Abacus: Multiplication to

Perfection
“Numbers Rule the Universe”
- Pythagoras
Dr. Leanne Grillot
Senior Director of Outreach Services,
American Printing House for the
Blind
Learning Objectives
• Explain vocabulary, the rule for positioning subproducts, and the purposes
of how a multiplication problem is set on an abacus.
• Evaluate multiplication expressions for their purpose of teaching one digit
in the multiplier and any number of digits in the multiplicand.
• Evaluate multiplication expressions to teach multiplication with
complementary numbers in subproducts.
• Evaluate multiplication expressions to teach any number of digits in the
multiplier and the multiplicand.
• Explain common errors students make when multiplying with an abacus.
Student Prerequisite Skills

• Addition and subtraction with multiple

digits using complimentary numbers

• Understanding multiplication and

division are inverse operations

• Understanding of multiplication and

division within 100
3rd Grade Math Standards for Multiplication

Critical Area Operations and Algebraic Thinking

• Develop understanding of • Represent and solve problems

multiplication and division and involving multiplication and division.
strategies for multiplication and • Understand properties of
division within 100. multiplication and the relationship
• Equal-sized groups between multiplication and division.
• Arrays
• Area models
• Multiply and divide within 100.
• Solve problems involving the four
operations and identify and explain
patterns in arithmetic.
4th Grade Math Standards for Multiplication

Critical Area Operations and Algebraic Thinking

• They apply their understanding of • Use the four operations with whole
models for multiplication (equal-sized numbers to solve problems.
groups, arrays, area models), place • Interpret a multiplication equation as a
value, and properties of operations, in comparison
particular the distributive property, as • Multiply or divide to solve word problems
they develop, discuss, and use • Solve multistep word problems
efficient, accurate, and generalizable • Multiply 4-digit by 1-digit whole numbers
methods to compute products of • Multiply 2-digit by 2-digit whole numbers
multi-digit whole numbers.
Multiplication Vocabulary,
Placement, and Process
Multiplication Vocabulary
• Multiplicand: The number being multiplied.
• Multiplier: The number doing the multiplying.
• Product: The answer of the multiplication.

3 × 5 = 15
multiplicand × multiplier = product
Different Symbols for Multiplication

× ∙ *
Multiplication Process
• Multiplication on the abacus is used for multiplicands or multipliers of
2 or more digits.

• Students must know their multiplication times tables (up to 9 × 9) to

multiply on the abacus.
• It is a combination of mental math and use of the abacus for
computation.
Identify the Parts
8 × 7 = 56 1×0=0

6 × 5 = 30 43 × 6 = 258

3 × 9 = 27 682 × 43 = 29,326

52 × 20 = 1,040 51 × 27 = 1,377

83 × 36 = 2, 988 1 × 12 = 12
Placement

• Multiplication on the abacus is very

different from addition and

subtraction on the abacus because

the whole problem is set up on the

abacus.
Setting the Abacus

• The multiplicand is set on the extreme left.

• The multiplier is set towards the right side.
• Placement of the multiplier is the most important step in
setting up the problem.
• The product is set in the proper place value in the ones,
tens, hundreds, and thousands.
Why That Place?
• Think of your largest 2-digit times 1
digit number.
• 99 × 9
• The largest answer is 891 … a three-
digit number.
• We place the multiplier where it will
not interfere with the product.
Partial Products

• All partial products have two digits.

• When it is a ‘one-digit’ product we place a zero in front.

• 2 × 8 is 16 but think one-six as you set the one and then the
six.

• 2 × 3 is 6 but think zero-six.

Let’s Set 4 × 2 = 8
• Set the multiplicand, 4, in the extreme left column.
• To determine the position of the multiplier, 2, with the
right hand moving from right to left, repeat the problem
while the right index finger touches a rod for each digit
and the word times.
• When the finger touches the last number of the
multiplier, that is where one sets the multiplier or
begins to set the multiplier if there is more than one
digit (i.e., 26 or 231).
Let’s Set 2 × 46 = 92
• Set the multiplicand, 2, in the extreme left column.
• To determine the position of the multiplier, 46, with the
right hand moving from right to left, repeat the problem
while the right index finger touches a rod for each digit
and the word times.
• When the finger touches the last number of the
multiplier, that is where one sets the multiplier or begins
to set the multiplier if there is more than one digit (i.e.,
26 or 231).
Practice Setting Multipliers
243 × 6 30 × 68

12 × 7 103 × 66

150 × 2 6 × 892

32 × 2 110 × 602

1820 × 5 200 × 206

8×7 8 × 35

8 × 63 5 × 231
 Check Your Knowledge
1. True or false: When multiplying on an abacus, all partial products have
two digits.

