Brainway Abacus

Brainway Abacus Improves comprehension. Enhances presentation. Make your child calculation free for life. Enhanc

🌟 Ready to shape young minds? Open your own Abacus Institution for just 39,999/- Join us and ignite a passion for math w...
03/03/2024

🌟 Ready to shape young minds? Open your own Abacus Institution for just 39,999/-
Join us and ignite a passion for math while building a rewarding career. Enroll now!

🌟 Why Brainway Abacus ?
✅ Proven Success: Our curriculum drives results.
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Ready to make an impact? .Contact us at @+91 97330 66435 and become a part of the Brainway Abacus family today!

15/11/2023

āĻļāĻŋāĻļ⧁āϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡āχ āĻšāĻžāϏāϤ⧇ āĻĒāĻžāϰ⧇⧎
āĻāĻ•āϟāĻž āĻĒāϰāĻŋāϚāĻŋāϤ āĻŽā§āĻ– āϤāĻžāϰ āĻŽā§āϖ⧇āϰ āϏāĻžāĻŽāύ⧇ āĻāϞ⧇āχ āĻšā§‡āϏ⧇ āĻĢ⧇āϞ⧇⧎ āĻĒāϰāĻŋāϚāĻŋāϤ āĻ•āĻžāĻ°ā§āϟ⧁āύ āĻĻ⧇āϖ⧇ āĻšā§‡āϏ⧇ āĻ—ā§œāĻŋā§Ÿā§‡ āĻĒā§œā§‡ā§ˇ āφāϗ⧇ āĻŦā§āϝāĻžāϟ āĻĒ⧇āϞ⧇ āĻŽāύ⧇āϰ āĻŽāĻžāĻā§‡ āϖ⧁āĻļāĻŋāϰ āĻœā§‹ā§ŸāĻžāϰ āĻŦā§Ÿā§‡ āϝāĻžā§Ÿā§ˇ āĻĒāϰ⧀āĻ•ā§āώāĻžāϰ āĻĒāϰ āĻŽāĻžāĻŽāĻžāĻŦāĻžā§œāĻŋ āĻŽāĻžāϏāĻŋāĻŦāĻžā§œāĻŋ āĻĒāĻŋāϏāĻŋāĻŦāĻžā§œāĻŋ āϝāĻžāĻ“ā§ŸāĻžāϰ āĻ•āĻĨāĻž āωāĻ āϞ⧇āχ āĻŽā§āϖ⧇ āĻ…āĻ•ā§ƒāĻ¤ā§āϤāĻŋāĻŽ āĻšāĻžāϏāĻŋ āĻĢ⧁āĻŸā§‡ āĻ“āϠ⧇⧎ āĻĒāϰ⧀āĻ•ā§āώāĻžāϰ āϰ⧇āϜāĻžāĻ˛ā§āϟ, āĻšāĻžāϏāĻŋāϰ āĻ—āĻ˛ā§āĻĒ, āĻāĻ•āϟāĻž āϏāĻšāϜ āϏāϰāϞ āĻœā§‹āĻ•āĻ¸ā§, āϚāĻŋ⧜āĻŋ⧟āĻžāĻ–āĻžāύāĻžāϰ āĻŦāĻžāϘ āϏāĻŋāĻ‚āĻš āĻšāĻžāϤāĻŋ āĻšāύ⧁āĻŽāĻžāύ⧇āϰ āϕ⧀āĻ°ā§āϤāĻŋāĻ•āϞāĻžāĻĒ...āĻāχ āϏāĻŦāĻ•āĻŋāϛ⧁āχ āϤāĻžāϰ āĻŽā§āϖ⧇ āϏāϰāϞ āĻšāĻžāϏāĻŋāϰ āĻŦāĻ¨ā§āϝāĻž āĻŦā§Ÿā§‡ āφāύ⧇⧎

āĻļāĻŋāĻļ⧁āϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡āχ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāϤ⧇ āĻĒāĻžāϰ⧇⧎
āϕ⧋āύ āĻ•āĻžāϰāĻŖ āĻ›āĻžā§œāĻžāχ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāϤ⧇ āĻĒāĻžāϰ⧇⧎ āĻŦāĻžāĻŦāĻž āĻŽāĻž āĻ›āĻžā§œāĻžāĻ“ āϤāĻžāϰ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāϰ āĻŽāĻžāύ⧁āώ⧇āϰ āĻĒāϰāĻŋāϧāĻŋāϟāĻž āĻ…āύ⧇āĻ• āĻŦ⧜⧎ āĻ¸ā§āϕ⧁āϞ⧇ āϤāĻžāϰ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāϰ āĻ•ā§āϞāĻžāϏāϟāĻŋāϚāĻžāϰ āĻĨāĻžāϕ⧇, āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāϰ āĻŦāĻ¨ā§āϧ⧁ āĻĨāĻžāϕ⧇⧎ āϗ⧇āĻŸā§‡āϰ āĻĻāĻžāĻ°ā§‹ā§ŸāĻžāύ āĻ•āĻžāϕ⧁, āĻŦāĻžā§œāĻŋāϰ āĻĒāϰāĻŋāϚāĻžāϰāĻŋāĻ•āĻž āĻŽāĻžāϏāĻŋ, āĻŦāĻžāϏ⧇āϰ āĻšā§‡āĻ˛ā§āĻĒāĻžāϰ āĻ•āĻžāϕ⧁, āĻĒā§āϰāϤāĻŋāĻĻāĻŋāύ⧇āϰ āĻ¸ā§āϕ⧁āϞ āĻĒ⧌āρāϛ⧇ āĻĻ⧇āĻ“ā§ŸāĻžāϰ āĻŸā§‹āĻŸā§‹/āĻ…āĻŸā§‹ āĻ•āĻžāϕ⧁⧎ āϞāĻŋāĻ¸ā§āϟ āĻ…āύ⧇āĻ• āϞāĻŽā§āĻŦāĻž...āϝ⧇ āĻŽāĻžāύ⧁āώāϗ⧁āϞ⧋ āϕ⧋āύ āĻāĻ•āϏāĻŽā§Ÿ āϕ⧋āύ āĻāĻ• āĻŽā§āĻšā§āĻ°ā§āϤ⧇ āĻļāĻŋāĻļ⧁āϟāĻžāϰ āϜāĻ¨ā§āϝ āφāύāĻ¨ā§āĻĻ⧇āϰ āĻ•āĻžāϰāĻŖ āĻšā§Ÿā§‡ āωāϠ⧇āĻ›āĻŋāϞ, āĻāĻ• āĻŽā§āĻšā§āĻ°ā§āϤ⧇āϰ āϜāĻ¨ā§āϝāĻ“ āĻļāĻŋāĻļ⧁āϟāĻžāϕ⧇ āĻ­āĻžāϞ⧋ āĻŦ⧇āϏ⧇āĻ›āĻŋāϞ, āϤāĻžāϰāĻž āϏāĻŦā§āĻŦāĻžāχ āĻāĻ•āϝ⧋āϗ⧇ āĻļāĻŋāĻļ⧁āϟāĻžāϰ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāϰ āϞāĻŋāĻ¸ā§āĻŸā§‡ā§ˇ

