers and move the beads; Look at the beads and read the numbers; Look at the beads and write the numbers.

Ensure that the students master the above skills. Point To Note: The number on Tens is equivalent to the value in Tens. Example: 5 on Tens means 50. The following instructions may be given to guide the students. (1) Count the squares in tens. 7

(2)

Move the beads on the abacus: move up 10, move up 10 again, move up 10 again, (until a total of 50).

[Example 2] Count on in tens. How many is 10 times of ten? Explanation Revise the place values of Ones and Tens and the representation of numbers up to 50. By now the students should have no problems in recognizing numbers up to 50. Use a hundred grid board for explaining [Example 2]. Explain with the help of strips of tens. Each strip contains 10 squares. Each strip shows 10 Ones is equivalent to ten. Each strip also shows that 1 Tens is equivalent to 10. Arrange the strips to show 10, then 20, then 30, and so on until we come to the tenth strip. Explain to the students that the ten strips total up to 100. This means that 10 Tens is equivalent to 100. Subsequently, by referring to the diagram on Page 2 of the text book and by moving the beads on the abacus, show the place values of Ones, Tens and Hundreds. Explain that 10 Ones means 10 (or 1 at Tens), and 10 Tens means 100 (or 1 at Hundreds). Emphasis in this example is moving up 1, when there is already 9 on a rod. Remember, if there is 9 at Ones, one more bead (up 1) will require the students to move down 9 at Ones and carry 1 at Tens. In the same way, when there are already 9 at Tens, one more bead at Tens (up 10) will require the student to move down 9 at Tens and carry 1 at Hundreds. Exercises such as Let us practice, Let us think and Let us try will strengthen the skills in: 8 Listen to the numbers and move the beads; Look at the numbers and move the beads; Listen to the numbers and visualize the beads; Look at the number and visualize the beads; Look at the beads and read the numbers; Look at the beads and write the numbers.

Point To Note: Show 48 on the abacus. Then move up 1 at Ones to show 49. Direct the students to move up 1 again. This time, the bead movement will be: move down 9 at Ones and carry 1 at Tens. (This involves pool-five addition). This part strengthens the skill and speed of students in bead movement. The following instructions and explanation may be given to guide the students: (1) (2) (3) Count the squares in tens. Move the beads on the abacus: move up 10, move up 1 again (there is 20 now), move up 10 again, until a total of 100. The first rod on the right represents the place value Ones; the second rod Represents Tens and the third rod represents Hundreds. Each lower bead at Hundreds represents 100.

1.3.2 Addition Without Carrying of Numbers up to 50 [Example 3] Abacus Calculation: 3 + 36 = 39 Explanation This example is taught based on the skill learnt in addition of 1-digit numbers. The focus here is on the addition of numbers with digits in the same place values. The students can try the preparatory exercises on Page 4 of the text book: (1) (2) 5+7+4= 9+8+2=

Give the question 12 + 4 for the students to try. At the same time, guide them by asking: On which rod do we move the beads when adding 4? Why? Then give the 9

question the other way round: 4 + 12 and ask: How many digits does 12 have? How many beads are there at Tens and at Ones? Emphasize that calculation is done only on numbers with digits in the same place value, that is add 2 to 4 at Ones (rod). The same procedure applies when explaining Example 3 - Abacus Calculation: 3 + 36 = [Link], regardless of how many Tens is to be added to Ones, or how many Ones is to be added to Tens, the same procedure applies. Points To Note: Arrange the numbers according to the place values and add accordingly. In abacus calculation, all numbers are calculated from the higher place value to the lower place value. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) 3 + 36. How do we calculate it? Ready; First, move up 3. Plus 36, move up 3 at Tens and move up 6 at Ones. Equals to 39.

[Example 4] Abacus Calculation: 23 + 13 = 36 Explanation The skill in [Example 3] should be mastered first before explaining [Example 4]. Instruct the students to try the following questions before teaching [Example 4]: (1) (2) (3) Why? 10 23 + 3 = 20 + 10 = 23 + 10 =

Ask the students: When adding 10, what do we do? On which rod do we move up 1?

Explain that [Example 4] Abacus Calculation: 23 + 13, follows the same procedure. Again stress on the need to add numbers with digits in the same place values. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) 23 + 13. How do we calculate it? Ready; First, move up 23. Plus 13, move up 1 at Tens and move up 3 at Ones. Equals to 36.

[Example 5] Listen Mental Calculation: 13 + 32 = 45 Explanation First review the following: Listen to the numbers and memorize the numbers. Addition and subtraction involving up to five 1-digit numbers in Listen Mental Calculation. As this is the first time addition of 2-digit numbers in mental calculation is taught, the focus is on memorizing the bead images. Discuss [Example 5] on Page 6 of the textbook. Instruct the students to move up 13, move up 32, on the visualized abacus. Thus, by using the same procedure,[ Example 5 ] Listen Mental Calculation: 13 + 32 = 45 is calculated on the visualized abacus. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) 13 + 32. How do we calculate it? Ready; put your head down and close your eyes. Use your fingers to move the visualized beads. First, move up 13. Plus 32, move up 3 at Tens and move up 2 at Ones. Equals to 45.

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1.3.3 Subtraction Without Removing Of Numbers Up To 50 [Example 6] Abacus Calculation: 37 25 = 12 Explanation Apply the same skill taught in subtraction of 1-digit numbers. Stress on the need to subtract numbers with digits in the same place values. The students practise the preparatory exercises on Page 8 of the textbook before teaching [Example 6]. (1) 13 4 = (2) 15 9 = (3) 9 + 9 - 8 = (4) 8 + 6 3 = Instruct the students to try 37 5. Ask: When subtracting 5, on which rod do we move down 5? Why? The students then calculate 30 20. Ask: Which rod is used to move down the 2 when subtracting 20? Explain that [Example 6] Abacus Calculation: procedure. Points to Note: Arrange the numbers according to the place values and subtract accordingly. In abacus calculation, all numbers are calculated from the higher place value to the lower place value. The following instructions may be given to guide the students. (1) 12 37 25. How do we calculate it? 37 25 = 12 follows the same

(2) (3) (4) (5)

Ready; First, move up 37. Minus 25, move down 2 at Tens and move down 5 at Ones. Equals to 12.

[Example 7] Mental Calculation: 47 23 = 24 Explanation First review the following: Listen to the numbers and memorize the numbers. Addition and subtraction involving up to five 1-digit numbers in Listen Mental Calculation and Read Mental Calculation. Addition of two 2-digit numbers in Listen Mental Calculation.

As this is the first time subtraction of 2-digit numbers in mental calculation is taught, the focus is on memorizing the bead images. Refer to [Example 7] on Page 9 of the textbook. Instruct the students to move up 47, move down 23, on the visualized abacus. Thus, using the same procedure, calculate [Example 7] Mental Calculation: 47 23 = 24 on the visualized abacus. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) 47 - 23. How do we calculate it? Ready, put your head down and close your eyes. Use your fingers to move the visualized beads. First, move up 47. Minus 23, move down 2 at Tens and move down 3 at Ones. Equals to 24.

[Example 8] Abacus Calculation: 38 26 + 13 = 25 Explanation This example is to be taught based on the skills learnt in [Example 4] Abacus Calculation: 23 + 13 and [Example 6] Abacus Calculation: 37 25. It is a combination

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of addition without carrying and subtraction without removing in abacus calculation. The focus here is addition and subtraction of numbers with digits in the same place values. First, review addition without carrying of 2-digit numbers and subtraction without removing of 2-digit numbers in abacus calculation. By referring to [Example 8] on Page 11 of the textbook, instruct the students to calculate 38 26 and then 12 + 13 on the abacus. After that, instruct them to try [Example 8] Abacus Calculation: 38 26 + 13 = 25. Emphasize the need to add and subtract numbers with digits in the same place values. The following instructions may be given to guide the students. (1) 38 26 + 13. How do we calculate it ? (2) Ready; (3) First, move up 38. (4) Minus 26, move down 2 at Tens and move down 6 at Ones. (5) Plus 13 move up 1 at Tens and move up 3 at Ones. (6) Equals to 25. [Example 9] Mental Calculation: 17 + 21 26 = 12 Explanation This example is to be taught based on the skills learnt in [Example 5] Listen Mental Calculation: 13 + 32 and [Example 7] Mental Calculation: 47 23. It is a combination of addition without carrying and subtraction without removing in Mental Calculation. The focus here is memorizing the beads representing 2-digit numbers. First, review the following: Listen to the numbers and memorize the numbers. Addition without carrying of 2-digit numbers in Mental Calculation. Subtraction without removing of 2-digit numbers in mental calculation.

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Then, by referring to[Example 9] on Page 12 of the textbook, instruct the students to try 17 + 21 and 38 26 in Mental Calculation. After that, instruct them to try [Example 9 ] Mental Calculation : 17 + 21 26 = 12. Note : The example can be written in the vertical form: 17 21 26 First, (by covering 26 with a piece of paper) calculate 17 + 21 in Read Mental Calculation : 17 21 Then with the bead image of 38, calculate 38 26 in Read Mental Calculation to get 12. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) (6) 17 + 21 26. How do we calculate it ? Ready; put your head down and close your eyes. Use your fingers to move the visualized beads. First, move up 17. Plus 21 move up 2 at Tens and move up 1 at Ones. Minus 26, move down 2 at Tens and move down 6 at Ones. Equals to 12.

1.3.4 Addition With Carrying Of Numbers Up To 50 [Example 10] Abacus Calculation: 14 + 27 = 41 Explanation

15

This example is to be taught based on the skill learnt in addition without carrying of 2digit numbers in Abacus Calculation. The focus here is addition of numbers with digits in the same place values and carrying 1 at Tens. First, instruct the students to practise the preparatory exercise on Page 14 of the textbook. (1) (2) (3) (4) 32 + 6 = 24 + 13 = 43 + 5 = 15 + 20 =

After that, instruct the students to try 34 + 7. Ask: When adding 7, on which rod do we move up 7? What do we do when there are not enough beads at Ones? Refer to Example 10 on Page 14 of the textbook. Instruct the students to calculate 14 + 27 on the abacus. Explain that all numbers are calculated from the higher place value to the lower place value (Tens first, then Ones). Also remind the students to carry 1 at Tens when there are not enough beads at Ones. The following instructions may be given to guide the students. (1) (2) (3) (4) 14 + 27. How do we calculate it ? Ready; First, move up 14. Plus 27, up 2 at Tens and up 7 at Ones, but there are not enough beads at Ones; so down 3 and carry 1. (5) Equals to 41.

[Example 11] Move up 49, move up 1 Explanation

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This example involves pool-five addition. The focus here is on the Tens rod. When there are not enough beads at Ones, we carry 1 at Tens which will require pool-five addition as there is already 4 at Tens. First, instruct the students to try the preparatory exercise on Page 15 of the textbook: (1) (2) (3) (4) Move up 9, move up 1. Move up 8, move up 6. Move up 14, move up 13. Move up 23, move up 19.

Then, by referring to [Example 11] on Page 15 of the textbook: move up 49, move up 1, ask the students: On which rod do we move up 1? What do we do when there are not enough beads at Ones? Then when we carry 1 at Tens and there is already 4 at Tens, what do we do? Explain that when we carry 1 at Tens and there is already 4 at Tens, we need to apply pool-five addition at Tens. The students then try the following: (1) (2) (3) (4) Point To Note: This example forms the basics for addition of multi-digit numbers. Move up 48, move up 2. Move up 13, move up 37. Move up 26, move up 24. Move up 35, move up 15.

The following instructions may be given to guide the students. (1) (2) (3) (4) Move up 49, move up 1. How do we do it? Ready; First, move up 49. Then move up 1, but there are not enough beads at Ones; so down 9 and carry 1. There are not enough lower beads at Tens; what do we do? Think! Who is the little friend of 1? (It is 4). 17

So, up 5 and down 4.

[Example 12] Abacus Calculation: 17 + 15 + 18 = 50 Explanation This example is to be taught based on the skill learnt in [Example 11]. The focus here is on the Tens rod. When there are not enough beads at Ones, we carry 1 at Tens which will require pool-five addition as there is already 4 at Tens. First, instruct the students to calculate 17 + 15. Then instruct them to calculate 32 + 18. Explain that when adding 18, first add the digits at Tens followed by the digits at Ones (calculate from the higher place value). When there are not enough beads at Ones, carry 1 at Tens and as there is already 4 at Tens, apply pool-five addition. After that, the students try[ Example 12] on Page 16 of the textbook. Point To Note: At this stage, speed and accuracy will be affected if the students need to think before moving the beads. Ensure that the students master these skills before trying [Example 12]. The following instructions may be given to guide the students. (1) (2) (3) (4) Ones; so down 5 and carry 1. (5) Ones; 18 Plus 18, up 1 at Tens and up 8 at Ones, but there are not enough beads at 17 + 15 + 18. How do we calculate it ? Ready; First, move up 17. Plus 15, up 1 at Tens and up 5 at Ones, but there are not enough beads at

so down 2 and carry 1. (6) Equals to 50.