A. True

B. False

2. Multiply 5 times 37. The multiplicand 37 is set on columns ____.

A. 3 and 2
B. 4 and 3
C. 5 and 4
Starting to Multiply
5 × 3 = 15
• Set the multiplier and multiplicand.
• Right forefinger on the 3 and then moved to the right to wait.
• The left finger checks the 5 of the multiplicand. You think 3 X 5 is one-
five.
• Set the 1 of 15 in the next column to the right (tens column) where
the right forefinger is waiting.
• Set the 5 of 15 in the next column to the right (units column).
• Clear the 3 of the multiplier.
• Clear the 5 (multiplicand).
• Answer is 15.
2×3=6
• Set the multiplier and multiplicand.
• Right forefinger on the 3 (then move to the right), left finger checks
the 2 of the multiplicand. You think 3 X 2 is zero-six.
• Set the 0 of 06 in the column where the right forefinger is waiting
(tens column).
• Set the 6 of 06 in the next column to the right (units column).
• Clear the 3 of the multiplier.
• Clear the 2 (multiplicand).
• Answer is 6.
Start Simply

4 × 7 = 28 9 × 9 = 81
2×3=6 3×3=9
3×1=3 8 × 4 = 32
3 × 6 = 19 5 × 2 = 10
4 × 9 = 36
3 × 4 = 12
 One-Digit Multiplicand and
Two or More Digit Multiplier
8 × 37 = 296
• Set the multiplier and multiplicand.
• Right forefinger on the 7 then slide right; left finger checks the 8 of the
multiplicand.
• Set the 5 of 56 where the right forefinger is waiting (tens column).
• Set the 6 of 56 in the next column to the right (units column).
• Clear the 7 of the multiplier.
• Right forefinger on the 3 then slide right; left finger checks the 8.
• Set the 2 of 24 where the right forefinger is waiting (hundreds column).
• Set the 4 of 24 in the next column to the right (tens column).
• Clear the 3 (multiplier) and the 2 (multiplicand).
• Answer is 296.
2 × 35 = 70
• Set the multiplier and multiplicand.
• Right forefinger on the 5 then slide right; left finger checks the 2 of the
multiplicand.
• Set the 1 of 10 where the right forefinger is waiting (tens column).
• Set the 0 of 10 in the next column to the right (units column).
• Clear the 5 of the multiplier.
• Right forefinger on the 3 then slide right; left finger checks the 2.
• Set the 0 of 06 where the right forefinger is waiting (hundreds column).
• Set the 6 of 06 in the next column to the right (tens column).
• Clear the 3 (multiplier) and the 2 (multiplicand).
• Answer is 70.
9 × 54 = 486
• Set the multiplier and multiplicand.
• Right forefinger on the 4 then slide right; left finger checks the 9 of the
multiplicand.
• Set the 3 of 36 where the right forefinger is waiting (tens column).
• Set the 6 of 36 in the next column to the right (units column).
• Clear the 4 of the multiplier.
• Right forefinger on the 5 then slide right; left finger checks the 9.
• Set the 4 of 45 where the right forefinger is waiting (hundreds column).
• Set the 5 of 45 in the next column to the right (tens column).
• Clear the 5 (multiplier) and the 9 (multiplicand).
• Answer is 486.
Time for Practice 1-digit by 2-digit
2 × 10 = 20 4 × 47 = 188 7 × 69 = 483

3 × 56 = 168 7 × 50 = 350 3 × 51 = 153

6 × 66 = 396 2 × 87 = 174 8 × 49 = 392

3 × 63 = 189 9 × 21 = 189 5 × 26 = 130

4 × 73 = 292 7 × 11 = 77 2 × 60 = 120

5 × 24 = 120 9 × 99 = 891 4 × 44 = 176

More 1-digit by 2-digit Practice

2 × 10 = 20 4 × 47 = 188 5 × 35 = 105

3 × 56 = 168 7 × 50 = 350 4 × 52 = 208

6 × 66 = 396 2 × 87 = 174 5 × 83 = 415

3 × 63 = 189 9 × 21 = 189 3 × 71 = 213

2 × 72 = 144 8 × 31 = 248 8 × 31 = 248

 Check Your Knowledge
1. True or false: In the problem 7 × 52, the first multiplication is 7 times 2.