āĻļāĻŋāĻļ⧁āϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡āχ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇⧎
āϕ⧇āω āϤāĻžāϕ⧇ āĻļā§‚āĻ¨ā§āϝ⧇ āϛ⧁āĻā§œā§‡ āĻĻāĻŋāϞ⧇āĻ“ āϏ⧇ āĻ–āĻŋāϞāĻ–āĻŋāϞ āĻ•āϰ⧇ āĻšāĻžāϏ⧇⧎ āϤāĻžāϰ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ, āϤāĻžāϕ⧇ āϛ⧁āĻā§œā§‡ āĻĻ⧇āĻ“ā§ŸāĻž āĻĻ⧁āĻŸā§‹ āĻšāĻžāϤāχ āĻĒā§œā§‡ āϝāĻžāĻ“ā§ŸāĻž āĻĨ⧇āϕ⧇ āϰāĻ•ā§āώāĻž āĻ•āϰāĻŦ⧇ āϤāĻžāϕ⧇⧎ āĻļāĻŋāĻļ⧁āϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡āχ āĻŦā§āϝāĻžāĻ™ā§āĻ—āĻŽāĻž āĻŦā§āϝāĻžāĻ™ā§āĻ—āĻŽā§€āϤ⧇ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰ⧇, āĻ āĻžāϕ⧁āĻŽāĻžāϰ āϕ⧋āϞ⧇ āϘ⧁āĻŽ āĻšā§‹āϖ⧇ āĻšāĻžāϰāĻŋā§Ÿā§‡ āϝāĻžā§Ÿ āϰ⧁āĻĒāĻ•āĻĨāĻžāϰ āϜāĻ—āϤ⧇⧎ āϰāĻžāϜāĻĒ⧁āĻ¤ā§āϰ āϰāĻžāϜāĻ•āĻ¨ā§āϝ⧇āϰ āϝ⧁āĻĻā§āϧāĻœā§Ÿā§‡ āϖ⧁āĻļāĻŋ āĻšā§Ÿ, āĻĻ⧈āĻ¤ā§āϝ āĻĻāĻžāύ⧋āϰ āĻ­ā§Ÿā§‡ āφāρāĻ•ā§œā§‡ āϧāϰ⧇ āφāρāϚāϞ⧎ āϤāĻžāϰ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ, āĻĒ⧃āĻĨāĻŋāĻŦā§€āϰ āϏāĻŽāĻ¸ā§āϤ āĻ­ā§Ÿā§‡āϰ āĻšā§‡ā§Ÿā§‡āĻ“ āĻĒāϰāĻŋāϚāĻŋāϤ āϐ āφāρāϚāϞ⧇āϰ āĻœā§‹āϰ āĻ…āύ⧇āĻ• āĻŦ⧇āĻļāĻŋ⧎ āϖ⧁āĻŦ āϏāĻšāĻœā§‡āχ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰ⧇ āϤāĻžāϰ āĻĻāĻžāĻĻāĻž āϛ⧋āϟāĻŦ⧇āϞāĻžā§Ÿ āϟāĻžāϰāϜāĻžāύ āĻ›āĻŋāϞ, āϤāĻžāϰ āĻ•āĻžāϕ⧁ āĻ…āϰāĻŖā§āϝāĻĻ⧇āĻŦ⧇āϰ āĻŦāĻ¨ā§āϧ⧁ āĻ›āĻŋāϞ⧎