[Example 13] Listen Mental Calculation: 17 + 29 = 46 Explanation This example is to be taught based on the skills learnt in addition without carrying of 2digit numbers in Mental Calculation and addition with carrying of 2-digit numbers in Abacus Calculation. First, instruct the students to try the preparatory exercise on Page 18 of the textbook: (1) (2) (3) (4) 4+3+6+27= 8+74+6+2= 5+9+38+4= 6+8+29+5=

Then, instruct the students to try 37 + 9 in Mental Calculation. Guide them by asking: When adding 9, what do we do when there are not enough beads at Ones? At the same time, the students can refer to[Example 13] on Page 18 of the textbook. Instruct the students to try 17 + 20 and then 17 + 29 in Mental Calculation. Explain that when adding 29, first add the digits at Tens followed by the digits at Ones (calculate from the higher place value). When there are not enough beads at Ones, carry 1 at Tens. Point To Note: Ensure that by now the students are good at: addition of numbers with digits in the same place values; and 19

carrying 1 at Tens when there are not enough beads at Ones.

The following instructions may be given to guide the students. (1) (2) (3) (4) (5) 17 + 29. How do we calculate it? Ready; put your head down and close your eyes. Use your fingers to move the visualized beads. First, move up 17. Plus 29, up 2 at Tens and up 9 at Ones, but there are not enough beads at Ones; so down 1 and carry 1. Equals to 46.

1.3.5 Subtraction With Removing Of Numbers Up To 50 [Example 14] Abacus Calculation: 32 17 = 15 Explanation This example is to be taught based on the skill mastered in subtraction without removing of 2-digit numbers in Abacus Calculation. The focus here is subtraction of numbers with digits in the same place values and removing 1 at Tens when there are not enough beads at Ones. Instruct the students to first try 32 10 and then try 22 7. Guide them by asking: When subtracting 7, what do we do when there are not enough beads at Ones? At the same time, the students refer to [Example 14] on Page 20 of the textbook. Explain that in the example, when subtracting 17, first subtract the digits at Tens and then subtract the digits at Ones (calculate from the higher place value). Explain also that when there are not enough beads at Ones, remove 1 at Tens. The following instructions may be given to guide the students. (1) 32 17. How do we calculate it? (2) Ready; 20

(3) First, move up 32. (4) Minus 17, down 1 at Tens and down 7 at Ones, but there are not enough beads at Ones; so remove 1 and up 3. (5) Equals to 15.

[Example 15] Move up 50, move down 1. Explanation This example involves break-five subtraction. The focus here is on the Tens rod. When there are not enough beads at Ones, remove 1 at Tens which will require break-five subtraction as there is no lower bead at Tens. Instruct the students to try the preparatory exercise on Page 21 of the textbook: (1) (2) (3) (4) Move up 10, move down 1. Move up 20, move down 3. Move up 25, move down 16. Move up 47, move down 28.

Then, by referring to[ Example 15] on Page 21 of the textbook: move up 50, move down 1, ask the students: On which rod do we move down 1? What do we do when there are not enough beads at Ones? Then when we remove 1 at Tens and there is only 5 at Tens, what do we do? Explain that when we remove 1 at Tens and there is only 5 at Tens, we need to apply break-five subtraction at Tens. Point To Note: This example forms the basics for subtraction of multi-digit numbers.

The following instructions may be given to guide the students. (1) (2) Move up 50, move down 1. How do we move it? Ready; 21

(3) (4) do ?

First, move up 50. Then move down 1, but there are not enough beads at Ones; what do we so remove 1 and up 9. It is 5 at Tens; what do we do? Up 4 and down 5.

[Example 16] Abacus Calculation: 50 3 18 = 29 Explanation This example is to be taught based on the skill learnt in[Example 15]. The focus here is on the Tens rod. First, instruct the students to calculate 50 3. Ask: When subtracting 3, what do we do when there are not enough beads at Ones? Then when we remove 1 at Tens and there is only 5 at Tens, what do we do? After that, instruct the students to calculate 47 18. Remind the students that when subtracting 18, first subtract the digits at Tens followed by the digits at Ones (calculate from the higher place value). When there are not enough beads at Ones, remove 1 at Tens. The students then refer to [Example 16] on Page 22 of the textbook and calculate on the abacus. The following instructions may be given to guide the students. (1) 50 3 18. How do we calculate it ? (2) Ready; (3) First, move up 50. (4) Minus 3, down 3, but there are not enough beads at Ones; so remove 1 and up 7. (5) Minus 18, down 1 at Tens and down 8 at Ones, but there are not enough beads at Ones; 22

so remove 1 and up 2. (6) Equals to 29.

[Example 17] Listen Mental Calculation: 42 16 = 26 Explanation This example is to be taught based on the skill learnt in subtraction with removing of 2digit numbers in Abacus Calculation and subtraction with removing of 2-digit numbers in Mental Calculation. The focus here is memorizing the bead images of 2-digit numbers and the process in which the bead images change when there are not enough beads at Ones. Before proceeding, review the following: Subtraction without removing of 2-digit numbers in Mental Calculation. Subtraction without removing of 2-digit numbers in Abacus Calculation.

Then, instruct the students to try 42 10 and 32 6 in Mental Calculation. Guide them by asking: When there are not enough beads at Ones in 32 6, what do we do? By referring to the illustration on Mental Calculation in [Example 17] on Page 24 of the textbook, the students try to visualize the procedure of the bead movements in 42 16. This will be more difficult as it is a longer process. Explain that when subtracting 16, subtract the digits at Tens first followed by the digits at Ones. When there are not enough beads at Ones, remove 1 at Tens. Point To Note: Remind the students to pay attention to the whole process which also includes pool-five addition. The following instructions may be given to guide the students. (1) 42 16. How do we calculate it? (2) Ready; put your head down and close your eyes.

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(3) Use your fingers to move the visualized beads. First, move up 42. (4) Minus 16, down 1 at Tens and down 6 at Ones, but there are not enough beads at Ones; so remove 1 and up 4. (5) Equals to 26.

[Example 18] Abacus Calculation: 48 19 + 13 = 42 Explanation This example is to be taught based on the skills learnt in subtraction with removing of 2digit numbers and addition with carrying of 2-digit numbers in Abacus Calculation. It is a combination of addition with carrying and subtraction with removing in Abacus Calculation. The focus here is addition and subtraction of numbers with digits in the same place values involving carrying 1 at Tens and removing 1 at Tens when there are not enough beads at Ones. First of all, the students need to practise addition with carrying and subtraction with removing of 2-digit numbers in Abacus Calculation. Then instruct them to calculate 48 19 and 29 + 13. By referring to[ Example 18] on Page 26 of the textbook, instruct the students to calculate 48 19 + 13. The following instructions may be given to guide the students. (1) 48 19 + 13. How do we calculate it ? (2) Ready; (3) First, move up 48. (4) Minus 19, down 1 at Tens and down 9 at Ones, but there are not enough beads at Ones; so remove 1 and up 1. 24

(5) (6)

Plus 13, up 1 at Tens and up 3 at Ones, but there are not enough beads at Ones; so down 7 and carry 1. Equals to 42.

[Example 19] Mental Calculation. 28 + 15 26 = 17 Explanation This example is to be taught based on the skill learnt in addition with carrying and subtraction with removing of 2-digit numbers in Mental Calculation. The focus here is memorizing the bead images of 2-digit numbers and the process in which the bead images change when there are not enough beads at Ones. Before proceeding, the students need to practise addition of two 2-digit numbers and subtraction of two 2-digit numbers in Mental Calculation. Then, instruct the students to try 28 + 15 and 43 26 in Mental Calculation. Guide them by asking: What do we do when there are not enough beads at Ones? After that, instruct the students to try 28 + 15 26 in Mental Calculation based on [Example 19] on Page 27 of the textbook. Point To Note: By now, the skill in Mental Calculation should be well mastered. Ensure that the students are able to visualize and memorize the process in which the bead images change when there are not enough beads at Ones. Teaching here should focus on developing the Mental Arithmetic skill through Abacus Calculation and enrichment exercises in Mental Arithmetic.

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The following instructions may be given to guide the students. (1) (2) (3) (4) 28 + 15 26. How do we calculate it? Ready; put your head down and close your eyes. Use your fingers to move the visualized beads. First, move up 28. Plus 15, up 1 at Tens and up 5 at Ones, but there are not enough beads at Ones; so down 5 and carry 1. (5) Minus 26, down 2 at Tens and down 6 at Ones, but there are not enough beads at Ones; so remove 1 and up 4. (6) Equals to 17.

1.3.6 Addition Without Carrying Of Numbers Up To 100 [Example 20] Abacus Calculation: 21 + 12 + 50 = 83 Explanation This example is to be taught based on the skill mastered in addition of numbers up to 50 in Abacus Calculation. First, review addition without carrying of numbers up to 50. Then guide the students to try [Example 20] on Page 31 of the textbook. This example will further strengthen the students skill in addition in Abacus Calculation. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) 26 21 + 12 + 50. How do we calculate it? Ready; First, move up 21. Plus 12, up 1 at Tens and up 2 at Ones. Plus 50, up 5 at Tens.

(6)

Equals to 83.

[Example 21] Mental Calculation: 46 + 20 + 12 = 78 Explanation This example is to be taught based on the skill learnt in addition of numbers up to 50 in Mental Calculation. The focus here is memorizing the bead images of numbers more than 50. First, review the following: Addition of numbers up to 50 in Mental Calculation. Listen to the numbers and visualize the beads. Look at the numbers and visualize the beads.

Then, instruct the students to try 46 + 20 and 66 + 12. After that, by referring to [Example 21] on Page 32 of the textbook, guide the students to calculate 46 + 20 + 12 = 78 in Listen Mental Calculation and also in Read Mental Calculation Point To Note: Ensure that the students are able to memorize the bead images of 66 and 70.

The following instructions may be given to guide the students. (1) (2) (3) (4) (5) (6) 46 + 20 + 12. How do we calculate it? Ready; put your head down and close your eyes. Use your fingers to move the visualized beads. First, move up 46. Plus 20, up 2 at Tens. Plus 12, up 1 at Tens and up 2 at Ones. Equals to 78.

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1.3.7 Subtraction Without Removing Of Numbers Up To 100 [Example 22] Abacus Calculation: 98 21 14 = 63 Explanation This example is to be taught based on the foundation built in subtraction of numbers up to 50 in Abacus Calculation. First review the skills learnt in subtraction without removing of numbers up to 50. Then, by referring to[Example 22] on Page 34 of the textbook, guide the students to try 98 21 14 = 63 in Abacus Calculation. Point To Note This example will further strengthen the students skill in subtraction using Abacus Calculation. The following instructions may be given to guide the students. (1) 98 21 14. How do we calculate it? (2) Ready; (3) First, move up 98. (4) Minus 21, down 2 at Tens and down 1 at Ones. (5) Minus 14, down 1 at Tens and down 4 at Ones. (6) Equals to 63. [Example 23] Mental Calculation: 75 34 + 26 = 67 Explanation This example is to be taught based on the skill learnt in subtraction of numbers up to 50 in Mental Arithmetic. The focus here is memorizing the bead images of numbers up to 50. First, review addition without carrying and subtraction without removing of numbers up to 50 using Mental Arithmetic. 28

Then, guide them to calculate 75 34, and then 41 + 26 on the visualized abacus. After that, by referring to the illustration for [Example 23] on Page 35 of the textbook, instruct the students to move up 75, then move down 34 and move up 26 on the visualized abacus. Point To Note Ensure that the students are able to visualize the process in the changes of the bead images. The following instructions may be given to guide the students. (1) 75 34 + 26. How do we calculate it? (2) Ready; put your head down and close your eyes. (3) Use your fingers to move the visualized beads. First, move up 75. (4) Minus 34, down 3 at Tens and down 4 at Ones. (5) Plus 26, up 2 at Tens and up 6 at Ones. (6) Equals to 67. 1.3.8 Addition With Carrying Of Numbers Up To 100 [Example 24] Move up 26, move up 27 Explanation This example forms the basics for learning pool-five addition with carrying. Both the skills (pool-five addition and addition with carrying) are applied in one operation of addition. First, review the bead movement in Move up 49, move up 1, which involves both poolfive addition and addition with carrying. Then the students try the preparatory exercise given on Page 37 of the textbook: (1) Move up 36, move up 7. 29

(2) (3) (4)

Move up 28, move up 4. Move up 15, move up 16. Move up 32, move up 18.