A. True

B. False

2. In the problem 5 times 16: When you multiply 5 times the 1 of 16, the
resulting partial product is 05. The 5 of 05 is set on the column ___.

A. Immediately to the left of the 3 of 30.

B. Containing the 3 of 30.
C. Containing the 0 of the 30.
 Multiplication with
Complementary Numbers
8 × 34 = 272
• Set 8 and 34 in their proper places.

• Right index finger on the 4 and then slide right. Left finger checks the 8.

• You think 32 as three-two. On the 3rd rod set 3 and move to the next rod
to the right and set 2.

• Clear the 4 of the multiplier.

• Move your right forefinger to read the next number in the multiplier (3)
and then place it to the right.
Finishing 8 × 34 = 272

• With the left forefinger think 3 times 8 (the multiplicand) is 24 or two-

four, and on the 3rd rod set a 2.

• Move to the next rod to the right to set the four; 4’s complement of 5
is needed. Set the 5 and clear 1 bead on the same rod.

• Clear the multiplier (3, on the 4th rod) and multiplicand (8) and read
your product: 272.
Simple Complementary Numbers

2 × 27 = 54 7 × 67 = 469 5 × 48 = 240

4 × 63 = 252 9 × 76 = 684 5 × 59 = 295

2 × 75 = 150 8 × 34 = 272 6 × 96 = 576

8 × 83 = 664 6 × 27 = 162 5 × 95 = 475

8 × 96 = 768 8 × 39 = 312 9 × 65 = 585

More Simple Complementary Problems

6 × 27 = 162 8 × 95 = 760 6 × 98 = 588

8 × 34 = 272 7 × 36 = 252 3 × 94 = 282

7 × 25 = 175 2 × 51 = 102 6 × 31 = 186

7 × 44 = 308 3 × 94 = 282 8 × 95 = 760

3 × 89 = 267 6 × 32 = 192 8 × 73 = 584

Complex Complementary Numbers

9 × 58 = 522 8 × 88 = 704

3 × 36 = 108 8 × 28 = 224

9 × 46 = 414 4 × 79 = 316

4 × 26 = 104 6 × 84 = 504

9 × 27 = 243 7 × 59 = 413
More Complex Complementary Problems

7 × 72 = 504 7 × 49 = 343

8 × 75 = 600 9 × 68 = 612

7 × 45 = 315 9 × 56 = 504

6 × 68 = 408 9 × 23 = 207

8 × 64 = 512 8 × 63 = 504
 Check Your Knowledge
1. True or false: The problem 9 times 99 is an example of multiplication with
complementary numbers.

A. True

B. False

2. Which of the following problems has multiplication with complementary

numbers?

A. 8 times 49
B. 8 times 73
C. 8 times 98
Two-Digit Multiplicand and
One-Digit Multiplier
Multiplicands with Two, Three, or More Digits

• Always multiply each digit of the multiplier (starting with multiplier’s

first digit on the right) by each digit in the multiplicand in the order of

the occurrence from left to right.

• After each digit in the multiplier is multiplied by all digits in the

multiplicand, that digit in the multiplier is cleared with the right hand.
60 × 7 = 420
• Set 60 on the extreme left of the abacus.

• Set the multiplier of 7 on the 4th rod. Do not forget to include the 0 in
60 when figuring out where to place the multiplier.

• Move your right index finger to the 3rd rod to get ready.

• The left index finger reads 7 × 6 and you think four-two. On the 3rd
rod, set 4 and move to the next rod to the right and set 2.

• Clear the multiplier (7, on the 4th rod) and read your product: 420.
First Part of 21 × 8 = 168
• Set the multiplicand 21 on the extreme left of the abacus.
• Set the multiplier, 8, on the 4th rod.
• The right index finger reads the 8 and then moves to the rod to the
multiplier’s immediate right, the 3rd rod.
• The left index finger looks at multiplicand 2.
• Since 8 × 2 is 16, one-six, push up one bead on the 3rd rod with the
right index finger, then move to the next rod on the right, the tens
rod, and set 6.
• Hold your finger on that rod.
Second Part of 21 × 8 = 168
• The right index finger holds the same rod for you to begin
writing on the same rod the next subproduct.
• We should have the 8 (multiplier) in our working memory.
• Since the left index finger reads the 1 in the multiplicand you
think zero-eight, with the right index finger on the 2nd rod,
set (add) 0 and move to the rod on the right and set 8.
• You are now finished with the multiplier, so clear the 8 (on
the 4th rod) and the multiplicand, 21, before you read your
answer. .
• The product is 168.
Simple Multiplication

