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Simple Multiplication Ideas Using a Soroban

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ABACUS: MYSTERY OF THE BEAD


The Bead Unbaffled - An Abacus Manual

Simple Multiplication Ideas Using a Soroban


A soroban is not just a calculation tool. It also helps to develop thinking and analytical
skills. And this is a huge advantage. Because of its strong visual reference, a soroban
can easily demonstrate that there are often alternative routes one can employ to solve
a problem.
For example, what if a student is just beginning to learn the multiplication tables? Once
some basic addition and subtraction skills are learned, an abacus can be a powerful
tool for learning multiplication and for illustrating some of the basics for how
multiplication works. Both examples below assume that a student does not have a full
grasp of multiplication tables.
Even though the techniques are quite simple, it might be helpful to have an
understanding of a few basic soroban techniques. For more on this please see the
addition and subtraction sections at: Abacus: Mystery of the Bead
Example 1: - Teaching The Seven Times Tables
The following is based on the idea that multiplication is really just a series of additions.
For example, if one were to try and teach the 7 times tables using a soroban, this might
be one solution.
The idea is simple. In order to come up with the correct answer just continue to add 7's
to the abacus.
For those unfamiliar with an abacus it should be said that using complementary
number techniques allows students to solve simple addition and subtraction problems
in the blink of an eye.
In the following example, I've illustrated the technique by setting both multiplier and
multiplicand onto the frame (see rods C and F). This may not be necessary. With a little
practice, it's enough to just go ahead and add 7 to rod I in quick succession while
mentally keeping track of how many additions you've done.
7x1=7
Step 1: Set multiplier 1 on rod C and multiplicand 7 on rod F. Because 7 x 1 = 7, add
the product 7 to rod I. ***Note: I've chosen rod I to carry the unit number in my answer.
Any rod on the frame that carries a 'dot' could be substituted.***

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Simple Multiplication Ideas Using a Soroban

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Step 1
A B C D E F G H I J K L M
.
.
.
.
0 0 1 0 0 7 0 0 7 0 0 0 0

Fig. 1

7 x 2 = 14
Step 2: Add 1 to the multiplier on rod C to to make it 2.
a) Add 7 to rod I leaving 14 on rods HI.

Step 2
A B C D E F G H I J K L M
.
.
.
.
0 0 1 0 0 7 0 0 7 0 0 0 0
+ 1
+ 7
0 0 2 0 0 7 0 1 4 0 0 0 0

Step 2
Step 2a

Fig. 2

7 x 3 = 21
Step 3: Add 1 to the multiplier on rod C to to make it 3.
a) Add 7 to rod I leaving 21 on rods HI.

Step 3
A B C D E F G H I J K L M
.
.
.
.
0 0 2 0 0 7 0 1 4 0 0 0 0
+ 1
+ 7
0 0 3 0 0 7 0 2 1 0 0 0 0

Step 3
Step 3a

Fig. 3

7 x 4 = 28
Step 4: Add 1 to the multiplier on rod C to to make it 4.
a) Add 7 to rod I leaving 28 on rods HI.

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Step 4
A B C D E F G H I J K L M
.
.
.
.
0 0 3 0 0 7 0 2 1 0 0 0 0
+ 1
+ 7
0 0 4 0 0 7 0 2 8 0 0 0 0

Step 4
Step 4a

Fig. 4
One can continue on to 7 x 12 = 84 or as far as necessary.

**Alternatives**
One could also try variations.
1) For example if a student wanted to find the answer to 7x9=63 an alternative might
be double each product 3 times then add 7 one last time ;
7+7=14, 14+14=28, 28+28=56, 56+7=63
Or possibly even the more efficient;
7x10=70 then ==> 70-7=63
2) What if a student is having trouble remembering that 7x8=56. If the student can
remember that 8x5=40, use the abacus to quickly add 8 two more times
(40+8+8=56), or even more simply add 40+16=56.
There are many variations and combinations one can employ to learn both simple
multiplication and how to solve problems.

Example 2:
This next example is another way of solving a multiplication problem. What I like
about solving a problem this way is that it teaches students to break down what
otherwise might be a complicated problem into more manageable segments. Each
segment can be solved and the results added together. This is something I don't
remember having learned in school many years ago.
23 x 13 = 299
It's been a long time since I was in school, but I think I remember that my 10 times
tables were quite easy to learn. When multiplying by 10 I learned early on that all I
had to do was add a zero to the number being multiplied. With this in mind break
down the problem into more manageable segments. Begin by thinking 23 x 10 and
place 230 on the abacus.
***Note: Once again, I've chosen rod I to be my unit rod. Any rod on the frame with a

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'dot' could be substituted.***


Step 1: Set 230 on rods GHI.

Step 1
A B C D E F G H I J K L M
.
.
.
.
0 0 0 0 0 0 2 3 0 0 0 0 0

Fig. 5
From here we know we have added 23 to the frame 10 times *or* if you prefer
we've multiplied 23 x 10 to equal 230. Because the problem is really 23 x 13, all
that's left to do is add 23 three more times times in quick succession to rods HI to
end up with the correct answer. A good soroban operator can do this in just a few
seconds.
Step 2: Add 23 to rods HI leaving 253 on rods GHI.

Step 2
A B C D E F G
.
.
0 0 0 0 0 0 2
+
0 0 0 0 0 0 2

H I J K L M
.
.
3 0 0 0 0 0
2 3
5 3 0 0 0 0

Step 2

Fig. 6

Step 3: Add 23 to rods HI leaving 276 on rods GHI.

Step 3
A B C D E F G
.
.
0 0 0 0 0 0 2
+
0 0 0 0 0 0 2

H I J K L M
.
.
5 3 0 0 0 0
2 3
7 6 0 0 0 0

Step 3

Fig. 7

Step 4: Add 23 to rods HI leaving 299 on rods GHI.

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Step 4
A B C D E F G
.
.
0 0 0 0 0 0 2
+
0 0 0 0 0 0 2

H I J K L M
.
.
7 6 0 0 0 0
2 3
9 9 0 0 0

Step 4

Fig. 8

And there you have it. 23 x 13 = 299 as shown on rods GHI


The soroban easily demonstrates to students how they might go about solving a
problem from different directions. This in turn helps to strengthen an
understanding of how numbers work. Not a bad thing at all.

Abacus: Mystery of the Bead


Advanced Abacus Techniques

January, 2005
Totton Heffelfinger Toronto Ontario Canada
Email

totton[at]idirect[dot]com

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