Nathan 2022

The Abacus Set 2 workshop is ideal for sorting, logic
and numeration activities.
The notion of number, recognizing shapes and
colours, and discovering organized series are the
types of learning that are developed progressively at
pre-school, particularly through games and handson
activities. The abacus is an efficient tool for
discovering and acquiring notions in a range of earlylearning
fields.
• Recognizing and distinguishing 10 different shapes
and 10 different colours.
• Understanding and reproducing the information on
an instruction card.
• Following 2 sorting attributes.
Beads in 10 different shapes and colours allow children
to identify geometric shapes (disc, square, triangle,
hexagon and more) and colours. Children can sort
them, classify them and arrange them by shape, by
colour and by the order and number of items. This
introduces pupils to the principle of organized series.
• Understanding and following a classification
instruction.
• Creating a set of a given number of items that has a
common attribute (colour or shape).
reproducing the pattern shown.
constellations, while also including a colour criterion.
fingers, while also including a shape criterion.
the order for stacking the beads.
the order for stacking the beads.
Giving the children a chance to handle the material freely
is essential to allowing them to feel comfortable with it and
to be prepared to work in an autonomous way with the
Abacus Set 2 workshop.
STEP 1: with the beads
Several warm-up activities can be suggested to allow the
children to get to know the beads and their attributes
(shapes and colours).
• Have the children sort the beads in order to be able to
put them away neatly.
All the beads are placed in the middle of the table.
“The beads are all mixed up. How could we sort
them?”
The teacher should accept all suggestions (by shape, by
colour) and guide the children towards verbalizing more
detailed sorting criteria.
• Ask the children to describe a given bead
Place a bead in a bag that they can’t see through, and hand
the bag around. Each child takes a turn sticking their hand
in the bag and describing the shape they can feel.
“It’s round..., it’s got pointy ends..., four sides...”
Then the teacher puts ten different beads of the same
colour on the table, and asks the children to identify the
shape of the bead that’s in the bag. Over the course of
the activity, the teacher makes sure that all the shapes are
named.
One child gets the others to guess which bead he or she is
holding inside the bag by describing it and identifying its
attributes. The other children should point to an identically
shaped bead on the table, and name the shape.
• Finding a bead of a specific shape and colour.
The teacher puts a set of beads on the table.
“We’re going to play a riddle game. I’m going to tell
you a riddle, and you have to find the bead I’m thinking
of. Okay, let’s get started: I’m thinking of a bead
that’s round and yellow.”
As they become comfortable with how the game works,
the children can be the ones to propose the riddles.
The adult accompanies these activities by encouraging
the children’s discoveries, reiterating and validating their
guesses, and reinforcing them with more precise wording
adapted to the needs of the field of learning, in this case the
vocabulary of geometric shapes.
STEP 2: with the abacuses and the beads
• Ask the children to fill up the abacuses.
To begin with, hand out the abacuses and simply ask the
children to stack beads on the rods, without giving any other
instructions.
Next, ask the children to stack beads on the rods in such
a way that the stacking also sorts the beads. The teacher
will point out the most organized efforts, ask children to
verbalize their system and suggest that the others do the
same thing.
Show the children 6 cards from a single series (using the
same symbols) and give each child one card.
Let the children describe what they see on the card,
making sure they read it from left to right.
“Yes, you’re right. There are five different compartments.
In the first one, you can see 5 squares; in the second
one, 2 triangles ...”
Then give each child an abacus. Ask them what they could
do with a card and an abacus.
The teacher reacts to the children’s suggestions
appropriately.
“Look what she did! Let’s all try to do the same thing.
Tell us how you organized the beads on the rods.”
“Okay, so you put round, green beads on the first rod,
the one on your left; then you put red beads on the
rod next to it...”
Then the teacher asks the children for more ideas that can
be explained to everyone.
“Yes, you’re right. The card shows which beads to put
on the abacus. The first compartment is for the first
rod; the second compartment is for the second rod…
Now you’re going to try!”
Put the beads in the middle of the table, then ask each
child to place their instruction card on the base of their
abacus, then to do the activity.
“Go on now, put the beads on the rods of the abacus
the same way they are on the card. The pictures on
your card are your instructions.”
Check on each child, encourage their attempts, ask
them to verbalize the procedure they need to follow.
Nuestros talleres pedagógicos
son más que simples juegos:
Abacus Set 2
Workshop Abakus 2
Taller Ábacos 2
Laboratorio Abaci 2
Werkgroep Telramen 2
Atelier de Ábacos 2
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La guía didáctica
Para ayudarle a optimizar y sacar lo mejor
de nuestros talleres, nuestros expertos han
desarrollado directrices o guías didácticas
Atelier Abacus Abaques Set 2 2 multilingües, replanteadas a partir de una
pedagogía activa que sitúa la experimentación
y la acción en el centro del aprendizaje. Las fotos de
situaciones reales facilitan la participación.
Definición de los objetivos
y las competencias
previstos
Sugerencias de actividades
para despertar el interés
de los niños y hacerles
descubrir el material
Propuestas de
ampliación para
llegar siempre
más lejos
Abacus Set 2
Presentation
Objectives and Targeted Skills
Instruction Cards Organization
Serie 1
Serie 2
Serie 3
Serie 4
Serie 5
Serie 6
Serie 7
Recognizing beads by shape and colour.
Identifying beads by their silhouette.
Understanding instructions about colour and
Creating sets with the number of items indicated as
Creating sets with the number of items indicated with
Deciphering instructions about shape and respecting
Deciphering instructions about colour and respecting
Getting to know the material
Activities with the instruction cards
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12
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Presentación de fichas
de actividades según
su progresión
Explicaciones sobre la realización
de las actividades de forma autónoma o
según las reglas del juego
Productos modulables y multinivel
Para el docente que trabaja con grupos de 2,
4, 6 u 8 niños, tenemos la solución: nuestros
talleres son modulables en función del
número de alumnos.
Nuestros talleres están concebidos para
crecer con el niño. Engloban sistemáticamente
varios niveles de competencia y
dificultad para permitir que el niño avance
a su propio ritmo
consolidando los
conocimientos
adquiridos.
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