25 × 3 = 75 37 × 4 = 148

34 × 8 = 272 45 × 4 = 180

77 × 7 = 539 27 × 5 = 135

85 × 2 = 170 49 × 5 = 245
More Simple Multiplication

42 × 2 = 84 63 × 6 = 378

57 × 4 = 228 56 × 5 = 280

58 × 5 = 290 32 × 3 = 96

35 × 4 = 140 81 × 8 = 648
 Check Your Knowledge
1. True or false: When setting the problem 78 times 4, there will be four
unused columns to the right of the 4.

A. True

B. False

2. If you multiply 42 times 7___.

A. The last digit of the product will be found in the unit’s column.
B. There will be four digits in the answer.
C. The first time you multiply 7, you multiply it by the 2 of 42.
Two-Digit Multiplicand and
Two-Digit Multiplier
12 × 83 = 996 (Simple Example)
• Set 12 on the extreme left.
• Set multiplier, 83, on fifth and fourth rods
• Right hand on the 3 of 83, then move to rest it on the column to the right.
• Left hand on the 1 of the 12; we say, the 3 of 83 times the 1 of 12 is 03
• Set the 0 of 03 where the right forefinger is resting.
• Move right and set the 3 of the 03 .
• We hold the right forefinger on the 3 while the left hand moves onto the 2
of 12.
• Ready to multiply the 3 (which should have been stored in our working
memory) of the 83 by the 2 of 12, which results in 06.
Next Set of Directions for 12 × 83 = 996
• The 0 of the 06 is set on the same rod as the 3 of the 03.
• Move to the right and the right forefinger sets the 6 of 06.
• Since the 3 of the 83 in the multiplier has been multiplied by all the digits
in the multiplicand, the right hand clears the 3 of 83.
• Next digit in the multiplier is the 8 of 83. The right forefinger reads the 8
and then moves to the right. Left forefinger moves back to the 1 of 12. We
say 8 times 1 is 08.
• The right forefinger sets the 0 of 08 by tapping the rod. Then move right
and set the 8 of 08.
• Hold your finger on that rod!
Finishing 12 × 83 = 996
• The left forefinger moves from the 1 of the 12 to the 2; we say 8
times 2 is 16 (zero-eight).
• The 1 of 16 is to be set where the right forefinger is waiting (on the 8).
• The right hand move the right again to set the 6 of 16 (no the 3).
• Since the 8 of 83 has been multiplied by all the digits in the
multiplicand, the right hand clears the 8. The left hand clears the 12.
• The product is 996.
45 × 67 = 3015 (Complex Example)
• Set 45 on the extreme left.
• Set multiplier, 67, on fifth and fourth rods
• Right hand on the 7 of 67, then move to rest it on the column to the right.
• Left hand on the 4 of the 45; we say, the 4 of 45 times the 7 of 67 is 28
• Set the 2 of 28 where the right forefinger is resting.
• Move right and set the 8 of the 28.
• We hold the right forefinger on the eight while the left hand moves onto
the 5 of 45.
• Ready to multiply the 7 (which should have been stored in our working
memory) of the 67 by the 5 of 45, which results in 35.
Next Set of Directions for 45 × 67 = 3015
• The 3 of the 35 is set on the same rod as the 8 of the 28. Since we cannot set the 3 on
the same rod as the 8, we set a ten on the column to the left (where the 2 is) and clear 7
(the complementary number of 3).
• Move to the right and the right forefinger sets the 5 of 35.
• Since the 7 of the 67 in the multiplier has been multiplied by all the digits in the
multiplicand, the right hand clears the 7 of 67.
• Next digit in the multiplier is the 6 of 67. The right forefinger reads the 6 and then
moves to the right. Left forefinger moves back to the 4 of 45. We say 6 times 4 is 24.
• The right forefinger sets the 2 of 24. Then move right and set the 4 of 24 on the same rod
as the 3.
• Since the 4 cannot be added to the 3 directly, the right hands sets 5 and clears 1
(complementary number of 4). Hold your finger on that rod!
Finishing 45 × 67 = 3015
• To designate the placement of the first digit in the next step of the multiplication, the
right hand is held on the rod where the 7 is located.
• The left forefinger moves from the 4 of the 45 to the 5; we say 6 times 5 is 30 (three-
zero).
• The 3 of 30 is to be set on the same rod as the 7 where are right forefinger is waiting.
• Since the 3 cannot be set, or added, directly on the same rod, set a ten, and then clear
the 7 (complement of 3).
• Both hands move the right again to set the 0 of 30.
• To set the 0 on the same rod as the 1, the right hand touches the rod gently.
• Since the 6 of 67 has been multiplied by all the digits in the multiplicand, the right hand
clears the 6. The left hand clears the 45.
• The product is 3105.
Simple 2-Digit by 2-Digit Multiplication