āĻļāĻŋāĻļ⧁āϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡āχ āϏāĻžāϰāĻĒā§āϰāĻžāχāϜāĻĄā§ āĻšā§Ÿā§ˇ
āĻāĻ•āϟāĻž āϞāĻžāϞ āϟ⧁āĻ•āϟ⧁āϕ⧇ āϛ⧋āĻŸā§āϟ āϖ⧇āϞāύāĻž āϛ⧋āĻŸā§āϟ āĻŽāĻļāĻžāϰāĻŋāϰ āĻ“āĻĒāϰ āĻā§āϞāϤ⧇ āĻĻ⧇āĻ–āϞ⧇ āĻ…āĻŦāĻžāĻ• āύ⧟āύ⧇ āϤāĻžāĻ•āĻŋā§Ÿā§‡ āĻĨāĻžāϕ⧇⧎ āĻŦāĻžā§œāĻŋāϰ āĻĒā§‹āĻˇā§āϝāϟāĻžāϰ āύāĻžāύāĻžāύ āϕ⧀āĻ°ā§āϤāĻŋāĻ•āϞāĻžāĻĒ āϏ⧇ āĻ…āĻŦāĻžāĻ• āĻŦāĻŋāĻˇā§āĻŽā§Ÿā§‡ āωāĻĒāĻ­ā§‹āĻ— āĻ•āϰ⧇⧎ āĻŦāĻžāĻŦāĻžāϰ āĻ…āĻĢāĻŋāϏ āϝāĻžāĻ“ā§ŸāĻž, āĻŽāĻžā§Ÿā§‡āϰ āφāĻĻāϰ, āĻĻāĻžāĻĻ⧁āϰ āϚāĻļāĻŽāĻž, āĻ āĻžāĻŽā§āĻŽāĻžāϰ āφāϚāĻžāϰ⧇āϰ āĻŦ⧟āĻžāĻŽ, āĻ•āĻžāϕ⧁āϰ āĻ•ā§āϰāĻŋāϕ⧇āϟ āĻŦā§āϝāĻžāϟ, āĻ•āĻžāĻ•āĻŋāĻŽāĻžāϰ āϏāĻŋāρāĻĻ⧁āϰāĻ•ā§ŒāϟāĻž...āϏāĻŦ āĻāχ āϏāĻŦāĻ•āĻŋāϛ⧁āχ āϤāĻžāϰ āĻŦāĻŋāĻ¸ā§āĻŽā§ŸāϤāĻžāϞāĻŋāĻ•āĻžāϰ āĻŽāĻ§ā§āϝ⧇⧎

āĻļāĻŋāĻļ⧁āϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡āχ āĻ…āύ⧁āĻ•āϰāύ āĻĒā§āϰāĻŋ⧟ āĻšā§Ÿā§‡ āĻ“āϠ⧇⧎
āϕ⧋āĻŽāϰ āύ⧁āĻ‡ā§Ÿā§‡ āĻĻāĻžāĻĻ⧁ āĻšā§Ÿ, āϚāĻļāĻŽāĻž āĻšā§‹āϖ⧇ āĻĒāĻ¨ā§āĻĄāĻŋāϤāĻŽāĻļāĻžāχ āĻšā§Ÿ, āϭ⧌ āϭ⧌ āĻ•āϰ⧇ āĻĄāĻ—āĻŋ āĻšā§Ÿ, āĻšāĻžāϞ⧁āĻŽ āĻ—āĻ°ā§āϜāύ⧇ āĻŦāĻžāϘāĻŽāĻžāĻŽāĻž āĻšā§Ÿā§ˇ āĻ¸ā§āϕ⧁āϞ āĻŦ⧇āĻžā§āĻšā§‡ āĻ†ā§œāĻžāĻ†ā§œāĻŋ āĻŦāϏ⧇ āĻŸā§āϰ⧇āύ⧇āϰ āϚāĻžāϞāĻ• āĻšā§Ÿā§ˇ āĻ…āĻĢ āĻĒāĻŋāϰāĻŋ⧟āĻĄā§‡ āĻ¸ā§āϝāĻžāϰ⧇āϰ āĻšā§‡ā§ŸāĻžāϰ āĻŸā§‡āĻŦāĻŋāϞ⧇ āĻŦāϏ⧇ āĻŽāĻžāĻˇā§āϟāĻžāϰāĻŽāĻļāĻžāχ āĻšā§Ÿā§ˇ āϤāĻŋāύāĻŸā§‡ āϧāĻžāĻĒ āĻŦāĻžāĻ•āĻŋ āĻĨāĻžāĻ•āϤ⧇āχ āϏāĻŋāρ⧜āĻŋ āĻĨ⧇āϕ⧇ āĻŽā§‡āĻā§‡āϤ⧇ āĻāĻžāρāĻĒ āĻŽā§‡āϰ⧇ āĻ¸ā§āĻĒāĻžāχāĻĄāĻžāϰ āĻŽā§āϝāĻžāύ āĻšā§Ÿā§ˇ āĻāĻ• āϘ⧁āώāĻŋāϤ⧇ āϜāϞ⧇āϰ āĻ—ā§āϞāĻžāϏ āωāĻ˛ā§āĻŸā§‡ āĻ†ā§ŸāϰāύāĻŽā§āϝāĻžāύ āĻšā§Ÿā§ˇ āϤāĻžāϰ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ, āϏ⧇ āύāĻŋāĻœā§‡ āĻ—ā§āϝāĻžāϞāĻžāĻ•ā§āϏāĻŋāϰ āĻ—āĻžāĻ°ā§āĻĄāĻŋ⧟āĻžāύ⧎