After that the students try to move up 26, move up 20; followed by move up 46, move up 7. Ask: On which rod do we move up 7? What do we do when there are not enough beads at Ones? Then what do we do when there is already 4 at Tens? The students then can try [Example 24] on Page 37 of the text book. Emphasize that when there are not enough beads at Ones, we need to carry 1 at Tens. The following instructions may be given to guide the students. (1) (2) (3) (4) Move up 26, move up 27. How do we do it? Ready; First, move up 26. Move up 27; up 2 at Tens and up 7 at Ones, but there are not enough beads at Ones. So down 3 and carry 1. [Example 25] Abacus Calculation: 15 + 36 + 28 = 79 Explanation This example is to be taught based on the skill learnt in[ Example 24]. The focus here is carrying 1 at Tens when there are not enough beads at Ones. Review [Example 24] first before instructing the students to calculate 15 + 36. Discuss and explain that when adding 36, calculate from the higher place value, which is from Tens to Ones. Explain also that when there are not enough beads at Ones, we need to carry 1 at Tens. The students then try [Example 25] found on Page 38 of the textbook.

30

Point To Note: The section on How do we move the beads? stresses on the process of bead movement when adding 6 in 15 + 36. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) (6) 15 + 36 + 28. How do we calculate it? Ready; First, up 15. Plus 36, up 3 at Tens and up 6 at Ones. Plus 28, up 2 at Tens and up 8 at Ones. Equals to 79.

[Example 26] Mental Calculation: 18 + 24 + 19 = 61 Explanation This example is to be taught based on the skill learnt in addition without carrying of numbers up to 100 in Mental Arithmetic. Before proceeding, review the following: Addition of numbers up to 50 in Mental Arithmetic; Addition without carrying of numbers up to 100 in Mental Arithmetic.

Then, by referring to the illustration for [Example 26] on Page 39 of the textbook, instruct students to move up 18, move up 24 and move up 19 on the visualized abacus in Listen Mental Arithmetic and also Read Mental Arithmetic. Point To Note: Remind students on the need to calculate from the higher place values and to carry 1 at Tens when there are not enough beads at Ones.

The following instructions may be given to guide the students.

31

(1) (2) (3) (4) (5) (6)

18 + 24 + 19. How do we calculate it? Ready; put your head down and close your eyes. Use your fingers to move the visualized beads. First, move up 18. Plus 24, up 2 at Tens and up 4 at Ones. Plus 19, up 1 at Tens and up 9 at Ones. Equals to 61.

1.3.8 Subtraction With Removing Of Numbers Up To 100 [Example 27] Move up 63, move down 18. Explanation This example forms the basics for learning break-five subtraction with removing. Both the skills (break-five subtraction and subtraction with removing) are applied in one operation of subtraction. First, review the bead movements in Move up 50, move down 1, which involves both break-five subtraction and subtraction with removing. preparatory exercise on Page 41 of the textbook. (1) (2) (3) (4) Move up 20, move down 6. Move up 13, move down 6. Move up 50, move down 5. Move up 34, move down 18. Then the students try the

After that, the students try to move up 63, move down 10; followed by move up 53, move down 8. Ask: On which rod do we move down 8? What do we do when there are only 3 at Ones? The students can then try [Example 2] found on Page 41 of the textbook. Move up 63, move down 18. Explain that, to move down 18, first move down 1 at Tens and then move down 8 at Ones. Remind students that when there are not enough beads at Ones, we need to remove 1 at Tens. 32

The following instructions may be given to guide the students. (1) (2) (3) (4) Move up 63, move down 18. How do we do it? Ready; First, move up 63. Move down 18; down 1 at Tens and down 8 at Ones, but there are not enough beads at Ones. So remove 1 and up 2.

[Example 28] Abacus Calculation: 62 16 24 = 22 Explanation This example is to be taught based on the skill learnt in [Example 27]. Before proceeding, review [Example 27]. Then instruct the students to calculate 62 10 and 52 6 on the abacus. Ask: What do we do when there are not enough beads at Ones in 52 6? Then the students try [Example 28] on Page 42 of the text book: 62 16 24. First, calculate 62 16. When subtracting 16, subtract the digits at Tens first, followed by the digits at Ones. Remove 1 at Tens when there are not enough beads at Ones. As there is only 5 at Tens, apply break-five subtraction. After that, calculate 46 24. The following instructions may be given to guide the students. (1) (2) (3) (4) 62 16 24. How do we calculate it? Ready; First, move up 62. Minus 16, down 1 at Tens and down 6 at Ones; but there are not enough beads at Ones. So remove 1 and up 4. (5) Minus 24, down 2 at Tens and down 4 at Ones; 33

but there are not enough beads at Ones. So remove 1 and up 6. (6) Equals to 22.

[Example 29] Mental Calculation: 92 14 29 = 49 Explanation This example is to be taught based on the skill learnt in subtraction of numbers up to 50 in Mental Calculation. Before proceeding, review subtraction of 2-digit numbers in Mental Calculation. Questions such as 47 28 and 76 21, can be given. Then students try to calculate 92 14 and 78 29. When subtracting 29, subtract the digits at Tens first, followed by the digits at Ones. Remove 1 at Tens when there are not enough beads at Ones. When there is only 5 at Tens, apply break-five subtraction. After that, it will be easier for the students to calculate [Example 29]: 92 14 29. This example, with repeated operation in subtraction, will further strengthen the students ability in Mental Calculation. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) (6) 92 14 29. How do we calculate it? Ready; put your head down and close your eyes. Use your fingers to move the visualized beads. First, move up 92. Minus 14, down 1 at Tens and down 4 at Ones. Minus 29, down 2 at Tens and down 9 at Ones. Equals to 49.

[Example 30] Abacus Calculation: 73 28 + 17 = 62

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Explanation This example is to be taught based on the skills learnt in pool-five addition with carrying and break-five subtraction with removing. Before proceeding, review the following: Pool-five addition with carrying of 2-digit numbers (such as 26 + 28). Break-five subtraction with removing of 2-digit numbers (such as 76 27).

By referring to [Example 30] on Page 45 of the textbook, guide the students and explain that when subtracting 28 in 73 28, subtract the digits at Tens first, followed by the digits at Ones. Remove 1 at Tens when there are not enough beads at Ones. When there is only 5 at Tens, apply break-five subtraction. Then explain that when adding 17 in 45 + 17, add the digits at Tens first followed by the digits at Ones. Carry 1 at Tens when there are not enough beads at Ones. Point To Note: This example can further enhance the calculation skills of the students in addition and subtraction. The following instructions may be given to guide the students. (1) 73 28 + 17. How do we calculate it? (2) Ready; (3) First, move up 73. (4) Minus 28, down 2 at Tens and down 8 at Ones. (5) Plus 17, up 1 at Tens and up 7 at Ones. (6) Equals to 62.

[Example 31] Mental Calculation: 32 + 59 14 = 77 Explanation

35

This example is to be taught based on the skills learnt in: i. ii. Pool-five addition with carrying of 2-digit numbers in Mental Arithmetic; Break-five subtraction with removing of 2-digit numbers in Mental Calculation.

This is also the last example for Unit 1. Before proceeding, review the following: i. ii. Addition of 2-digit numbers in Mental Calculation; Subtraction of 2-digit numbers in Mental Calculation.

By referring to [Example 31] on Page 47 of the text book, guide the students to calculate 32 + 59. When adding 59, add the digits at Tens first, followed by the digits at Ones. Carry 1 at Tens when there are not enough beads at Ones. Similarly, when subtracting 14, subtract the digits at Tens first, followed by the digits at Ones. Remove 1 at Tens when there are not enough beads at Ones. Point To Note: Addition and subtraction of 2-digit numbers will further strengthen the students ability to calculate and hence form a firm foundation for calculation in addition and subtraction, as well as multiplication and division of multi-digit numbers. The following instructions may be given to guide the students. (1) 32 + 59 14. How do we calculate it? (2) Ready; put your head down and close your eyes. (3) Use your fingers to move the visualized beads. First, move up 32. (4) Plus 59, up 5 at Tens and up 9 at Ones, but there are not enough beads at Ones. So down 1 and carry 1. (5) Minus 14, down 1 at Tens and down 4 at Ones, but there are not enough beads at Ones. So remove 1 and up 6. (6) Equals to 77.

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UNIT 2 Addition And Subtraction Of Numbers Up To 1 000

2.1 Objectives 1. 2. 3. 4. To be able to recognize, read, write and move the beads promptly and accurately For numbers up to 1 000; To be able to visualize the beads for any number up to 1 000 in the mind; To be able to perform addition and subtraction involving up to three 3-digit numbers using Listen Abacus Calculation and Read Abacus Calculation. To be able to perform addition and subtraction involving up to three 2-digit numbers using Listen Mental Arithmetic and Read Mental Arithmetic. 2.2 Explanation Of Teaching Material This unit consists of the following contents: Part I: Recognizing numbers up to 1 000. Part II: Addition and subtraction of numbers up to 500. 37

(i) Addition of numbers up to 500. (ii) Addition and subtraction of numbers up to 500. Part III: Addition and subtraction of numbers up to 1 000. (i) Addition of numbers up to 1 000. (ii) Addition and subtraction of numbers up to 1 000. Part I: Recognizing Numbers Up To 1 000. There are 2 examples: [Example 1] Count on in hundreds. How many is 5 times of on hundred? [Example 2] Count on in hundreds. How many is 10 times of one hundred? Recognizing numbers up to 1 000 is the same as recognizing numbers up to 100. As in numbers up to 100, teachers need to explain the place values of Ones, Tens, Hundreds and Thousands. The teaching material will enable the students to build up their understanding of numbers from concrete to abstract. The students ability to recognize numbers will be further enhanced by counting and moving the beads at the same time. Part II : Addition And Subtraction Of Numbers Up To 500. (i) Addition of numbers up to 500. There are 8 examples: [Example 3] Abacus Calculation: 24 + 45 + 56 + 93 = 218 [Example 4] Mental Calculation: 72 + 54 + 31 = 157 [Example 5] Move up 146, move up 57. [Example 6] Abacus Calculation: 54 + 13 + 38 + 96 = 201 [Example 7] Mental Calculation: 52 + 83 + 70 + 24 = 229 [Example 8] Abacus Calculation: 172 + 294 = 466 [Example 9] Abacus Calculation: 136 + 28 + 336 = 500 [Example 10] Mental Calculation: 264 + 152 = 416

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(ii) Addition and subtraction of numbers up to 500. There are 8 examples: [Example 11] Abacus Calculation: 128 + 89 72 58 = 87 [Example 12] Mental Calculation: 17 + 86 21 + 24 = 106 [Example 13] Move up 214, move down 18. [Example 14] Abacus Calculation: 363 65 + 23 26 = 295 [Example 15] Mental Calculation: 59 + 83 + 94 38 = 198 [Example 16] Abacus Calculation: 437 162 = 275 [Example 17] Abacus Calculation: 384 56 + 172 8 = 492 [Example 18] Mental Calculation: 487 194 = 293 Point To Note: The above skills need to be mastered as they form the foundation for multi-digit addition and subtraction; and later, multiplication and division involving multi-digit numbers. Part III : Addition and subtraction of numbers up to 1 000. (i) Addition of numbers up to 1 000. There are 4 examples: [Example 19] Abacus Calculation: 245 + 631 = 876 [Example 20] Abacus Calculation: 364 + 219 + 417 = 1 000 [Example 21] Mental Calculation: 367 + 529 = 896 [Example 22] Mental Calculation: 538 + 140 + 207 = 885 (ii) Addition and subtraction of numbers up to 1 000. There are 4 examples: [Example 23] Abacus Calculation: 643 180 + 308 = 771 [Example 24] Abacus Calculation: 129 + 871 5 = 995 [Example 25] Mental Calculation: 321 + 179 208 = 292 [Example 26] Mental Calculation: 752 + 248 6 = 994

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Points to Note: It is important to encourage the students to form bead images of three-digit numbers clearly in their minds. The difficulty in doing this can be overcome with constant practice on the abacus Listen and move the beads and Listen Abacus Calculation. At the same time, teachers should encourage the students to Listen to (or Read) the numbers and memorize them; Listen to (or Read) the numbers and interpret them as bead images.

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2.3 Teaching Suggestions 2.3.1 Recognizing Numbers Up To 1 000 [Example 1] Count on in hundreds. How many is 5 times of one hundred? Explanation Revise the representation of numbers up to 100 and the place values of Ones, Tens and Hundreds. The students can then try the preparatory question: Count on in tens. What is 10 tens? Now that the students know that 10 tens is the same as 100, guide them to move the beads 100 at a time, on the abacus. The following instructions and questions may be given to guide the students. i. ii. Move up 100, move up 100 again. How many do we have? Move up 100 again. How many do we have?

When the students have 400 on the abacus, i. Move up 100 again. What do we do? How many do we have?

Point To Note: The number on Hundreds (rod) is equivalent to the value in Hundreds; example: 5 on Hundreds (rod) means 500. The following instructions may be given to help the students master the above skills: Move up 100, move down 100. Move up 200, move down 200; until Move up 500, move down 500.

Ensure that the students master the above skills.

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[Example 2] Count on in hundreds. How many is 10 times of one hundred? Explanation This example is taught based on the method used in Example 1. Guide the students to move the beads, 100 at a time, using the instructions given in Example 1. When the students have 900 on the abacus, give the following instruction and question: Move up 100 again. What do we do?

