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http://webhome.idirect.com/~totton/soroban/Multi_Idea/
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http://webhome.idirect.com/~totton/soroban/Multi_Idea/
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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3 of 5
http://webhome.idirect.com/~totton/soroban/Multi_Idea/
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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4 of 5
http://webhome.idirect.com/~totton/soroban/Multi_Idea/
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
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
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5 of 5
http://webhome.idirect.com/~totton/soroban/Multi_Idea/
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
January, 2005
Totton Heffelfinger Toronto Ontario Canada
Email
totton[at]idirect[dot]com
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