āĻļāĻŋāĻļ⧁āϰ āĻ­āĻŦāĻŋāĻˇā§āϝāϤ āĻĒāϰāĻŋāĻ•āĻ˛ā§āĻĒāύāĻžāϗ⧁āϞ⧋ āϏāĻŦāϏāĻŽā§Ÿ āϤāĻžāϰ āϏāĻžāĻ§ā§āϝ⧇āϰ āĻŽāĻ§ā§āϝ⧇āχ āĻĨāĻžāϕ⧇⧎
āĻŦāĻžāρāĻļ⧇āϰ āĻ•āĻžā§āϚāĻŋ āφāϰ āύāĻžāχāϞāύ⧇āϰ āĻĻ⧜āĻŋ āĻšāĻžāϤ⧇ āϏ⧇ āĻ…āĻ°ā§āϜ⧁āύ āĻšā§Ÿā§‡ āĻ“āϠ⧇⧎ āĻŽā§‡āϞāĻž āĻĨ⧇āϕ⧇ āϕ⧇āύāĻž āĻ•āĻŽāϞāĻž āϰāϙ⧇āϰ āĻĒā§āϞāĻžāĻ¸ā§āϟāĻŋāϕ⧇āϰ āĻ—āĻĻāĻž āύāĻŋā§Ÿā§‡ āϏ⧇ āĻ•āĻ–āύāĻ“ āĻŦā§€āϰ āĻšāύ⧁āĻŽāĻžāύ, āĻĒāϰāĻ•ā§āώāύ⧇āχ āϛ⧋āϟāĻž āĻ­ā§€āĻŽā§ˇ āϏ⧇ āĻŦāĻžāϏ⧇āϰ āĻ•āĻ¨ā§āĻĄāĻžāĻ•ā§āϟāϰ āĻšāϤ⧇ āϚāĻžā§Ÿ, āĻŸā§āϰ⧇āύ⧇āϰ āĻĄā§āϰāĻžāχāĻ­āĻžāϰ āĻšāϤ⧇ āϚāĻžā§Ÿ, āĻĒā§āϞ⧇āύ⧇āϰ āĻĒāĻžāχāϞāϟ āĻšāϤ⧇ āϚāĻžā§Ÿā§ˇ āϏ⧇ āĻŦāĻžāĻŦāĻžāϰ āĻŽāϤ āĻ…āĻĢāĻŋāϏāĻžāϰ āĻšāϤ⧇ āϚāĻžā§Ÿ, āĻŽāĻžā§Ÿā§‡āϰ āĻŽāϤ āĻĒ⧁āϞāĻŋāĻļ āĻšāϤ⧇ āϚāĻžā§Ÿ, āĻ āĻžāϕ⧁āĻŽāĻžāϰ āĻŽāϤ āϟāĻŋāϚāĻžāϰ āĻšāϤ⧇ āϚāĻžā§Ÿā§ˇ āϏ⧇ āĻĻāĻ¸ā§āϝ⧁ āĻŽā§‹āĻšāύ āĻšā§Ÿā§‡ āϰāĻŽāĻžāϕ⧇ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžā§Ÿ āĻ­āϰāĻŋā§Ÿā§‡ āĻĻāĻŋāϤ⧇ āϚāĻžā§Ÿ, āϰāĻŦāĻŋāύāĻšā§āĻĄ āĻšā§Ÿā§‡ āϏāĻžāϧāĻžāϰāύ āĻŽāĻžāύ⧁āώ⧇āϰ āϏāĻžāĻšāĻžāϰāĻž āĻšāϤ⧇ āϚāĻžā§Ÿā§ˇ

āĻļāĻŋāĻļ⧁āϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡āχ āĻ…āĻ•ā§āϞ⧇āĻļ⧇ āĻ•āĻžāρāĻĻāϤ⧇ āĻĒāĻžāϰ⧇⧎ āĻĒāĻ›āĻ¨ā§āĻĻ⧇āϰ āϚāĻ•āϞ⧇āϟ āύāĻž āĻĒ⧇āϞ⧇ āĻ•āĻžāρāĻĻ⧇, āĻŦāĻžāĻŦāĻž āĻ…āĻĢāĻŋāϏ āĻĨ⧇āϕ⧇ āĻĢāĻŋāϰ⧇ āϕ⧋āϞ⧇ āύāĻž āĻ•āϰāϞ⧇ āĻ•āĻžāρāĻĻ⧇, āĻ…āĻ™ā§āϕ⧇ āϭ⧁āϞ āĻšāϞ⧇ āĻŽāĻž āϧāĻŽāĻ• āĻĻāĻŋāϞ⧇ āĻ•āĻžāρāĻĻ⧇⧎ āĻ—āĻ˛ā§āĻĒ⧇āϰ āϕ⧋āύ āĻĻ⧁āσāϖ⧇āϰ āϚāϰāĻŋāĻ¤ā§āϰ āϤāĻžāϕ⧇ āϝāϤāϟāĻž āϏāĻšāĻœā§‡ āĻ•āĻžāρāĻĻāĻžā§Ÿ, āĻ āĻŋāĻ• āϤāϤāϟāĻž āϏāĻšāĻœā§‡āχ āϏ⧇ āϕ⧇āρāĻĻ⧇ āĻ“āϠ⧇ āϖ⧇āϞāϤ⧇ āĻ—āĻŋā§Ÿā§‡ āϏāĻžāĻŽāĻžāĻ¨ā§āϝ āĻšā§‹āϟ āĻĒ⧇āϞ⧇⧎ āĻļāĻŋāĻļ⧁āϰāĻž āύāĻŋāĻœā§‡āϰ āĻĻ⧁āσāϖ⧇ āĻ•āĻžāρāĻĻ⧇, āϕ⧋āύ āϕ⧋āύ āϏāĻŽā§Ÿ āύāĻŋāĻœā§‡āϰ āĻĻ⧁āσāĻ– āϭ⧁āϞ⧇ āĻ…āĻĒāϰ⧇āϰ āĻĻ⧁āσāϖ⧇āĻ“ āϕ⧇āρāĻĻ⧇ āĻ“āϠ⧇⧎