The teacher can then go on to explain that 10 times of 100 is equal to 1 000. The exercises given under Let us think and Let us practice will enable the students to master the required skills of moving the beads and recognizing numbers up to 1 000. In addition to that, it is also important for the students to have the following practice: Listen to the numbers and memorize the numbers; Listen to the numbers and move the beads; Read the numbers and move the beads.

This type of practice will enable the students to improve the speed of bead movement.

2.3.2 Addition Of Numbers Up To 500 [Example 3] Abacus Calculation: 24 + 45 + 56 + 93 = 218 Explanation This example is taught based on the skills learnt in addition of numbers up to 100 and recognizing numbers up to 1 000. The focus here is on the Tens rod. When the result of addition at Tens is more than 10, (in other words, there are not enough beads at Tens), then, regrouping will require carrying 1 at Hundreds. Before teaching [Example 3], the following exercise can be given.

42

(1) 27 + 45 = (2) 38 + 17 = (3) (4) 16 + 49 + 17 = 32 + 18 + 14 =

Explain that in[ Example 3]: 24 + 45 + 56 + 93, the first step, 24 + 46 is equal to 69. 24 + 45 + 56 + 93 = 69 + 56 + 93

The next step involves adding 5 to 6 at Tens and adding 6 to 9 at Ones. Since there are not enough beads at Tens to move up 5, regrouping requires carrying 1 at Hundreds. Similarly, as there are not enough beads at Ones to move up 6, carrying 1 is again required at Tens. 24 + 45 + 56 + 93 = = 69 + 56 + 93 125 + 93

The third step, 125 + 93 involves adding 9 to 2 at Tens and adding 3 to 5 at Ones. Again, since there are not enough beads at Tens to move up 9, carrying at Hundreds is required. The following instructions may be given to guide the students. (1) (2) (3) (4) 24 + 45 + 56 + 93. How do we calculate it? First, move up 24. Plus 45, move up 4 at Tens and move up 5 at Ones. Plus 56, first move up 5 at Tens, but there are not enough beads at Tens. Down 5 at Tens and carry 1 at Hundreds. Next, move up 6 at Ones, but there are not enough beads at Ones. Down 4 at Ones and carry 1 at Tens. (5) (6) Plus 93, first up 9 at Tens; down 2 at Ones and carry 1 at Hundreds. Next, up 3 at Ones. Equals to 218.

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[Example 4] Mental Calculation: 72 + 54 + 31 = 157 Explanation This example is taught based on the skills already mastered in mental addition and subtraction of numbers up to 100. The difficulty faced in this example is the bead image of numbers more than 100. Before teaching [Example 4], get the students to calculate the following sums mentally. (1) (2) (3) (4) 46 + 30 = 37 + 58 = 29 + 43 + 19 = 17 + 36 + 28 =

Refer to the illustration on Page 55 of the textbook. The focus here is on memorizing the beads especially the beads at Hundreds. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) (6) 72 + 54 + 31. How do we calculate it? Ready, put your head down and close your eyes. Use your fingers to move the visualized beads. 72, up 72. Plus 54, first up 5 at Tens; down 5 at Tens, carry 1 at Hundreds; up 4 at Ones. Plus 31, up 3 at Tens, then up 1 at Ones. Equals to 157.

[Example 5] Move up 146, move up 57 Explanation 44

This example demonstrates the bead movement for addition of numbers with carrying. When the addition of numbers at Ones is 10 or more than 10, carry one at Tens. In the same way, when the addition of numbers at Tens is 10 or more than 10, carry 1 at Hundreds. This example demonstrates the difficulties students face when doing bead movement involving successive carrying. Before teaching [Example 5], let the students do the following exercise on Page 57 of the textbook. (1) (2) (3) (4) Move up 19, move up 1. Move up 46, move up 7. Move up 32, move up 18. Move up 68, move up 16.

Then, let the students perform the following bead movement involving carrying. (1) (5) (6) (7) Move up 23, move up 18. Move up 56, move up 25. Move up 37, move up 24. Move up 48, move up 36.

An illustration of the bead movement for Example 5 is on Page 57 of the textbook. The following instructions can be used to guide the students. (1) (2) (3) Move up 146, move up 57. How do we move the beads? Ready. First up 146. Move up 57; first up 5 at Tens; Then up 7 at Ones; the sum is more than 10, so carry 1 at Tens; But, there are already 9 at Tens, so carry 1 at Hundreds.

[Example 6] Abacus Calculation: 54 + 13 + 38 + 96 = 201 Explanation 45

This example is taught based on the skills learnt in [Example 5] where the bead movement requires successive carrying. As in [Example 5], the difficulty is carrying 1 at Tens when the number at Tens is already 9. (1) Move up 44, move up 258. (2) Move up 176, move up 25. (3) Move up 468, move up 34. (4) Move up 27, move up 377. Refer to the illustration for [Example 6] on Page 58 of the textbook. Then guide the students to calculate [Example 6] - Abacus Calculation: 54 + 13 + 38 + 96. The first step: 54 + 13 = 67. The second step: 67 + 38. Here, adding 8 to 7 at Ones requires carrying at Tens; but there are already 9 at Tens, so carry 1 at Hundreds. We get 105. The third step: 105 + 96. Here, adding 6 to 5 at Ones requires carrying at Tens; but there are already 9 at Tens, so carry 1 at Hundreds. We get 201. Point To Note: The students should pay special attention to the following: 10 or more than 10 at Ones, carry 1 at Tens; 10 or more than 10 at Tens, carry 1 at Hundreds. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) (6) 54 + 13 + 38 + 96. How do we calculate it? 54, up 54. Plus 13, up 1 at Tens, up 3 at Ones. Plus 38, up 3 at Tens, then up 8 at Ones; but there are 9 at Tens, so carry 1 at Hundreds. Plus 96, first up 9 at Tens, then up 6 at Ones. Equals to 201. This requires another carrying at Hundreds. Before teaching [Example 6], let the students do the following exercise.

Point To Note:

46

The instructions should be given slowly and clearly so that students have time to

reflect on the successive carrying from Ones to Tens and from Tens to Hundreds. [Example 7] Mental Calculation: 52 + 83 + 70 + 24 = 229. Explanation This example is taught based on the skills learnt in [Examples 3 and 4], and the addition and subtraction of numbers up to 100 using the abacus. memorizing the bead image of numbers more than 100. Before teaching[ Example 7], let the students revise the following: i. ii. Mental Calculation: Addition with carrying of numbers up to 100 Mental Calculation: Addition of three 2-digit numbers up to 500. Again, the difficulty is

Refer to the illustration for [Example 7] on Page 59 of the textbook. Then guide the students to calculate[ Example 7]. The first step: 52 + 83. First add the numbers at Tens. As the sum is more than 10, carry 1 at Hundreds. Ask the students to specially memorize the bead image of 1 at Hundreds. The second step: plus 70. Again, adding 7 at Tens involves carrying 1 at Hundreds. Now, the students have to memorize the bead image of 2 at Hundreds. The third step: plus 24, up 24. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) (6) 52 + 83 + 70 + 24. How do we calculate it? Ready. 52, use your fingers to move up 52. Plus 83, first move up 8 at Tens, then move up 3 at Ones. Plus 70, move up 7 at Tens. Plus 24, move up 2 at Tens and move up 4 at Ones. 47

(7)

Equals to 229.

[Example 8] Abacus Calculation: 172 + 294 = 466 Explanation This example involves the addition of 3-digit numbers on the abacus. Before teaching [Example 8], refer to the illustration for [Example 8] on Page 61 of the textbook. Guide the students to calculate on the abacus. Discuss the steps to be taken. Add the Hundreds first, then the Tens and lastly the Ones. The students have to be reminded to add only numbers in the same place values. The following instructions may be given to guide the students. (1) (2) (3) Ones. (4) Equals to 466. 172 + 294. How do we calculate it? First, up 172. Plus 294; up 2 at Hundreds, 9 at Tens (carry 1 at Hundreds), then up 4 at

Let the students calculate on the abacus. Ask them to do another question: 294 + 172. Compare the answer with the answer obtained for [Example 8]. questions can be found on Page 61 of the textbook. Point To Note: It is good practice for the students to check their answers. When doing addition, the students just change the position of the numbers to be added. Other pairs of

[Example 9] Abacus Calculation: 136 + 28 + 336 = 500 Explanation

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This example is taught based on the skills learnt in [Example 8]. Refer to the illustration for Example 9 on Page 55 of the textbook. In [Example 9], the first step is 136 + 28 which is equal to 164. Therefore, the second step would be 164 + 336; first add the Hundreds, then the Tens and finally the Ones. Remind the students to carry 1 at Tens if the there are 10 or more than 10 Ones, and carry 1 at Hundreds if there are 10 or more than 10 Tens. In this example, there are already 9 Tens. Carrying 1 more at Tens would involve successive carrying of 1 at Hundreds. The following instructions may be given to guide the students. (1) (2) (3) (4) Tens. As there are already 9 at Tens, then carry 1 at Hundreds.) (5) Equals to 500. 136 + 28 + 336. How do we calculate it? First, up 136. Plus 28, up 2 at Tens, then up 8 at Ones. (Carry 1 at Tens.) Plus 336, up 3 at Hundreds, then up 3 at Tens and 6 at Ones. (Carry 1 at

[Example 10] Mental Calculation: 264 + 152 = 416 Explanation This example involves the addition of two 3-digit numbers mentally. It is taught based on the skills learnt in [Example 8] and [Example 9]. As in previous examples of Mental Calculation, the difficulty that the students face lies in visualizing the bead image at Hundreds. To improve the students memory abilities, let the students revise the following before doing the above example. i. ii. iii. iv. Listen to the numbers and memorize the numbers. Read the numbers and memorize the numbers. Listen to the numbers and visualize the bead images. Read the numbers and visualize the bead images. 49

Refer to the illustration for [Example 10] on Page 63 of the textbook. As this is the first time students are attempting mental addition of two 3-digit numbers, remind them to add first at Hundreds, then Tens and then Ones. Remind them also to memorize the bead image at Hundreds. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) (6) 264 + 152. How do we calculate it? Ready, lower your head and close your eyes. Use you fingers to move the visualized beads. 164, up 264 Plus 152, up 1 at Hundreds, up 5 at Tens (carry 1 at Hundreds), then up 2 at Ones. Equals to 416.

2.3.3 Addition And Subtraction Of Numbers Up To 500 [Example 11] Abacus Calculation: 128 + 89 72 58 = 87 Explanation This is the first example involving both addition and subtraction of numbers up to 500. The students are already familiar with removing 1 from Tens when there are not enough beads at Ones to subtract. In the same way, explain to the students that if there are not enough beads at Tens for subtraction, they should remove 1 at Hundreds. Before doing [Example 1]1, revise subtraction with removing of numbers up to 100: (1) 61 38 = (2) 74 15 = (3) 82 24 = (4) 53 46 = (5) 86 39 =

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Refer to the illustration for[Example 11] on Page 65 of the textbook. The first step is 128 + 89. numbers. 128 + 89 72 58 = 217 72 58 By now, the students should have mastered addition involving 3-digit

The second step is 217 72. First, minus at Tens; as there are not enough beads at Tens, remove 1 at Hundreds. Then minus at Ones; again as there are not enough beads at Ones, remove 1 from Tens. 128 + 89 72 58 = = 217 72 58 145 58

Stress on the following: When there is not enough at Tens to minus, remove 1 at Hundreds. When there is not enough at Ones to minus, remove 1 at Tens. The following instructions may be given to guide the students. (1) (2) (3) (4) (5) (6) 128 + 89 72 58. How do we calculate it? First up 128. Plus 89, up 8 at Tens (carry 1 at Hundreds); up 9 at Ones (carry 1 at Tens). Minus 72, down 7 at Tens (not enough to minus, remove 1 at Hundreds); then down 2 at Ones. Minus 58, down 5 at Tens (remove 1 at Hundreds); down 8 at Ones (remove 1 at Tens). Equals to 87.

[Example 12] Mental Calculation: 17 + 86 21 + 24 = 106 Explanation This example involves the mental addition and subtraction of four 2-digit numbers.

51

Before doing this example, go through the following exercise using Mental Calculation. (1) (2) (3) (4) (5) (6) (7) (8) 12 + 34 + 45 = 30 + 13 + 28 = 24 16 + 79 = 95 48 + 17 = 23 + 18 + 78 + 92 = 65 + 74 + 13 + 88 = 315 + 128 = 179 + 246 =

Refer to the illustration for[ Example 12] on Page 66 of the text book. As in previous examples involving mental addition and subtraction of numbers up to 500, the difficulty is visualizing and memorizing the bead image at Hundreds. The first step is 17 + 86. This involves successive carrying from Ones to Tens and from Tens to Hundreds. 17 + 86 = 103. The second step is 103 21. This involves removing 1 at Hundreds. The answer so far is 82. The third step is 82 + 24. This step requires carrying 1 at Hundreds. The answer is 106. Remind the students to pay special attention to memorizing the bead image at Hundreds. The following instructions may be used to guide the students. (1) (2) (3) (4) (5) (6) 17 + 86 21 + 24. How do we calculate it? First, move up 17. Plus 86, up 8 at Tens and up 6 at Ones. (carry 1 at Tens, then carry 1 at Hundreds). Minus 21, down 2 at Tens (remove 1 at Hundreds), then down 1 at Ones. Plus 24, up 2 at Tens (carry 1 at Hundreds), then up 4 at Ones. Equals to 106.

