Title of Submission: Addition and Subtraction Lessons using Japanese Abacus

Author Contact Information:

Name: Kyoko J ohns
E-mail Address: dandkjohns@bellsouth.net
Name of School/Teaching Institution: Hokes Bluff Elementary School
Location of School/Teaching Institution: 5375 Main Street, Hokes Bluff, AL 35903


Author Biography (50 words maximum): I teach third-grade at Hokes Bluff Elementary School. I have taught
kindergarten for seven years and third-grade for four years in Alabama. I am originally from J apan. I received Ph.D. in
Elementary Education at the University of Alabama.

Authors Description of why this lesson was exemplary when taught (may include rationale, innovation, impact etc.):
A J apanese abacus called soroban has been used to aid J apanese students calculate quickly and accurately for many years.
The soroban helps students to operate simple mathematics. Many Japanese children take soroban lessons outside their
schools, and they can perform difficult calculations in a fraction of time that others require pencil and paper. I took
soroban lessons as a child for several years and remembered the fun I had using a soroban. I still imagine a soroban as I
calculate numbers mentally. I wanted to introduce soroban as a tool for my students to use as they practice mental
computation. My students had so much fun using soroban and they were very excited to have the additional tool. Even the
ones who struggled to grasp the concept during the lessons kept asking me for more soroban lessons.

Lesson Plan Format
Age/ Level and
Subject/Disciplinary Area:
Age: 8-10. Level: elementary school. Subject area: mathematics.
Purpose: To learn how to use a J apanese abacus called soroban in order to
visualize the concept of regrouping when adding and subtracting.
In previous lessons, the students worked on addition and
subtraction problems using traditional calculating methods such
as counting familiar and concrete materials found in the
classroom and representing numbers by drawing pictures to
arrive at the correct answer. The purpose of this lesson is to
develop and further students ability to use mental calculations.
Materials: J apanese abacus, soroban, addition and subtraction problem
hand-out, overhead projector
Objectives: 1. Students will solve addition and subtraction problem
involving one and two-digit numbers.
2. Students will demonstrate computational skills using
J apanese abacus and mental calculations.
Procedures: (Include
procedures for differentiating
instruction)
Exploration/Introduction:
Students are asked to share what they know about abacus.
Introduce a J apanese abacus. Compare and contrast it to the other
abacuses. Discuss how people calculate the change if there
werent any calculators or computers.
Lesson Development:

1. Introduce parts of soroban using overhead projector. It is
made up of a frame with vertical rods on which beads
move up and down. There are upper deck with one bead
and lower deck with four beads. The beam in the middle
separates the upper and lower beads.

2. Demonstrate how to use only the thumb and index
fingers to manipulate beads on a soroban. The thumb
moves the beads up on the lower deck. The index finger
moves the beads down on the lower deck. The index
finger moves the beads up and down on the upper deck.
The students will practice manipulating beads.

3. Students move beads to set numbers on the soroban.

Upper deck beads represent the value of 5 and lower
deck beads represent the value of 1. Beads are moved to
touch the beam to give a value. For example, to make a
value of 3, clear all the beads so they are not touching the
beam. Move 3 lower beads up to touch the beam. To
make a value of 5 clear all the beads and move one upper
deck bead to touch the beam. Moving 3 lower beads and
1 upper bead on the same rod sets a value of 8.

4. During the next lesson, review the first lesson. Introduce
how to clear soroban to start each calculation. They learn
that on soroban, you always calculate from left to right as
you read and hear the number. For example, when adding
13 and 21, you add 10 and 20 first, then add 3 and 1.


















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If this lesson is from a unit, give a brief description of the Unit (not required):

5. Introduce the use of complementary numbers. In the case
of 5, use two groups of complementary numbers 4 & 1
and 3 & 2. In the case of 10, use five groups of
complementary numbers 9 & 1, 8 & 2, 7 & 3, 6 & 4,
and 5 & 5. Demonstrate this concept on the overhead
projector and have students practice moving beads with
their soroban.

6. In the third lesson, review the previous lessons and the
students will practice addition and subtractions by having
a volunteer to create a number problem for the class to
solve on soroban. As you work together, have students to
imagine a soroban and practice computing mentally after
each calculation.
Expansion/Application
Activities:

Add 123456789 , nine times , to get 1111111101 . Then, add
123456789 nine more times to 1111111101 and obtain
2222222202 . This practice is done before each lesson to practice
the concept of complement numbers and addition.
Assessment: (How have you
identified measurable results
that let you know whether your
students have mastered the
objective(s)?
The teacher observation and worksheet will be used to assess
students mastery of the objectives.
Reflection: (How well did the
lesson work in the procedures?
What might you change?)
The lesson moved very smoothly. Only a couple of students had a
problem moving beads. Complementary numbers were hard for
some students to understand, but repeated practice made it easier
for them to understand the concept.
References and Any
Additional Useful
Information:
Abacus: http://en.wikipedia.org/wiki/Abacus
The League of J apan Abacus Associations:
http://www.shuzan.jp/english/index.html

Review Process
All submissions will be acknowledged with a letter of receipt.
Each award will be reviewed by a sub-committee of specialists from The Office of Research on Teaching in the
Disciplines. Awards will be announced in late spring.
For further information contact: Cynthia Sunal, The University of Alabama, cvsunal@bamaed.ua.edu, 205-348-0360
______________________________________________________________________________
Excellence in Teaching Award Rubric
Teaching in the Disciplines
Spring 2010
Date of Electronic Submission:
Submitted by:
Reviewer:
Scoring Criteria:
1 = Lacking Condition Components in Lesson Plan Submission
2 = Adequate Condition Components in Lesson Plan Submission
3 = Exemplary Condition Components in Lesson Plan Submission

Lesson Plan Targets
Condition

Components Comments Score:
1-3
Lesson Plan
Target
Clear description of school profile;
classroom age/grade; classroom subject
and/or disciplinary area of lesson plans
target.

/3

Lesson Plan
Purpose
Clear purpose for this lesson plan. Brief
discussion of how this lesson follows
previous lessons addressing a short and/or
long-term goal.

/3

Lesson Plan
Materials
Clear listing of all necessary materials.
/3

Lesson Plan
Objectives
Clearly written objectives that
interconnect purpose and appropriate
assessments for lesson plan.

/3

Lesson Plan
Procedures
Clearly organized steps in lesson plan
instructional procedures that address:
Concept Development
Prior Experiences and
Knowledge
Introduction/Explanation
Objectives
Meaningful Practice
Expansion/Application
Appropriate Time Length of
Activities
Accommodations for Diverse
Learners
Closure
Meaningful Application
Transference of
Lesson Concept
to New Setting



/3


Lesson Plan
Assessments
Copies of assessments during and at the
end of the lesson are included

/3

Instructional
Reflection:
(OPTIONAL)

How well did the lesson work in the
procedures? What might you change?

/3
Lesson Plan
Supporting
References
Clearly stated supporting references for
lesson plan.

/3




Additional Comments: TOTAL
/24