āĻāχ āφāĻŽāϰāĻž āϝāĻžāϰāĻž āϏāĻšāĻœā§‡ āĻ•āĻžāρāĻĻāϤ⧇ āĻĒāĻžāϰāĻŋāύāĻž, āĻŦ⧁āϕ⧇āϰ āϭ⧇āϤāϰ āϝāĻ¨ā§āĻ¤ā§āϰāĻŖāĻžāϰ āĻ•ā§āώāϤ āφāϰ āĻŦā§āϝāĻžāĻĨāĻžāϰ āĻĒāĻžāĻšāĻžā§œ āϜāĻŽāĻž āϰāĻžāĻ–āĻŋ⧎ āφāĻŽāϰāĻž āϝāĻžāϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡ āĻšāĻžāϏāϤ⧇ āĻĒāĻžāϰāĻŋ āύāĻž, āĻ•āĻŦ⧇āχ āϭ⧁āϞ⧇ āϗ⧇āĻ›āĻŋ āĻšāĻžāϏāϤ⧇⧎ āφāĻŽāϰāĻž āϝāĻžāϰāĻž āφāϰ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāϤ⧇ āĻĒāĻžāϰāĻŋāύāĻž, āωāĻ˛ā§āĻŸā§‹āĻĻāĻŋāϕ⧇āϰ āĻŽāĻžāύ⧁āώāϟāĻž āϏāĻšāϜ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāϰ āĻšāĻžāϤ āĻŦāĻžā§œāĻŋā§Ÿā§‡ āĻĻāĻŋāϞ⧇āĻ“ āĻŽāύ⧇āϰ āĻŽāĻžāĻā§‡ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāϰ āĻĒāϰāĻŋāĻŦāĻ°ā§āϤ⧇ āϏāĻ¨ā§āĻĻ⧇āĻš āĻĻāĻžāύāĻž āĻŦāĻžāρāϧ⧇⧎ āφāĻŽāϰāĻž āϝāĻžāϰāĻž āĻāĻ–āύ āφāϰ āĻ•āĻžāωāϕ⧇ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰ⧇ āωāĻ āϤ⧇ āĻĒāĻžāϰāĻŋāύāĻž, āφāĻŽāĻžāĻĻ⧇āϰāϕ⧇ āϘāĻŋāϰ⧇ āϚāĻžāϰāĻŋāĻĻāĻŋāϕ⧇ āĻāĻ•āϟāĻž āĻ…āĻŦāĻŋāĻļā§āĻŦāĻžāϏ⧇āϰ āĻŦāĻžāϤāĻžāĻŦāϰāύ⧎ āύ⧇āϞāĻ•āĻžāϟāĻžāϰ āĻ•āĻŋāύāϤ⧇ āϗ⧇āϞ⧇āĻ“ āĻāĻ•ā§āϏāĻĒāĻžā§ŸāĻžāϰāĻŋ āĻĄā§‡āϟ āĻĻ⧇āϖ⧇ āύāĻŋāχ⧎ āĻ•āĻžāωāϕ⧇ āĻ…āύ⧁āĻ•āϰāύ āĻ•āϰāĻžāϰ āĻ•ā§āώāĻŽāϤāĻž āϝāĻžāĻĻ⧇āϰ āĻšāĻžāϰāĻŋā§Ÿā§‡ āϗ⧇āϛ⧇, āϏāĻŦāĻžāχāϕ⧇ āĻ­ā§€āώāĻŖ āĻŽā§‡āĻ•āĻŋ, āĻ­ā§€āώāĻŖ āĻĢ⧇āĻ• āĻŽāύ⧇ āĻšā§Ÿā§ˇ āĻŦ⧁āĻāϤ⧇ āĻĒāĻžāϰāĻŋ āĻšāĻžāϏāĻŋāĻŽā§āϖ⧇āϰ āĻ†ā§œāĻžāϞ⧇ āφāϏāϞ⧇ āĻāĻ• āĻāĻ•āϟāĻž āĻŽā§āĻ–ā§‹āĻļ āϘ⧁āϰ⧇ āĻŦā§‡ā§œāĻžāĻšā§āϛ⧇⧎ āφāĻŽāĻžāĻĻ⧇āϰ āϝāĻžāĻĻ⧇āϰ āϕ⧋āύ āĻ­āĻŦāĻŋāĻˇā§āĻ¯ā§Ž āĻĒāϰāĻŋāĻ•āĻ˛ā§āĻĒāύāĻž āύ⧇āχ, āϝāĻžāĻĻ⧇āϰ āφāϰ āĻŦ⧜ āĻšāĻ“ā§ŸāĻžāϰ āχāĻšā§āĻ›āĻžāχ āύ⧇āχ⧎

āϤāĻŦ⧁ āϝāĻžāϰāĻž āφāĻŽāĻžāĻĻ⧇āϰ āĻŽāϤ āύ⧟, āϝāĻžāϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡ āĻšāĻžāϏāϤ⧇ āĻĒāĻžāϰ⧇, āĻ­āĻžāϞ⧋āĻŦāĻžāϏāϤ⧇ āĻĒāĻžāϰ⧇, āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇, āϝāĻžāϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡ āĻ•āĻžāρāĻĻāϤ⧇ āĻĒāĻžāϰ⧇, āϝāĻžāϰāĻž āϖ⧁āĻŦ āϏāĻšāĻœā§‡ āφāύāĻ¨ā§āĻĻ⧇ āĻĨāĻžāϕ⧇, āϝāĻžāϰāĻž āĻœā§€āĻŦāύ⧇āϰ āĻĒā§āϰāϤāĻŋāϟāĻŋ āĻŽā§āĻšā§āĻ°ā§āϤ āϏāĻžāϰāĻĒā§āϰāĻžāχāĻœā§‡ āĻŦāĻžāρāĻšā§‡.