[Example 13] Move up 214, Move down 18. 52

Explanation This example is the bead movement of repeated subtraction with removing up to 500. It based on the foundation build in subtraction with removing up to 100. Before proceeding to teaching, let pupils review on the practice of subtraction with removing up to 100 on page 68 of the textbook. (1) Move up 10, move down 1; (2) Move up 53, move down 6; (3) Move up 80, move down 14; (4) Move up 64, move down 18. Through these practice, let pupils understand: remove 1 at Tens if there is insufficient at Ones. Before proceeding to teaching the [Example 13] let pupils look at the Abacus Calculation demonstration figures for [Example 13] on page 68 of the textbook. Then with the instruction from teacher, perform the example 13. i. The first step is move up 214; ii. The second step is move down 18, first move down 1 at Tens. Then move down 8 at Ones, not enough beads at ones, so remove 1 at Tens; There is zero at Tens, how to do it? Remove 1 at Hundreds. Then the teacher draws a conclusion of repeated subtraction with removing:

If there are not enough beads at Ones, remove 1 at Tens; If there is zero at Tens, remove 1 at Hundreds.
Then ask pupils to think : move up 500, move down 6, how to move? The following instructions may be used to guide the students. 1) Move up 214, move down 18, how to move/ 2) First move up 214; 3) Move down 18, first move down 1 at Tens; Then move down 8 at Ones, not enough beads at Ones, remove 1 at Tens; 53

There is zero at Tens, remove 1 at Hundreds.

[Example 14] Abacus Calculation 363-65+23-26=295 Explanation This example is based on [Example 13]. Focus and difficulty in the teaching is : If there are not enough beads at Ones for subtraction, remove 1 at Tens, if there is zero at Tens, remove 1 at Hundreds. Before teaching this example, let pupils review on bead movement of repeated subtraction with removing up to 500. For example: 1) Move up 316, move down 19; 2) Move up 145, move down 47; 3) Move up 451, move down 254; 4) Move up 282, move down 186. Through the practice above, let pupils understand: If there are not enough beads at Ones for subtraction, remove 1 at Tens, if there is zero at Tens, remove 1 at Hundreds. Before proceeding to teaching the [Example 14] let pupils look at the Abacus Calculation demonstration figures for [Example 14] on page 69 of the textbook. Then with the instruction from teacher, perform the [Example 14]. i. The first step is363 - 65, first subtract numbers at Tens. Then add numbers at Ones. If there are not enough beads at Ones for subtraction, remove 1 at Tens, if there is zero at Tens, remove 1 at Hundreds. Equals to 298. ii. iii. The second step is 298 + 23, first add numbers at Tens. Then add numbers at Ones. Equals to 321. The third step is 321-26, first subtract numbers at Tens. Then subtract numbers at Ones, not enough beads at Ones, remove 1 at Tens, there is zero at Tens, how to do it? Remove 1 at Hundreds. Equals to 295.

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During the teaching, remind pupils to focus on the memorization of bead images at Hundreds. The teacher should mention the this regulation again.

If there are not enough beads at Ones, remove 1 at Tens; If there is zero at Tens, remove 1 at Hundreds.
The following instructions may be used to guide the students. 1) 2) 3) 363 65 + 23 - 26, how to do it? First up 363; Minus 65, first down 6 at Tens Then down 5 at Ones, not enough beads at Ones, so remove 1 at Tens, there is zero at Tens, remove 1 at Hundreds 4) Plus 23, first up 2 at Tens, not enough beads at Tens, so down 8 at Tens carry 1 at Hundreds; Then up 3 at Ones, not enough beads at Ones, so down 7 at Ones carry 1 at Tens. 5) Minus 26, first down 2 at Tens, Then down 6 at Ones, not enough beads at Ones, remove 1 at Tens, there is zero at Tens, remove 1 at Hundreds. 6) Equals to 295.

[Example 15] Mental Calculation 59+83+94-38=198 Explanation This example is to be taught based on mental calculation up to 100, mental addition up to 500 and abacus addition and subtraction up to 500 . Focal and difficult point is the memorization of beads for numbers with 3 unit-place number, especially the memorization of bead image at Hundreds. Before proceeding to the teaching, teacher may let the pupils do some revision: 1) Mental addition and subtraction up to 100; 2) Mental addition up to 500; 3) Abacus addition and subtraction up to 500;

55

When explaining this example, let pupils look at the Mental Calculation demonstration figures for [Example 15] on page 70 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 15]. i. The first step is 59 + 83, first add numbers at Tens. Then add numbers at Ones. Equals to 142. ii. The second step is 142 + 94, first add numbers at Tens. Carry 1 at Hundreds when there are 10 in Units. Then add numbers at Ones. Equals to 236. iii. The third step is 236 - 38, first subtract numbers at Tens. Carry 1 at Hundreds when there are 10 in Units. Then subtract numbers at Ones, not enough bead so remove 1 at Tens, there is zero at Tens, remove 1 at Hundreds. Equals to 198. During the teaching, remind pupils to focus on the memorization of bead images at Hundreds. Let the pupils manage this regulating of repeated subtraction with removing : If there are not enough beads at Ones, remove 1 at Tens; If there is zero at Tens, remove 1 at Hundreds. The following instructions may be used to guide the students. 1) 2) 3) 59 + 83 + 94 - 38, how to do it? First up 59; Plus 83, first up 8 at Tens, not enough beads Tens, so down 2 at Tens and carry 1 at Hundreds; Then up 3 at Ones, not enough beads at Ones, so down 7 at Ones and carry 1 at Tens. 4) Plus 94, first up 9 at Tens, not enough beads at Tens, so down 1 at Tens carry 1 at Hundreds; Then up 4 at Ones, not enough beads at Ones, so down 6 at Ones carry 1 at Tens. 5) Minus 38, first down 3 at Tens, Then down 8 at Ones, not enough beads at Ones, remove 1 at Tens, there is zero at Tens, remove 1 at Hundreds. 6) Equals to 198. [Example 16] Abacus Calculation 437-162=275 Explanation 56

This example is teaching of 3 unit-places number subtract 3 unit-places number up to 500 and checking computations. Focal and difficult point of the teaching is: subtraction on numbers in the same place value and the checking computation of subtraction. Before proceeding to teaching the [Example 16] let pupils look at the Abacus Calculation demonstration figures for [Example 16] on page 72 of the textbook. When explaining this example, ask pupils: how to calculate? What is the first step? What is the second? What is the last step? Then with the instruction from teacher, perform the abacus calculation for [Example 16]. Firstly, subtract numbers at Hundreds. Then subtract numbers at Tens, remove 1 at Hundreds if there are not enough beads at Tens. Then subtract numbers at Ones. Finally, the teacher draws the conclusion of the rule of 3 unit-places number subtract 3 unit-places number: subtract numbers at Hundreds, subtract numbers at Tens, subtract numbers at Ones. Briefly written as subtraction on numbers in the same place value. The following instructions may be used to guide the students. 1) 2) 3) 437 - 162, how to do it? First up 437; Minus 162, first down 1 at Hundreds. Then down 6 at Tens, not enough beads at Tens, remove 1 at Hundred. Then down 2 at Ones 4) Equals to 275. Then ask pupil to have a try : abacus calculation 275 + 162. They will find the answer is 437. It is the same as the minuend of the question 437 - 162. Then ask pupils do Make a try on page 72 of the textbook: abacus calculation, lets check if the sum of difference and subtrahend equal to minuend? (1) 428 179 = 249 + 179 = (2) 307 162 = 57

145 + 162 = (3) 394 - 138 = 256 + 138 = (4) 412 - 116 = 296 + 116 = After calculating, we will find the sums of differences and subtrahends equal to minuends. Finally, the teacher draws a conclusion of the method of checking computation: subtraction checking computation is adding difference and subtrahend.

[Example 17 ]abacus calculation 384-56+172-8=492 Explanation This example is the comprehensive calculation of repeated addition with carrying and repeated subtraction with removing up to 500. It is based on [Example 9], [Example 13],

[Example 14] and [Example 16]. The focal and difficult point is same as [Example 9], [Example 13] and [Example 14].
Carry 1 at Tens when there are 10 at Ones; Carry 1 at Hundreds when there are 10 at Tens. Remove 1 at Tens if there is insufficient at Ones; Remove 1 at Hundreds if there is insufficient at Tens. Before explain [Example 17], let pupils do some revision: 1) repeated addition with carrying up to 500; 2) repeated subtraction with removing up to 500. When explaining this example, let pupils look at the Abacus Calculation demonstration figures for [Example 17] on page 73 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 17]. i. The first step is384 - 56, first subtract numbers at Tens. Then subtract numbers at Ones, not enough beads at Ones, so remove 1at Tens. Equals to 328. 58

ii. The second step is 328 + 172, first add numbers at Hundreds. Then add numbers at Tens. Then add numbers at Ones, Carry 1 at Tens when there are 10 at Ones. There are 9 at Tens, carry 1 at Hundreds. Equals to 500. iii. The third step is 500 -8, not enough beads at Ones, remove 1 at Tens, there is zero at Tens, remove 1 at Hundreds. Equals to 492. Repeated addition with carrying and repeated subtraction with removing is the difficult point. Teachers should explain the process step by step to make pupils manage it. The following instructions may be used to guide the students. 1) 384 56 + 172 - 8, how to do it? 2) Firstly, up 384; 3) Minus 56, first down 5 at Tens; Then down 6 at Ones, not enough beads at Ones, so remove 1 at Tens; 4) Plus 172, first up 1 at Hundreds; Then up 7 at Tens; Then up 2 at Ones, not enough beads at Ones, so carry 1 at Tens; 5) 6) Minus 8, not enough beads at Ones, so remove 1 at Tens, there is zero at Tens, remove 1 at Hundreds. Equals to 492.

[Example 18 ]Mental Calculation 487-194=293 Explanation This example is 3-digit number subtract 3-digit number in mental calculation up to 500. It is to be taught based on skill in [Example 16] and[Example 17]. Focal and difficult point is the memorization of beads for numbers with 3 unit-place number, especially the memorization of bead image at Hundreds. Before proceeding to the teaching, teacher may let the pupils do some revision: 1) Listen to the 3-digit numbers and memorize the numbers. 59

Look at the 3-digit numbers and memorize the numbers. 2) 3) Listen to the 3-digit numbers and interpret the numbers. Look at the 3-digit numbers and interpret the numbers. Mental Calculation of 3-digit numbers up to 500.

When explaining this example, let pupils look at the Mental Calculation demonstration figures for [Example 18] on page 74 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 18]. i. ii. iii. The first step : subtract the numbers at Hundreds; The second step: subtract the numbers at Tens, not enough beads, so remove 1 at Hundreds. The third step: subtract the numbers at Ones;

This is the first time for pupils touch the mental calculation of 3-digit numbers.

The following instructions may be used to guide the students. 1) 487-194, how to do it? 2) Ready, close your eyes and cover your head; 3) 487, simulate fingers up 487; 4) Minus 194, first down 1 at Hundreds; then down 9 at Tens, not enough beads, so remove 1 at Hundreds; then down 4 at Ones 5) Equals to 293.

2.3.4

Addition up to 1000

[Example 19] Abacus Calculation 254+631=876 Explanation This example is to be taught based on addition up to 500. Focal and difficult point of the teaching is: addition on numbers in the same place value.

60

Before proceeding to the teaching, teacher may let the pupils do these questions: 1) 127 + 145 = 2) 308 + 170 = 3) 161 + 49 + 107 = 4) 132 + 120 + 214 = When explaining this example, let pupils look at the Abacus Calculation demonstration figures for [Example 19] on page 77 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 19]. i. ii. iii. The first step: add the numbers at Hundreds, 2 + 6 = 8; The second step: add the numbers at Tens, 4 + 3 = 7; The third step: add the numbers at Ones, 5 + 1 = 6.

The following instructions may be used to guide the students. 1) 245 + 631, how to do it ? 2) First up 245; 3) Plus 631, First up 6 at Hundreds, Then up 3 at Tens Then up 1at Ones. 4) Equals to 876.