17 × 34 = 578 90 × 75 = 6,750

56 × 20 = 1,120 64 × 17 = 1,088

11 × 82 = 902 89 × 13 = 1,157

53 × 40 = 2,210 74 × 21 = 1,554

75 × 90 = 6,750 35 × 18 = 630
Complex 2-Digit by 2-Digit Multiplication

98 × 98 = 9,604 82 × 74 = 6,068

88 × 59 = 5,192 91 × 22 = 2,002

67 × 81 = 5,427 89 × 35 = 3,115

38 × 65 = 2,470 36 × 45 = 1,620

18 × 85 = 1,530 77 × 59 = 4,543
 Check Your Knowledge
1. True or false: The problem 57 × 25 is an example of multiplication with
complementary numbers.

A. True

B. False

2. Which of the following problems has multiplication without complementary

numbers?

A. 18 times 71
B. 18 times 21
C. 31 times 18
 Common Mistakes in
Multiplication on the Abacus
Abacus Errors
• Placement of the multiplicand

• Multiplying the wrong digits together

• Forgetting to give zero a space

• Having subproducts only one digit

long

• Not clearing the multiplier or

multiplicand
Math Errors

• Wrong numbers

• Multiplication facts

• Missing an entire multiplication

step
Games with Numbers
Quick Pick

• Counting, Addition,
subtraction, multiplication,
division

• Large print and braille

• Four choices
Math Flash

• Amazon Alexa, Android

• Self-voicing electronic flash

cards

• Addition, subtraction,
multiplication, and division
Math Robot
• iPhone or iPad
• Adults can set the range of
numbers, operations, number of
tries, etc.
• Low vision mode
• VoiceOver support
• Braille support
SlapStack Math
• iOS devices
• Addition – displays addition problems with sums
from 2-12.
• Subtraction – subtraction problems with
differences from 1-11.
• Multiplication – multiplication problems with
products from 1-12.
• Division – division problems, using numbers up to
24, with quotients from 1-12.
• Addition and Subtraction – a mixture of problems.
• Multiplication and Division – a mixture of
problems.
• All Four Operations – a mixture of problems from
all operations.
Roll and Bump!
• Roll two dice.
• Add up the sums.
• Multiply that number by 4 (or any other
number).
• Cover up the product.
• Opponent’s turn. If they get the same product,
they can “bump.”
• Player with the most covered products wins
after ten minutes.
Animal Watch VI Suite
• iPad
• Recommended ages: 5th to 7th grade
(math level)
• Accessible via Apple's VoiceOver
screen reader
• Features built-in feature that
emulates VoiceOver ability to enlarge
content using Zoom Built-in scratch
pad
• Scaffolded hints to support students
in solving word problems
• Engaging information about the
animal species
Sudoku
• Improves logical thinking
• Improves number skills
• Improves decision-making
• Improves memory and recall
• Increases spatial reasoning
• Helps one relax
• Reduces overthinking
• Builds a leisure activity
 Check Your Knowledge
1. True or false: Having partial products with only one digit is a common abacus
mistake.

A. True

B. False

2. Which of the following games offers practice of addition, subtraction,

multiplication, and division?

A. Sudoku
B. Roll and Bump
C. SlapStack Math
Lesson Plans for
Multiplication
Write A Multiplication Lesson Plan
Here is your scenario:
• You have taught your 4th grade student how to add and subtract using
complementary numbers on the abacus over the last two years. He/she has
mastered this and is now ready to advance to the next level of instruction.
• Your student already knows their multiplication and division facts through 100.
• Your job is to create a lesson plan that introduces the concept of multiplication
to this student.
• Remember, this is an introductory lesson – it should not contain all the
information found in this abacus course regarding multiplication; keep in mind
the student’s age.
• You must decide of how much information to cover.
ABACUS: MULTIPLICATION
TO PERFECTION
Leanne Grillot, [email protected]