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11/11/2023

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25/08/2023
02/05/2023

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02/04/2023

āĻœā§€āĻŦāύ⧇āϰ āĻĒā§āϰāϤāĻŋāϟāĻŋ āĻŽā§āĻšā§‚āĻ°ā§āϤ āωāĻĒāĻ­ā§‹āĻ— āĻ•āϰāϤ⧇ āĻ­āĻžāϞ⧋ āϞāĻžāϗ⧇āĨ¤ āĻ­āĻžāϞ⧋ āϞāĻžāϗ⧇ āĻšā§āϝāĻžāϞ⧇āĻžā§āϜ āύāĻŋāϤ⧇āĨ¤ āĻ•āĻžāϜ āĻāĻ•āĻŽāĻžāĻ¤ā§āϰ āĻĒāϰāĻŋāϚāϝāĻŧāĨ¤

āĻļāĻ¤ā§āϰ⧁āĻĻ⧇āϰ āφāĻŽāĻŋ āĻļā§āϰāĻĻā§āϧāĻž āĻ•āϰāĻŋ āϤāĻŦ⧇ āĻŦāĻ¨ā§āϧ⧁āϰ āϏāĻžāĻœā§‡ āϝāĻžāϰāĻž āĻ•ā§āώāϤāĻŋ āĻ•āϰāĻžāϰ āĻŽāĻžāύāϏāĻŋāĻ•āϤāĻž āύāĻŋāϝāĻŧ⧇ āϚāϞ⧇ #āϤāĻžāĻĻ⧇āϰ_āϘ⧃āύāĻž āĻ•āϰāĻŋāĨ¤ āϏāĻšāĻœā§‡āχ āĻŽāĻžāύ⧁āώāϕ⧇ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰāĻŋ āĻāĻŦāĻ‚ āĻŦ⧁āϕ⧇ āĻŸā§‡āύ⧇ āύāĻŋāϝāĻŧ⧇ āĻĨāĻžāĻ•āĻŋāĨ¤ āϤāĻŦ⧇, āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āϝāĻžāϰāĻž āĻ­āĻžāϙ⧇ āϤāĻžāĻĻ⧇āϰ āĻļ⧇āώ āĻĒāϰāĻŋāĻŖāϤāĻŋ āĻĻ⧇āĻ–āĻžāϰ āϜāĻ¨ā§āϝ āĻ…āĻĒ⧇āĻ•ā§āώāĻž āĻ•āϰāĻŋ ( āĻ•āĻžāϰāĻŖ, āψāĻļā§āĻŦāϰ āϤāĻžāĻĻ⧇āϰ āϏāĻ āĻŋāĻ• āϏāĻŽāϝāĻŧ⧇ āĻŦāĻŋāϚāĻžāϰ āĻ•āϰāĻŦ⧇)āĨ¤ āĻļāĻžāĻ¨ā§āϤ āφāĻ›āĻŋ āĻŽāĻžāύ⧇ āϝāĻžāϰāĻž āĻ­āĻžāĻŦāϛ⧇ āĻĻ⧁āĻ°ā§āĻŦāϞāϤāĻž āϤāĻžāϰāĻž āϜāĻžāύ⧇ āύāĻž āĻļāĻžāĻ¨ā§āϤ āϝāĻ–āύ āĻ…āĻļāĻžāĻ¨ā§āϤ āĻšāϝāĻŧ āϤāĻ–āύ āϏ⧇āϟāĻž āĻāϰ āύāϝāĻŧ āĻŽāĻšāĻžāĻĒā§āϰāϞāϝāĻŧ āĻāϰ āχāĻ™ā§āĻ—āĻŋāϤāĨ¤ ( āĻ•āĻžāωāϕ⧇ āωāĻĻā§āĻĻ⧇āĻļā§āϝ āĻ•āϰ⧇ āύāϝāĻŧ āϤāĻŦ⧇ āϝ⧇ āϝ⧇āĻŽāύ āϖ⧁āĻļāĻŋ āύāĻŋāϤ⧇ āĻĒāĻžāϰ⧇āĨ¤ )

07/02/2023

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RESEARCH ON ABACUS LEARNING & ITS IMPACTYears of ‘Abacus Research’ and the heaps of ‘Abacus Data’ thus generated attract...
01/02/2023

RESEARCH ON ABACUS LEARNING & ITS IMPACT
Years of ‘Abacus Research’ and the heaps of ‘Abacus Data’ thus generated attracted the educationists and scientists equally. Probably, the reason could be its advent almost 3000 years back and the simplicity it provided to calculate the complex numerical needs of that generation. The magical speed and accuracy that an Abacus user showed became a subject of research for the scientists of the 20th century.

The Research on Abacus learning & its impact has shown that the abacus technology used for mental Abacus calculation has a positive effect on the development of the right brain. Initially, this idea was only a hypothesis.

The recent development of high-tech machinery has helped provide tangible research and support data to the above hypothesis. In this section, let us acquaint ourselves with the information available from the eminent researchers who studied the effects of abacus training on children. We can credit the study of the effects of Abacus training on the human brain to these 3 scholars and scientists, namely Dr. Toshio Hayashi, Prof. Shizuko Amaiwa and Ms. Kimiko Kawano.

Development of Human Brain
This cerebral neocortex does not fully function at the time of birth. This is why children grow up well in many aspects if they receive appropriate stimuli that develop the nerve cells in the neocortex.

Nerve cells in the neocortex consist of 14 billion sets of motor nerves and sensory nerves.

We can activate the nerve cells by providing “stimuli”.

Moving fingers and talking aloud lead to activation by providing appropriate stimuli in the large part of sensory to motor domains in the cerebral neocortex.

In this sense, starting abacus learning as young as possible is useful in activating the brains of young children.