[Example 20 ]Abacus Calculation 364+219+417=1000 Explanation This example is the repeated addition of 3 numbers of 3-digit number up to 1000. It is to be taught based on addition up to 500 and the [Example 19]. The focal and difficult point is : addition the numbers at Ones, carry 1 at Tens when there are 10 at Ones, if there are 9 at Tens, carry 1 at Hundreds, if there are 9 at Hundreds, carry 1 at Thousands. Before proceeding to the teaching, teacher may let the pupils do these questions:

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1) 377 + 259 = 2) 408 + 179 = 3) 614 + 208 = 4) 326 + 174 = When explaining this example, let pupils look at the Abacus Calculation demonstration figures for [Example 20] on page 78 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 20]. i. The first step: 364 + 219

First add the numbers at Hundreds, 3 + 2; Then add the numbers at Tens, 6 + 1; Then add the numbers at Ones,4 + 9, not enough beads at Ones, so carry 1 at Tens, equals to 583. ii. The second step: 583 + 417 First add the numbers at Hundreds, 5 + 4; Then add the numbers at Tens, 8 + 1; Then add the numbers at Ones,3 + 7, not enough beads at Ones, so carry 1 at Tens, there are 9 at Tens, so carry 1 at Hundreds, there are 9 at Hundreds, so carry 1 at Thousands, equals to 1000. Please remind pupils especially: carry 1 at Tens when there are 10 at Ones; carry 1 at Hundreds when there are 10 at Tens; carry 1 at Thousands when there are 10 at Hundreds. The following instructions may be used to guide the students. 1) 364 + 219 + 417, how to do it? 2) First up 364; 3) Plus 219, First up 2 at Hundreds, Then up 1 at Tens, Then up 9 at Ones, not enough beads at Ones, so carry 1 at Tens; 4) Plus 417, First up 4 at Hundreds, Then up 1 at Tens, 62

Then up 7 at Ones, not enough beads at Ones, so carry 1 at Tens, There are 9 at Tens, so carry 1 at Hundreds, There are 9 at Hundreds, so carry 1 at Thousands; 5) Equals to1000.

Example 21 Mental Calculation 367 + 529 = 896 Explanation This example is to be taught based on mental addition up to 500. Focal and difficult point is the memorization of bead images above 500. Before proceeding to the teaching, teacher may let the pupils do some revision: 1) 2) 3) Listen to the 3-digit numbers and memorize the numbers. Look at the 3-digit numbers and memorize the numbers. Listen to the 3-digit numbers and interpret the numbers. Look at the 3-digit numbers and interpret the numbers. Mental Calculation of 3-digit numbers up to 500. For instance: (1) 18 + 89 + 13 = (2) 56 + 98 42 = (3) 78 + 46 27 = (4) 95 47 + 38 = (5) 306 + 147 = (6) 215 + 157 = (7) 478 249 = (8) 467 198 = When explaining this example, let pupils look at the Mental Calculation demonstration figures for [Example 21] on page 81 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 21]. i. The first step: add numbers at Hundreds, 3 + 5 = 8; 63

ii. The second step: add numbers at Tens, 6 + 2 = 8; iii. The third step: add numbers at Ones, 7 + 9, not enough beads at Ones, so carry 1 at Tens, equals to 896. Please remind pupils especially: the memorization of bead images at Hundreds. The following instructions may be used to guide the students. 1) 367 + 529, how to do it? 2) First up 367; 3) Plus 529, First up 5 at Hundreds, Then up 2 at Tens, Then up 9 at Ones, not enough beads at Ones, so carry 1 at Tens; 4) Equals to 896.

[Example 22 ]Mental Calculation 538+140+207=885 Explanation This example is the mental repeated addition of 3 numbers of 3-digit number up to 1000. It is to be taught based on abacus repeated addition of 3 numbers of 3-digit numbers up to 1000 and the [Example 21]. The focal and difficult point is: the memorization of bead images above 500. Before proceeding to the teaching, teacher may let the pupils do these questions: 1) 2) 3) Listen to the 3-digit numbers and memorize the numbers. Look at the 3-digit numbers and memorize the numbers. Listen to the 3-digit numbers and interpret the numbers. Look at the 3-digit numbers and interpret the numbers. Mental Calculation of 3-digit numbers up to [Link] instance: (1) 76 + 29 + 43 + 56 97 = (2) 55 + 18 47 + 93 16 = 64

(3) 82 + 68 74 + 31 45 = (4) 85 71 + 58 + 39 27 = (5) 306 + 458 = (6) 150 + 720 = (7) 378 109 = (8) 276 158 = When explaining this example, let pupils look at the Mental Calculation demonstration figures for [Example 22] on page 82 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 22]. i. The first step: 538 + 140 First add numbers at Hundreds, 5+1; Then add numbers at Tens, 3+4; Then add numbers at Ones, 8+0, equals to 678. ii. The second step: 678 + 207 First add numbers at Hundreds, 6+2; Then add numbers at Tens, 7+0; Then add numbers at Ones, 8+7, not enough beads at Ones, so carry 1 at Tens, equals to 885. The following instructions may be used to guide the students. 1) 538 + 140 + 207, how to do it? 2) First up 538; 3) Plus 140, First up 1 at Hundreds, Then up 4 at Tens, 4) Plus 207, First up 2 at Hundreds, Then up 7 at Ones, not enough beads at Ones, so carry 1 at Tens; 5) Equals to 885.

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2.3.5 Addition and Subtraction up to 1000 [Example 23 ]Abacus Calculation 643-180+308=771 Explanation This example is the first example of addition and subtraction up to 1000. It is to be taught based on addition up to 1000 and addition and subtraction up to 500. Focal and difficult point of the teaching is: addition and subtraction on numbers in the same place value. Before proceeding to the teaching, teacher may let the pupils do these questions: 1. Revise the addition and subtraction up to 500, for instance: (2) 274 + 159 = (3) 282 124 = (4) 453 376 = 2. Revise the addition up to 1000, for instance: (1) 236 + 182 + 480 = (2) 405 + 157 + 359 = (3) 346 + 128 + 526 = (4) 186 + 539 + 107 = When explaining this example, let pupils look at the Abacus Calculation demonstration figures for [Example 23] on page 83 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 23]. i. The first step: 643-180 First subtract numbers at Hundreds, 6-1; Then subtract numbers at Tens, 4-8, not enough beads at Tens, so remove 1 at Hundreds, equals to 463. ii. The second step: 463+308, First add numbers at Hundreds, 4+3; 66

(1) 161 + 238 =

Then add numbers at Ones, 3+8, not enough beads at Ones, so carry 1 at Tens, equals to 771. The following instructions may be used to guide the students. 1) 643 180 + 308, how to do it? 2) First up 643; 3) Minus 180, First down 1 at Hundreds, Then down 8 at Tens, not enough beads at Tens, so remove 1 at Hundreds. 4) Plus 308, First up 3 at Hundreds, Then up 8 at Ones, not enough beads at Ones, so carry 1 at Tens; 5) Equals to 771. [Example 24 ]Abacus Calculation 129+871-5=995 Explanation This example is the repeated subtraction with removing up to 1000. It is to be taught based on [Example 23], addition up to 1000 and addition and subtraction up to 500. Focal and difficult point of the teaching is: remove 1 at Tens if it is insufficient at Ones; if there is zero at Tens, remove 1 at Hundreds; if there is zero at Hundreds, remove 1 at Thousands. Before proceeding to the teaching, teacher may let the pupils do these questions: 1. Revise the addition and subtraction up to 500, for instance: (1) 123 + 339 = (2) 307 + 128 = (3) 424 176 = (4) 460 348 = 2. Revise the addition and subtraction up to 1000, for instance: (1) 234 + 108 + 378 = (2) 265 + 174 + 388 = (3) 150 + 187 + 465 = (4) 139 + 264 + 597 = 67

When explaining this example, let pupils look at the Abacus Calculation demonstration figures for [Example 24] on page 84 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 24]. i. The first step: 129 + 871 First add numbers at Hundreds, 1 + 8; Then add numbers at Tens, 2 + 7; Then add numbers at Ones, 9 + 1, not enough beads at Ones, so carry 1 at Tens, there are 9 at Tens, so carry 2 at Hundreds, there are 9 at Hundreds, so carry 1 at Thousands, equals to 1000. ii. The second step: 1000 - 5 First subtract numbers at Ones, not enough beads at Ones, so remove 1 at Tens, there is zero at Tens, so remove 1 at Hundreds, there is zero at Hundreds, so remove 1 at Thousands, equals to 995. The following instructions may be used to guide the students. 1) 129 + 871 - 5, how to do it? 2) First up 129; 3) Plus 871, First up 8 at Hundreds, Then up 7 at Tens, Then up 1 at Ones, not enough beads at Ones, so carry 1 at Tens, there are 9 at Tens, so carry 1 at Hundreds, there are 9 at Hundreds, so carry 1 at Thousands; 4) Minus 5, down 5 at Ones, not enough beads at Ones, so remove 1 at Tens, there is zero at Tens, so remove 1 at Hundreds, there is zero at Hundreds, so remove 1 at Thousands; 5) Equals to 995.

[Example 25] Mental Calculation 321 + 179 208 = 292

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Explanation This example is the mental calculation up to 1000. It is to be taught based on mental addition up to 500, mental addition up to 1000 and abacus calculation up to 1000. The focal and difficult point is : the memorization of bead images above 500. Before proceeding to the teaching, teacher may let the pupils do these questions: 1) 2) 3) 4) 5) Listen to the 3-digit numbers and memorize the numbers. Look at the 3-digit numbers and memorize the numbers. Listen to the 3-digit numbers and interpret the numbers. Look at the 3-digit numbers and interpret the numbers. Abacus Calculation up to 1000. Mental addition up to 500. Mental addition up to 1000.

When explaining this example, let pupils look at the Mental Calculation demonstration figures for [Example 25] on page 85 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 25]. i. The first step: 321 + 179 First add numbers at Hundreds, 3 + 1; Then add numbers at Tens, 2 + 7, Then add numbers at Ones, 1 + 9, not enough beads at Ones, so carry 1 at Tens, there are 9 at Tens, carry 1 at Hundreds, equals to 500. ii. The second step: 500 - 208 First subtract numbers at Hundreds,5 - 2; Then subtract numbers at Ones, not enough beads at Ones, so remove 1 at Tens, there is zero at Tens, so remove 1 at Hundreds. equals 292. Please emphasize the rule of repeated subtraction with removing:

Remove 1 at Tens if it is insufficient at Ones; If there is zero at Tens, remove 1 at Hundreds.

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The following instructions may be used to guide the students. 1) 321 + 179 - 208, how to do it? 2) First up 321; 3) Plus 179, First up 1 at Hundreds, Then up 7 at Tens, Then up 9 at Ones, not enough beads at Ones, so carry 1 at Tens, there are 9 at Tens, carry 1 at Hundreds; 4) Minus 208 First down 2 at Hundreds, Then down 8 at Ones, not enough beads at Ones, so remove 1 at Tens, there is zero at Tens, so remove 1 at Hundreds; 5) Equals 292.

[Example 26] Mental Calculation 752 + 248 6 = 994 Explanation This example is to be taught based on abacus addition and subtraction up to 1000. The focal and difficult point is : the memorization of bead images above 500. Before proceeding to the teaching, teacher may let the pupils do these questions: 1) Listen to the 3-digit numbers and memorize the numbers. Look at the 3-digit numbers and memorize the numbers. 2) Listen to the 3-digit numbers and interpret the numbers. Look at the 3-digit numbers and interpret the numbers. 3) Abacus Calculation up to 1000. 4) Mental addition up to 500. 5) Mental addition up to 1000. When explaining this example, let pupils look at the Mental Calculation demonstration figures for [Example 26] on page 87 of the textbook. Then with the instruction from teacher, perform the mental calculation for [Example 26]. 70

i.

The first step: 752 + 248 First add numbers at Hundreds, 7 + 2; Then add numbers at Tens, 5 + 4, Then add numbers at Ones, 2 + 8, not enough beads at Ones, so carry 1 at Tens, there are 9 at Tens, carry 1 at Hundreds, there are 9 at Hundreds, so carry 1 at Thousands, equals to 1000.

ii.

The second step: 1000 - 6 Subtract numbers at Ones, not enough beads at Ones, so remove 1 at Tens, there is zero at Tens, so remove 1 at Hundreds, there is zero at Hundreds, so remove 1 at Thousands, equals 292.

The following instructions may be used to guide the students. 1) 752 + 248 - 6, how to do it? 2) First up 752; 3) Plus 248, First up 2 at Hundreds, Then up 4 at Tens, Then up 8 at Ones, not enough beads at Ones, so carry 1 at Tens, there are 9 at Tens, carry 1 at Hundreds, there are 9 at Hundreds, so carry 1 at Thousands; 4) Minus 6, Down 6 at Ones, not enough beads at Ones, so remove 1 at Tens, there is zero at Tens, so remove 1 at Hundreds, there is zero at Hundreds, so remove 1 at Thousands; 5) Equals 994.

