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Levi Long

The counting method in a math rekenrek is similar to the Danish abacus. You begin by sliding all the beads towards the right and then slide the beads towards the left for solving a problem. Then count from left to right.

This deck of 68 cards contains six different visuals for each number 0 through 10 plus two instruction cards. Each number 0 through 10 is represented in the deck with tally marks, rekenrek, ten frame, dot pattern, numeral, and finger pattern. The written numerals are in a handwriting font so that the 4 has an open top and the 6 and 9 are easily differentiated.

The MathRack (aka Rekenrek) is a unique tool that allows children to develop number sense at their own pace. The MathRack 20 is modeled after the rekenrek/arithmetic rack from the Netherlands. With the built-in 5 & 10 structure, MathRack tools help children build number relationships that lead to more advanced strategies.

The rekenrek, or arithmetic rack, was designed by Adrian Treffers, a mathematics curriculum researcher at the Freudenthal Institute in Holland, to support the natural development of number sense in children. Smaller versions consist of two rows of 10 beads. Larger versions with ten rows of ten beads are also available. Each row is made of five red beads and five white beads. This allows students to make mental images of numbers. Using 5 and 10 as anchors for counting, adding and subtracting is obviously more efficient than one-by-one counting. This tool provides learners with the visual models they need to discover number relationships and develop a variety of addition and subtraction strategies, including doubles plus or minus one, making tens, and compensation, thereby leading to automaticity of basic facts.

b) Rekenrek Cards (1 - 20)c) Rekenrek Cards (doubles)d) Rekenrek Cards (near doubles)Interested in using rekenreks in your class but don't have the budget to buy a class set? See our instructions on how to make a class set for just a fraction of the price of store bought models.

Hi friends! This is Emily, and I am excited to join Kristin on this journey of helping to improve math instruction and share ideas with all of you. For my first post I wanted to share an idea with you that I started doing last year with my class during the first week of school. If you make rekenreks with your class I would love to see pictures and hear what your students think about them. Feel free to post any pictures or comments!

5. For the next rack on the rekenrek, leave two boxes on the waffle board and stick the end of the next fuzzy stick through the 3rd hole from the side. Then, have the students put the other end of the beaded fuzzy stick on the other side of the waffle board and pull tight, but not bending the waffle board. On the back, the fuzzy sticks will be twisted together.

Since many classrooms are familiar with both abacuses and bead strings (which also have red and white beads), children and teachers alike can quickly become familiar with their usage. While rekenreks often have just two rows of ten beads, they can sometimes look more like a traditional abacus with ten rows.

Interestingly, to use a rekenrek you begin with the row of beads on the right hand side, ready to move leftwards. Initially, pupils may move the beads on a rekenrek one at a time, particularly when learning to count. However, it is optimal for them to learn to slide the desired number in a single motion to support subitising.

Once pupils understand the commutative relationship for addition and the inverse relationship between addition and subtraction, you could then show them a rekenrek (as below) and ask them to write on a mini-whiteboard all of the calculations this would show. This is an example of how a rekenrek can be used to support reasoning skills.

A rekenrek can be used as a visual learning resource to support this. The fact that there are 5 white beads and 5 red beads on each row helps to show pupils which way they should round a number and supports their understanding of why.

When the stacks of rekenreks first arrived at Amy How s school, she was tasked with discovering and explaining their function to the rest of the staff, despite the scarcity of current research or other information. Over the six years since, she has developed her own set of tasks and strategies, which she regularly presents to teachers around the world. These techniques effective, straightforward and very popular are the basis of this book. 041b061a72