If they come to like learning the abacus and move the beads on the abacus with fun, they will receive benefits from this experience. There is a key in making abacus-learning fun for young children so that they will grow to like itâ€Ļ. Dr. Toshio Hayashi, Doctor of Engineering Professor, Osaka Prefecture University, Director, Research Institute for Advanced Science and Technology (RIAST)

Development Of The Right Brain By The Abacus Method Of Mental Calculation
The human brain consists of the right brain and the left brain.

The Left Brain is also referred to as the digital brain. It controls reading and writing, calculation, and logical thinking. It controls three-dimensional sense, creativity, and artistic sense.

Right Brain & Dementia, we need to develop an education system that would train the students’ Right Brain first. In addition, it is also found that if one trains the right brain, it is less likely to get dementia.

In the abacus method of mental calculation, the learners manipulate abacus beads in their heads to carry out a calculation. This had led us to speculate that this operation was effective in training the right brain. Nowadays, it is called a Mental Math.

The development of cerebral physiology and machines accurately measure the amount of blood flow in the brain, recent studies have proven that the abacus method of Mental Calculation is extremely effective in activating the right brain.

Completion of abacus learning ensures mastery of the Mental Calculation.

Dr. Toshio Hayashi, Doctor of Engineering Professor, Osaka Prefecture University, Director, Research Institute for Advanced Science and Technology (RIAST)

The Improvement Of Numerical Memory
Abacus students are found to be superior in the accuracy of their memory and the number of digits they are able to memorize when compared with non-abacus learners of the same age. This is because abacus students place numbers on the abacus image in their heads as they mentally calculate with the abacus method. The retention of the numbers is certain.

Ms. Shizuko Amaiwa, Professor, Shinshu University, Faculty of Education.

To acquire the ability to calculate rapidly and accurately and to calculate mentally.

One of the advantages of the abacus training is that learners can calculate simple mathematical problems rapidly and accurately. In addition, they acquire the ability to do mental calculation utilizing the abacus image, which allows quick calculation without actually using the abacus.

These characteristics show positive ripple effects on the solution of various mathematical problems. On the other hand, the Non-Abacus learners' calculation methods become fixed, and the students tend to lack flexibility in thinking out innovative ways to solve problemsâ€Ļ

â€Ļsome measures must be taken to keep the learners from being bored since the repetition of simple procedures is often accompanied by boredomâ€Ļ

Ms. Shizuko Amaiwa, Professor, Shinshu University, Faculty of Education

Verbal Thinking And Image Processing (Visualization)
Usually, ordinary people calculate in their mind using inner voice, as in one hundred minus 7 is 93â€Ļ

What is important is that the ability to visualize can be put to use for other subjects and behaviorsâ€Ļ

The ability developed by abacas can be used effectively in different ways.
.for the beginners, abacus learning is useful to easily grasp images in addition and subtraction problems, because the beads are moving in front of their eyes. It also allows understanding the decimal systemâ€Ļ

Ms. Kimiko Kawano, Researcher, Nippon Medical School, Center for Informatics and Sciences

Source: http://www.shuzan.jp/english/brain/brain.html

Why Did Mastermind Step Into Abacus Education?
Realizing the need of the hour, Mastermind soon stepped into providing abacus education solutions to children through its exclusive Abacus Training Programs.

Our team of experts during live research while conducting ‘Abacus Trials,’ concluded that the entire abacus training system had various flaws. To name a few:

1. Variant calculating systems in schools and abacus classes.

2. Monotonous methods of teaching.

3. Lack of interest among students beyond the third level etc.

The above only resulted in students opting out of the abacus training program mid-way. Hardly 10 % of students actually graduated through all 8 levels.

Mastermind through its vast network of Abacus franchisee across the world serves a large number of students, which is increasing every hour. For its quality services and educational solutions, the company has gained immense appreciation from the education fraternity.

A Glimpse Of Our Development
To ensure superior Abacus Learning programs for students, Mastermind Abacus has developed techniques syncing with the latest technology keeping intact the sanctity of the Abacus Method. Our developed techniques understand the child’s psychology, so as to give them a joyful experience through the 2 and a half years of Abacus training. Our program overcomes flaws that were encountered with the available Abacus Training Systems. Here is a brief description of our developments:

1. Mastermind Abacus School Curriculum Based Calculating Systems: All Abacus programs widely follow the same pattern in which the calculations are done left to right whereas, the schools teach calculations from right to left. This creates a conflict, making it difficult for children to adapt to the varying patterns.

Our Abacus program (unlike the other abacus companies) has been developed in synchronization with the methods taught in schools. We do not believe in complicating the subject by confusing the child; rather make it simplified and friendly.

2. Mastermind Abacus Speed Building Software (Online Abacus Game): Professor of Shinshu University has stated that certain measures should be taken while training kids on an abacus as the repetition of simple methods are accompanied by boredom.

The above finding seems to be true as the Abacus course is designed for the duration of 2 to 2.5 Years, during which the children have to keep practicing regularly that makes it repetitive, ultimately resulting in dropouts. Whereas, our Speed Building Software, a game based video program promotes the regular practice as it is perceived by the trainees more as a video game than study. This does not allow monotony to creep in. Hence, dropouts are rare with Mastermind Abacus.

Dr. Toshio Hayashi, Professor, Osaka Prefecture University, Director, Research Institute for Advanced Science and Technology (RIAST), also suggests that if children come to like learning the abacus and move the beads on the abacus with fun, they will receive benefits from this experience.

Our software has been designed specifically to promote practicing abacus. It creates an environment of playing a video game, without making the child realize that he/she is actually solving complex abacus problems.