Unit 3

Multiplication Tables

3.1 Objective 1. To understand the meaning of multiplication. 71

2. To know the origin of multiplication formulas. 3. To read the multiplication operation correctly. 4. To know the names of all parts of multiplication. 5. To memorize the multiplication formulas 2 - 5 with the helping of bead images. 3.2 Explanation on Teaching Material Content of this unit consists of : 1) To know the multiplication. 2) The multiplication formulas 2 - 5. This unit is divided into two parts. The first section will explain knowing the multiplication. This section is the beginning of learning multiplication. One example has been given: [Example 1] It is very important for pupils to understand the meaning of multiplication. It is the foundation of learning multiplication formulas. Let pupils understand that multiplication is the convenient algorithm of repeated addition of several same numbers. Let pupils manage to read and write the multiplication operation and know the names of all parts of multiplication. It is benefit for pupils to understand the origin of multiplication and memorize the multiplication formulas if they can understand these. Two examples have been given to explain the meaning of multiplication: Question 1 Group 1: 2 + 3 + 5 = 4+4+4= Group 2: 3 + 3 + 7 = 8+8+8=

Question 2

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Ordinarily, year one pupils will never touch the concept of multiplication in their lives. Therefore , we lead to multiplication with repeated addition of several same numbers. We use objects and compare repeated addition operations to multiplication operations in order to draw a conclusion that if we want to add several same numbers we can use multiplication. It is a convenient method. Through [Example 1], let pupils grasp reading and writing the multiplication operation and know the names of all parts of multiplication. Consolidate the concept of multiplication through the Make a Try on page 96 of textbook. [Example 2] The multiplication formula of 2 [Example 3] The multiplication formula of 3 [Example 4] The multiplication formula of 4 [Example 5] The multiplication formula of 5 The textbook has given preparation practices before teaching every example. In the same time pictures also have been give in order to explain every example. It is benefit for pupils to memorize multiplication formulas. This textbook adopt the multiplication formulas named Da Jiu Jiu. It has 36 more formulas than the multiplication formulas named Xiao Jiu Jiu which often is adopted by other textbooks. It is convenient to calculate multiplication of several digits numbers. In the division operation, it is also convenient to try out the quotient directly. This textbook adopts using pictures to help pupils to memorize the multiplication formulas 2 - 5. Multiplication formula is the foundation of learning multiplication and division. During the proceeding of teaching multiplication formulas, firstly let pupils understand the meaning of every formula, then help them to memorize it. Pupils are not able to do the calculation of multiplication and division without grasping multiplication formulas. Therefore, pupils should be required to get the answer as soon as they see every formula. This textbook has improved the method of reading and memorizing the multiplication formulas. 73

Multiplication formulas of 2

1 2 = 2 Reading: one two 02 memorizing: one two

2 2 = 4 Reading: two two 04 memorizing: two two

3 2 = 6 Reading: three two 06 memorizing: three two

4 2 = 8 Reading: four two 08 memorizing: four two

5 2 =10 Reading: five two

10 memorizing: five two

6 2 =12 Reading: six two

12 memorizing: six two

7 2 =14 Reading: seven two 14 memorizing: seven two

8 2 =16 Reading: eight two 16 memorizing: eight two

9 2 =18 Reading: nine two 18 memorizing: nine two

Multiplication formulas of 3 memorizing: one three

1 3 = 3 Reading: one three 03 74

2 3 = 6 Reading: two three

06

memorizing: two three

3 3 = 9 Reading: three three 09

memorizing: three three

4 3 =12 Reading: four three

12

memorizing: four three

5 3 =15 Reading: five three

15

memorizing: five three

6 3 =18 Reading: six three

18

memorizing: six three

7 3 =21 Reading: seven three 21

memorizing: seven three

8 3 =24 Reading: eight three 24

memorizing: eight three

9 3 =37 Reading: nine three 27

memorizing: nine three

Multiplication formulas of 4 memorizing: one four

1 4 = 4 Reading: one four 04

2 4 = 8 Reading: two four

08

memorizing: two four

3 4 =12 Reading: three four 12

memorizing: three four 75

4 4 =16 Reading: four four 16 5 4 =20 Reading: five four 20

memorizing: four four memorizing: five four

6 4 =24 Reading: six four

24

memorizing: six four

7 4 =28 Reading: seven four 28

memorizing: seven four

8 4 =32 Reading: eight four 32

memorizing: eight four

9 4 =36 Reading: nine four 36

memorizing: nine four

Multiplication formulas of 5

1 5 = 5 Reading: one five 05 memorizing: one five

2 5 =10 Reading: two five 10

memorizing: two five

3 5 =15 Reading: three five 15

memorizing: three five

4 5 =20 Reading: four five 20

memorizing: four five

5 5 =25 Reading: five five

25

memorizing: five five

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6 5 =30 Reading: six five

30

memorizing: six five

7 5 =35 Reading: seven five 35

memorizing: seven five

8 5 =40 Reading: eight five 40

memorizing: eight five

9 5 =45 Reading: nine five 45

memorizing: nine five

3.3 Teaching Recommendation 3.3.1 To know the Multiplication

[Example 1] The analysis: This example is the first lesson of teaching multiplication formulas. The focal and difficult point is: 1) To understand the meaning of multiplication; 2) To grasp the reading and writing of multiplication operation; 3) To know the names of all parts of multiplication; 4) To understand that if we want to add several same numbers we can use multiplication. Before the proceeding of teaching Example 1, teacher may let pupils do the preparation practices on page 95: Question 1: 2 + 3 + 5 = 4+4+4= 3+3+7= 8+8+8=

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Question 2: Look at the pictures and write down the addition operation, then get the answer. When explaining this example, let pupils look at the demonstration figures for [Example 1] on page 95 of the textbook. Then teacher shows one piece, two pieces and three pieces of bead image pictures of 2. Teacher asks questions: How to calculate the answer of these 3 pieces of bead images? There are to way to solve this question: 1) To adopt addition; 2) To adopt multiplication. Then teacher may ask pupils to finish Make a try on page 96. After they finish it teacher may ask them to think which method is the better way. Finally, teacher help them to draw a conclusion that if we want to add several same numbers we can use multiplication. Guide Words:

1) Example 1, how to do it? 2) To adopt addition: 2 + 2 + 2 = 6 3) To adopt multiplication: 3 2 = 6 product

multiplicand Time sign 4) 3 2, reading: 3 time 2

Multiplier

5) 3 2 means repeated addition of 3 numbers of 2

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[Example 2] Multiplication formulas of 2 The analysis: This example is based on understanding the meaning of multiplication. It is very important lesson on teaching multiplication formulas. The focal and difficult point is understanding the meaning of multiplication formulas of 2. Before the proceeding of teaching [Example 2], teacher may let pupils do the preparation practices on page 97: Question 1: Add 2 repeatedly until 18 on the visualized abacus. Question 2: One chicken has two legs, How many legs do two chickens have? How about seven chickens, eight chickens and nine chickens? When explaining this example, let pupils look at the demonstration figures for [Example 2] on page 97 of the textbook. Then teacher asks pupils to add 2 repeatedly until equal to 18 on abacuses. Read the answers when they get them. Teacher writes on blackboard. 2 22 222 2222 22222 222222 2222222 2222222.2 2222222.2.2 In fact pupils have finished 9 questions, which included of multiplication formulas of 2 when they finish the practice above. Then teacher shows one piece, two pieces, three pieces and four pieces of bead image pictures of 2. As teacher is showing these pictures, he explains it.

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Teacher asks questions: How to calculate the answer of two pieces, three pieces or four pieces of bead images? There are to way to solve this question: 1) To adopt addition; 2) To adopt multiplication. Which one is the better way? Then teacher asks pupils to think of: 52 How many groups of 2 do this question mean? How to read the formula? How to memorize the bead image? 62 How many groups of 2 do this question mean? How to read the formula? How to memorize the bead image? 72 How many groups of 2 do this question mean? How to read the formula? How to memorize the bead image? 82 How many groups of 2 do this question mean? How to read the formula? How to memorize the bead image? 92 How many groups of 2 do this question mean? 80

How to read the formula? How to memorize the bead image? Teacher helps pupils to sum up the multiplication formulas of 2. So that pupils will be interested in learning multiplication formulas. On the other hand, it will help pupils to understand multiplication formulas. The purpose of the second exercise of Lets practice on page 98 of textbook is to help pupils memorize the multiplication formulas. For instance: 2 ( )=10, teacher may enlighten pupils to think as: what is the meaning of this operation? Does it ask how many groups of 2 equal to 10? This kind of practice can create a solid foundation of learning division. Guide Words: 1) Means 1 group of 2 Multiplication operation : 12 Reading of formula : one two 02

Memorization of bead image : 1 2

2) Means 2 groups of 2

Multiplication operation

: 22

Reading of formula

: two two 04 :22

Memorization of bead image

3) Means 3 groups of 2

Multiplication operation

:32

Reading of formula Memorization of bead image

: three two 06 :3 2

4) Means 4 groups of 2

Multiplication operation

:42

Reading of formula Memorization of bead image

: four two 08 :42 81

[Example 3] Multiplication formulas of 3 The analysis: This example is to be taught based on multiplication formulas of 2. The focal and difficult point is understanding the meaning of multiplication formulas of 3. Before the proceeding of teaching [Example 3], teacher may let pupils do the preparation practices on page 99: Question 1: Add 3 repeatedly until 27 on the visualized abacus. Question 2: One triangle has three sides, How many sides do two triangles have? How about seven triangles, eight triangles and nine triangles? When explaining this example, let pupils look at the demonstration figures for [Example 3] on page 99 of the textbook. Then teacher asks pupils to add 3 repeatedly until equal to 27 on abacuses. Read the answers when they get them. Teacher writes on blackboard. 3 33 333 3333 33333 333333 3333333 33333333 333333333 In fact pupils have finished 9 questions, which included of multiplication formulas of 3 when they finish the practice above. Then teacher shows one piece, two pieces, three pieces and

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four pieces of bead image pictures of 3. As teacher is showing these pictures, he explains it. Teacher asks questions: How to calculate the answer of two pieces, three pieces or four pieces of bead images? There are to way to solve this question: 1) To adopt addition; 2) To adopt multiplication. Which one is the better way? Then teacher asks pupils to think of: 53 How many groups of 3 do this question mean? How to read the formula? How to memorize the bead image?

63 How many groups of 3 do this question mean? How to read the formula? How to memorize the bead image? 73 How many groups of 3 do this question mean? How to read the formula? How to memorize the bead image? 83 How many groups of 3 do this question mean? How to read the formula? 83

How to memorize the bead image? 93 How many groups of 3 do this question mean? How to read the formula? How to memorize the bead image? Teacher helps pupils to sum up the multiplication formulas of 3. So that pupils will be interested in learning multiplication formulas. On the other hand, it will help pupils to understand multiplication formulas. The purpose of the second exercise of Lets practice on page 100 of textbook is to help pupils memorize the multiplication formulas. For instance: 3 ( ) =12, teacher may enlighten pupils to think as: what is the meaning of this operation? Does it ask how many groups of 3 equal to 12? This kind of practice can create a solid foundation of learning division.

Guide Words: 1) Means 1 group of 3 Multiplication operation :13 Reading of formula : one three 03 :13

Memorization of bead image

2) Means 2 groups of 3 Multiplication operation Reading of formula Memorization of bead image

: 23

: two three 06 :23

3) Means 3 groups of 3 Multiplication operation Reading of formula 84

:33

: three three 09

Memorization of bead image

:33

4) Means 4 groups of 3 Multiplication operation Reading of formula Memorization of bead image

:43

: four three 12 :43

[Example 4] Multiplication formulas of 4 The analysis: This example is to be taught based on multiplication formulas of 3. The focal and difficult point is understanding the meaning of multiplication formulas of 4. Before the proceeding of teaching [Example 4], teacher may let pupils do the preparation practices on page 101: Question 1: Add 4 repeatedly until 36 on the visualized abacus. Question 2: One frog has four legs, How many legs do two frogs have? How about seven frogs, eight frogs and nine frogs? When explaining this example, let pupils look at the demonstration figures for [Example 4] on page 101 of the textbook. Then teacher asks pupils to add 4 repeatedly until equal to 36 on abacuses. Read the answers when they get them. Teacher writes on blackboard. 4 44 444 85

4444 44444 444444 4444444 44444444 444444444 In fact pupils have finished 9 questions, which included of multiplication formulas of 4 when they finish the practice above. Then teacher shows one piece, two pieces, three pieces and four pieces of bead image pictures of 3. As teacher is showing these pictures, he explains it. Teacher asks questions: How to calculate the answer of two pieces, three pieces or four pieces of bead images? There are to way to solve this question: 1) To adopt addition; 2) To adopt multiplication. Which one is the better way? Then teacher asks pupils to think of: 54 How many groups of 4 do this question mean? How to read the formula? How to memorize the bead image? 64 How many groups of 4 do this question mean? How to read the formula? How to memorize the bead image? 74 86

How many groups of 4 do this question mean? How to read the formula? How to memorize the bead image? 84 How many groups of 4 do this question mean? How to read the formula? How to memorize the bead image? 94 How many groups of 4 do this question mean? How to read the formula? How to memorize the bead image? Teacher helps pupils to sum up the multiplication formulas of 4. So that pupils will be interested in learning multiplication formulas. On the other hand, it will help pupils to understand multiplication formulas. The purpose of the second exercise of Lets practice on page 102 of textbook is to help pupils memorize the multiplication formulas. For instance: 4 ( ) =24, teacher may enlighten pupils to think as: what is the meaning of this operation? Does it ask how many groups of 4 equal to 24? This kind of practice can create a solid foundation of learning division. Guide Words: 1) Means 1 group of 4 Multiplication operation :14 Reading of formula Memorization of bead image : one four 04 :14

2) Means 2 groups of 4 Multiplication operation Reading of formula Memorization of bead image

:24

: two four 08 :24

87

3) Means 3 groups of 4 Multiplication operation Reading of formula Memorization of bead image

:34

: three four 12 :34

4) Means 4 groups of 4 Multiplication operation Reading of formula Memorization of bead image

:44

: four four 16 : 4 4

[Example 5] Multiplication formulas of 5 The analysis: This example is to be taught based on multiplication formulas of 2 ,3 and 4. The focal and difficult point is understanding the meaning of multiplication formulas of 5. Before the proceeding of teaching [Example 5], teacher may let pupils do the preparation practices on page 103: Question 1: Add 5 repeatedly until 45 on the visualized abacus. Question 2: One star has four angles, How many angles do two stars have? How about seven stars, eight stars and nine stars? When explaining this example, let pupils look at the demonstration figures for [Example 5] on page 103 of the textbook. Then teacher asks pupils to add 5 repeatedly until equal to 45 on abacuses. Read the answers when they get them. Teacher writes on blackboard. 5 55 555 5555 88

55555 555555 5555555 55555555 555555555 In fact pupils have finished 9 questions, which included of multiplication formulas of 5 when they finish the practice above. Then teacher shows one piece, two pieces, three pieces and four pieces of bead image pictures of 3. As teacher is showing these pictures, he explains it.

Teacher asks questions: How to calculate the answer of two pieces, three pieces or four pieces of bead images? There are to way to solve this question: 1) To adopt addition; 2) To adopt multiplication. Which one is the better way? Then teacher asks pupils to think of: 55 How many groups of 5 do this question mean? How to read the formula? How to memorize the bead image? 65 How many groups of 5 do this question mean? How to read the formula? How to memorize the bead image? 75 89

How many groups of 5 do this question mean? How to read the formula? How to memorize the bead image? 85 How many groups of 5 do this question mean? How to read the formula? How to memorize the bead image? 95 How many groups of 5 do this question mean? How to read the formula? How to memorize the bead image? Teacher helps pupils to sum up the multiplication formulas of 5. So that pupils will be interested in learning multiplication formulas. On the other hand, it will help pupils to understand multiplication formulas. he purpose of the second exercise of Lets practice on page 104 of textbook is to help pupils memorize the multiplication formulas. For instance: 5 ( ) =40, teacher may enlighten pupils to think as: what is the meaning of this operation? Does it ask how many groups of 5 equal to 40? This kind of practice can create a solid foundation of learning division.

Guide Words: 1) Means 1 group of 5 Multiplication operation :15 Reading of formula Memorization of bead image : one five 05 :15

2) Means 2 groups of 5 Multiplication operation Reading of formula 90

:25

: two five 10

Memorization of bead image

:25

3) Means 3 groups of 5 Multiplication operation Reading of formula Memorization of bead image

:35

: three five 15 :35

4) Means 4 groups of 5 Multiplication operation Reading of formula Memorization of bead image

:45 :45

: four five 20

Unit 4 Division Within Basic Facts

4.1 Objectives (1) To understand the meaning of division; (2) To know the relationship between multiplication and division; (3) To read and write division as an operation correctly; (4) To know the names of all parts of the division formula; (5) To get the quotient correctly and promptly using multiplication formulas 2 to 5. 4.2 Explanation of Teaching Material This unit consists of: Part I : Introduction to division; Part II: Division Tables. The first part introduces division as a mathematical operation. This forms the foundation for learning division. Two examples are given. [Example 1] Put 8 apples into four plates equally. How many apples are there in each plate? Calculate with division: 84=2 91

8 is the dividend; 4 is the divisor; 2 is the quotient. 8 4 = 2 is read as: 8 divided by 4 equals 2. It means: When eight is divided equally into four groups, each group is two.

[Example 2] Put 5 pears on one plate. How many plates do we need to put 15 pears?

Calculate with division: 15 5 = 3 This means: 15 contains 3 groups of 5; so we need 3 plates. Division is the inverse operation of multiplication. It is difficult for the students to understand division if they do not fully understand the concept of multiplication. The students need to master the multiplication tables; without which, they would not be able to do division. It is also very important to understand the concept of division in order to do the operation. Likewise, it is important to know the names of all parts of the division formula. All these form the foundation of working with division. To help the students understand the concept of division, we can subtract the same number repeatedly on the abacus from a given number. Two preparatory activities are provided: (1) 3 + 3 + 3 + 3 + 3 = 15 Calculate with multiplication: = 15

(2) 12 3 3 .. 3 = 0 How many times do we have to subtract 3? 92

The second part introduces how to get the quotient within 2 to 5 division tables. Four examples are given: [Example 3] Divide 6 apples equally among 3 persons. How many apples does each person get? [Example 4] 12 4 = 3 [Example 5] 28 7 = 4 [Example 6] 30 6 = 5 In this teaching material, the students are guided to use the multiplication tables to derive at the division formula. It is therefore important for the students to understand how to get the quotient for division, using the multiplication tables. The division formula obtained using the multiplication tables is based on the divisor. In this teaching material, the students are taught in two steps. The first step involves obtaining a quotient of 2 and 3; while the second step involves obtaining a quotient of 4 and 5. The main point in this unit is to understand the concept of division. To do this, the students are guided to calculate division on the abacus, once they understand the concept through the use of concrete materials.

4.3 Teaching Suggestion 4.3.1 Recognizing Division [Example 1] Put 8 apples into four plates equally. How many apples are there in each plate?

Explanation This is the first example in the teaching of division. The focus of this example is: To understand the meaning of division To read and write the division formula correctly To know the names of all parts of the division formula To know division as a means of sharing a given number of objects equally To understand the relationship between multiplication and division.

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Before teaching [Example 1], let the students practise the preparatory exercise on Page 107 of the textbook. (1) 3 + 3 + 3 + 3 + 3 = 15 Calculate with multiplication: ( ) ( ) (2) 12 3 3 3 . = 0 How many times do we subtract 3? By referring to [Example 1] on Page 107 of the textbook, instruct the students to share 8 apples equally among 4 students. How many apples does each student get? Then discuss with the students [Example 1]: Put 8 apples into four plates equally. How many apples are there in each plate? Calculate with division: 84=2 Explain that in the above example: 8 is the dividend which means the total number of apples is the symbol for division 4 is the divisor which means the number of groups = is the equal sign 2 is the quotient which means the number of apples in each plate (group) Guide the students to know and remember the names of all parts of the division formula and the concept of division by way of demonstrating the modal and illustration. 84=? The teacher should arouse the students interest to think of the quotient as a bead image. Then let the students practise Let us try found on Page 108 of the textbook. (1)

(2)

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Go through the above exercise to reinforce the understanding of division. The following instructions may be given to guide the students: (1) Put 8 apples into four plates equally. How many apples are there in each plate? How do we do it? (2) Calculate with division: 8 4, 8 is the dividend; 4 is the divisor; 2 is the quotient which means the number of apples in each plate (3) 8 4 is read as 8 divided by 4. (4) 8 4 means 8 is divided equally into four groups [Example 2] Put 5 pears on a plate. How many plates do we need for 15 pears?

Explanation This example is to be taught based on [Example 1]. The difficulty here is understanding the concept of division. The students obtain the multiplier by completing the following: (1) (2) (3) (4) 4 3 2 5 ( ( ( ( )= )= )= )=

Before proceeding to [Example 2] on Page 109 of the textbook, instruct the students to subtract 5 from 15 repeatedly. Ask: How many times do we need to subtract 5? Then discuss with the students [Example 2]: Put 5 pears on one plate. How many plates do we need for 15 pears? Calculate with division: 15 5 = 3 Explain that in the above example: 95

15 is the dividend which means the total number of pears. 5 is the divisor which means the number of pears put on one plate. 3 is the quotient which means the number of plates (groups).

After that, the teacher can find out from the students by asking: Which method is easier by subtracting repeatedly or by division? Then the teacher asks the students: 15 5 = ? (15 divided by 5 equals ?) Assist them by telling them that it is the same as: 5( )= The students then practise the exercise Let us try on Page 110 of the textbook. (1)

(2)

(3)

(4) How many groups of 3 in ? How many groups of 6 in ? The following instructions may be given to guide the students: (1) Put 5 pears on one plate. How many plates do we need for 15 pears? How do we do it? (2) Calculate with division: 15 5, 15 is the dividend; 5 is the divisor; 3 is the quotient. (3) 15 5 is read as 15 divided by 5. (4) 15 5 means 15 is divided equally into groups of five.

4.3.2

Get The Quotient Within 2 To 5 Times Tables.

96

[Example 3] Divide 6 apples equally among 3 persons. How many apples does each person get?

Explanation: This example is to be taught based on the concept of division. This is the first time the 2 times table is used to obtain the quotient. It is important to involve the multiplication tables to teach division. First, the students try the preparatory exercise on Page 111 of the textbook: (1) 2 ( )= 6 ( ) 2 = 4 (2) 2 3 ( ( ) ) ( ) = ( ) = 1 = 2 =

Then, by referring to [Example 3] on Page 111 of the textbook, ask the students: (1) Divide 6 apples equally among 3 persons. How many apples does each person get? Calculate with division. How do we do it? 63 (2) In 6 3, how do we get the quotient? We can think it like this: ( ) 3 = Then let the students practise the exercise Let us try on Page 112 of the textbook: (1) 3 3 = ( ) We can think it like this: 3 ( ) = (2) 2 1 = ( ) We can think it like this: 1 ( ) = From the above practice, ensure that the students are able to get the quotient within the 2 times table. The following instructions may be given to guide the students: 97

(1) Divide 6 apples equally among 3 persons. How many apples does each person get? How do we do it? (2) Calculate with division: 6 3 (3) In 6 3, how do we get the quotient? We can think it like this: 3 ( ) = (4) The quotient is 2.

[Example 4] 12 4 = 3

Explanation: This example is to be taught after the students have mastered [Example 3] which is obtaining the quotient from the 2 times table. In this example, the students learn how to obtain the quotient from the 3 times table. The difficulty here is how to use the 3 times tables to obtain the quotient. Before proceeding, the students practise the following: (1) ( ) 4 = 12 ( ) 2 = 6 ( ) 3 = 21 ( ) 4 = 32 (2) 12 8 14 18 6 4 7 9 = = = =

After that, by referring to [Example 4] on Page 114 of the textbook, ask the students: 12 4. How do we do it? The teacher arouses the students interest in: ( ) 4 = Then let the students practise the exercise Let us try on Page 116 of the textbook: (1) 15 5 = ( ) We can think it like this: 5 ( ) = 98

(2) 24 8 = ( ) We can think it like this: 8 ( ) = The following instructions may be given to guide the students: (1) 12 4. How do we get the quotient? (2) We can think it like this: 4 ( ) = (3) The quotient is 3.

[Example 5] 28 7 = 4

Explanation: This example is to be taught after the students have mastered [Example 3] and [Example 4]. In this example, the students learn how to obtain the quotient from the 4 times table. Again, the difficulty here is how to obtain the quotient from the 4 times table. Before proceeding, the students practise the following: (1) ( ) 7 = 28 ( ) 6 = 24 ( ) 3 = 12 ( ) 4 = 16 (2) 15 14 24 18 5 7 8 6 = = = =

After that, by referring to [Example 5] on Page 118 of the textbook, ask the students: 28 7. How do we do it? The teacher arouses the students interest in: ( ) 7 = Then let the students practise the exercise Let us try on Page 119 of the textbook: (1) 32 8 = ( ) We can think it like this: 99

8 ( ) = (2) 20 5 = ( ) We can think it like this: 5 ( ) = The following instructions may be given to guide the students: (1) 28 7. How do we get the quotient? (2) We can think it like this: 7 ( ) = (3) The quotient is 4.

[Example 6] 30 6 = 5 Explanation: This example is to be taught after the students have mastered [Examples 3, 4 and 5]. In this example, the students learn how to obtain the quotient from the 5 times table. The difficulty here is also how to obtain the quotient from the 5 times table. Before proceeding, the students practise the following: (1) ( ) 7 = 35 ( ) 3 = 15 ( ) 6 = 30 ( ) 2 = 10 (2) 16 12 21 18 4 6 7 9 = = = =

After that, by referring to [Example 6] on Page 120 of the textbook, ask the students: 30 6. How do we do it? The teacher arouses the students interest in: ( ) 6 = Then let the students practise the exercise Let us try on Page 122 of the textbook: (1) 15 3 = ( ) We can think it like this: 3 ( ) = (2) 20 4 = ( ) 100

We can think it like this: 5 ( ) = The following instructions may be given to guide the students: (1) 30 6. How do we get the quotient? (2) We can think it like this: 6 ( ) = (3) The quotient is 5.

101