3. Mastermind Abacus Virtual Abacus: We found the need of a ready assistant which can be available as and when required to help the students as well as the teachers. A virtual assistant that can guide through the steps of solving the sums with step by step bead movement if the student or the teacher is stuck at some numerical. This led our development team in inventing a unique tool, The Virtual Abacus.

Virtual Abacus is a digital Abacus instrument in which you can put a sum and it guides you through step wise solution of the same showing bead movements of every step. This tool is very helpful for assisting both the students and teachers when no one is around to physically guide them.

4. Mastermind Live Abacus E-Learning Platform: Till the beginning of 2020, Abacus learning was considered as an offline program with teachers taking physical classes at their centers, requiring both the students and the teacher to move out of their homes. An additional investment towards infrastructure, furnishing and monthly overhead rental was a necessity for starting and conducting Abacus classes with student enrollment from a restricted surrounding area. Year 2020 brought with it the Covid 19 pandemic which anchored both students and teachers at home. This restriction actually gave birth to the idea of developing an abacus classroom which thrashed all the limitations and offering a global classroom in which both the teacher and students can join the class from the convenience of their homes.

Our IT team in coordination with the Training and Marketing team have successfully created the Hi-tech online Platform for Abacus teaching and learning. It is comprehensive Platform that enables an Abacus teacher to teach students from remote. This has given a flip to the volume of business that can be generated as there are no geographical limitations. It also gives multi lingual option in most popular languages of the world.

While a teacher teaches from his home, the students too can learn abacus from the confines and comfort of their home.

The system allows the teacher to assign Homework, conduct online exams, real time evaluation along with well planned lessons to teach mental math and oral math to the students.

The entire learning process is based on pre-recorded learning videos and game based video games for practice. The practice lessons are planned to give the feel of interesting video games where students have to solve sums to cross hurdles and earn points.

The system also allows a teacher to constantly keep a vigil on the students through the video conferencing option. This also allows the student to converse with the teacher if need be.

The system gives a complete ERP system to the teacher to manage the integrities of the business in terms of financial and marketing management.

01/02/2023

WHAT IS ABACUS MENTAL MATH?
To understand What is Abacus Mental Math? let us first understand

What Is An Abacus?
Abacus is an ancient calculating device, invented about 3000 years ago and used then for calculating numbers through the Basic Arithmetic System.
Abacus gained popularity worldwide once scholars scientifically studied the effects of Abacus training. In addition to making math learning easy, it showed positive effects on the development of the child's brain.

The Abacus training system is now an accepted 'Holistic Brain Development System'.
With students exhibiting mesmerizing Mental Math skills at great speed and accuracy, acceptance of the Abacus strengthened further.
Studies also confirmed that the effect of abacus training was best seen in kids between 5 to 14 years of age.

Functions of Abacus:
One can perform Basic operations like Addition, Subtraction, Multiplication and Division on an Abacus instrument. Decimal places & calculating sums having negative numbers are also possible.

Advantages of learning Abacus:
"Starting abacus learning at a very young age, is useful in activating the brain of kids," says Dr Toshio Hayashi, former Director, Research Institute for Advanced Science and Technology.
When children work on an abacus, they use both hands to move the beads. This use of both hands activates the sensors of the brain.
It facilitates "The whole-brain" functioning and helps in added intellect.

To summarize the benefits of learning Abacus, It
- develops visualization skills.
- enhances the level of concentration.
- enables logical thinking and reasoning.
- develops a Photographic memory & flawless recall.
With these benefits, abacus learners scored higher than non-abacus learners. They show overall improved performance in their academics.

What is Mental Math?
Mental Math is the ability to Solve a mathematical sum with speed and accuracy without the help of any tools like a calculator or computer.
The Abacus Training develops the ability to visualize the Abacus tool and move the beads logically on it.
Students recall the final bead position due to their photographic memory and solve the sums mentally.
When a student trained in Abacus exhibits their mental mathematical skills, the child is said to be doing Abacus Mental Maths.

Student In Action
MAKE YOUR CHOICE, JOIN OFFLINE OR ONLINE ABACUS CLASS

01/02/2023

HISTORY OF ABACUS ITS JOURNEY FROM A MANUAL CALCULATOR TO A BRAIN DEVELOPMENT TOOL
If we were to understand the modern Abacus, we have to understand the history of Abacus, its journey from a manual calculator to a brain development tool. The word Abacus comes from a Greek word ‘abax’ or ‘abakon’ meaning ‘tabular form’, possibly derived from a Semitic word ‘abq’ or ‘sand’. It is the most primitive form of calculating or counting device. The Abacus origin is not exactly established. It probably was invented somewhere between 300 and 500 BC.

The ancient Abacus calculating devices or the Abacus Calculators have traveled a long way and have transitioned in the process of travel through different countries. The study of the history of Abacus indicates that Suanpan the Chinese abacus had 2/5 decks, but due to its complexity was replaced by Soroban abacus, a Japanese abacus, that was modified by a famous mathematician Seki Kowa. He removed one bead each from upper and lower decks to make it 1/4 decks, i.e., the abacus we use today, the Soroban abacus, this revolutionized Abacus Math as it did help count large numbers.

It gained popularity with the whole World competing on a common platform after Globalization. It had an impact on the education system of different nations. Today no one asks the question, ‘what is an Abacus?’

Although Abacus is a simple counting tool it enhances the overall comprehension of Math and Boosts better and faster calculation skills and improves problem-solving abilities. It would be easy to say abacus training become an essential element of learning Mental Math.

Experience Amalgamation Of Ancient Abacus With Latest Teaching Methodology.

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BK-342, BK BLOCK, SALTLAKE, SECTOR-2, KOLKATA
Salt Lake City
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