DE102013005224B4 - Numbers teaching aid - Google Patents

Abstract

Number teaching aid with parallel rods (10) arranged in one plane, on which rotatable similar bodies (11) are arranged, which have different markings on flat sides, the rods (10) end in cheeks (5,6) of a frame (2). ) are arranged axially immovably, for which purpose the bodies (11) are spaced evenly vertically by spacer sleeves (12) and that a locking device is provided for each body, which leaves only one of the flat sides of the locked body visible.

Description

The invention relates to a number teaching aid with similar bodies that can be rotated on rods and have different markings.

In contrast to the many well-known forms of the abacus, in which differently colored beads are regularly arranged on horizontally running wires or rods so that they can be moved DE 88 04 101 U1 , DE 16 05 218 U , U.S. 1,233,544 A or US 422 612 A horizontally slidable marked bodies. Numbers and mathematical operators allow you to perform simple calculations. However, the mobility of the bodies requires exact settings that are unsuitable for children's hands.

From the U.S. 5,423,682 A a displaceable arrangement of bodies on rods is known, but the device explained there can only be used in a horizontal position, for example lying on a table. It is unsuitable for vertical use, since the bodies there, which can be moved on rods and carry digits, would always be in a lowest position when used vertically. In addition, the bodies there are not rotatable due to the provision of a rear wall.

From the DE 19 72 729 U a number teaching aid is known with parallel rods arranged in one plane, which are held at the end in cheeks of a frame. Bodies of the same type, which have different markings, are arranged on the rods in a rotatable and displaceable manner. Similar U.S. 5,423,682 A more suitable for use in a horizontal position, the rods have a different number of bodies.

The number teaching aid explained below is an arithmetic aid that clearly shows children, for example in pre-school and/or elementary school as well as in private lessons, the world of real numbers with the help of visual and haptic stimuli for their learning process.

This technical problem is solved in a number teaching aid of the type mentioned by the measures of claim 1.

One measure provides that a large number of bodies provided with digits or mathematical operators as markings are arranged uniformly in a matrix, with the same number of bodies being arranged axially immovably on vertical rods and the rods being arranged parallel in one plane.

In a front view, this results in an arrangement of the bodies in a rectangle, preferably in a square, with bodies arranged uniformly in rows and columns. Correspondingly, a large number of digits and preferably simple arithmetic operations can be represented in the rows and columns.

Preferably, the bodies are arranged in a square matrix, in which case a square root number of bodies are arranged on a vertical bar and the bars are provided in a square root number. To introduce children to the world of numbers, it makes sense to limit the matrix to 10 x 10 bodies and thus limit it to a maximum of 100 digits. In such a matrix of 10×10 bodies, the digits 1 to 100 and the digits of the simple multiplication tables can then be represented numerically.

Expediently, in the structural design, the ends of the rods are held in the cheeks of a frame. This gives the teaching aid sufficient stability for use by elementary school or preschool children. In addition, it can also be provided that the frame is provided with a foot or feet so that the teaching aid can be placed clearly visible, for example on a desk or a table in front of a class. Since a certain size of the teaching aid is required for such demonstration purposes, the feet can expediently be releasably fixed to the frame, so that simple, space-saving transport is provided on the one hand and the number teaching aid stands securely on the other.

In the number teaching aid according to the invention it is provided that one flat side of the body is provided with one of the numbers 1 to 100, the flat sides of the body of a first row or column being continuously provided with the numbers 1 to 10, to which the other digits on the flat sides of the other bodies then continue in rows or columns.

In a front view, if the numbering is in rows, the numbers in an expediently top line are from 1 to 10, below them from 11 to 20, etc. to the last, bottom line with the digits 91 to 100.

Alternatively, the digits can also be arranged in columns, for example in the first column from top to bottom the digits 1 to 10, in the second column from top to bottom the digits 11 to 20 etc.

The restriction to the digits 1 to 100 on the flat sides of the 100 bodies arranged in the square matrix not only gives an overview of the numerical progression, but also explains the decimal system.

Irrespective of the selected arrangement, the results of the arithmetic operations of addition and subtraction can then be read off in digits by counting in columns or rows.

Alternatively or, if at least two flat sides of the body are then provided, in a further development of the invention it is provided that the flat sides of the body are provided with the numbers of the multiplication table in rows and columns.

In a matrix of this type, counting in columns and/or rows within a numerical sequence of the simple multiplication table, arithmetic operations of multiplication and division can also be explained. If the multiplication table is completely represented in the matrix, the results of multiplying two numbers at the intersection of a vertical and a horizontal line can be read through the bodies representing these numbers, or the results of dividing two numbers in the opposite way.

Furthermore, the complete with the numbers of the small multiplication tables, with a 1 on the top left, the 100 on the bottom right and a regular sequence of numbers, shows the square numbers from 1 to 10 on a diagonal from 1 to 100. The result of the square root can be, like, the above read as a divisor in the top line or in the first column. Conversely, the square result of two numbers can be read off the diagonal from 1 to 100. Furthermore, the squares spanned by the square numbers contain exactly the number of bodies that correspond to the square numbers.

Arithmetic operations can also be shown on other flat sides of the body, with particular attention being paid to the clarification of simple axioms of the four basic arithmetic operations, which show their mathematical relationships through the possibility of exchanging and interchanging the numbers.

In the case of the bodies, other flat sides that are provided with empty spaces or a colored or pictorial design are also suitable for a memory game in connection with the other flat sides that have the numbers 1 to 100.

In a structural configuration, it is therefore preferred that the bodies have two flat sides, each of which has a number as a marking, that a third flat side has a mathematical operator, a number or a blank space, and that a fourth flat side has a blank space.

The bodies can be formed, for example, by spheres whose poles are expediently flattened, which can then be provided with digits, operators, empty spaces or a colored or pictorial design. In the case of spheres, it is also advisable to provide only one of the number variants and the back as an empty space or with a colored or pictorial design. A further alternative is a three-surface variant, for example with the numbers 1 to 100, the numbers of the small multiplication table and a blank space or a colored or pictorial design.

However, it is preferred that the bodies are cuboid, in particular cube-shaped. However, the edges can certainly be broken.

Consequently, with such bodies, four flat sides are available in a simple manner for the representation of digits and operators. In addition, at least one flat side can remain free of a marking or be provided with a colored or pictorial design.

The four basic arithmetic operations and squaring and root extraction up to the number 100 can then be represented with restrictions in combination with the flat sides covered with numbers.

The combination of the flat sides with an empty space and the flat sides with the numbers 1 to 100 is a good introductory aid to the system of the little tables.

If a flat side is provided with a colored or pictorial design, this can be used for a memory game, in particular in combination with the flat sides having the numbers 1 to 100.

The digits of the number series 1 to 100 or of the simple multiplication table and the axioms of basic arithmetic are shown in the same color on the corresponding flat sides, but in different colors from the other flat sides, so that the different colors give the children an additional orientation aid.

The production of the number teaching aid according to the invention from solid wood is also suitable for children, which also makes it safe and stable Storage of the bars can be ensured in the frame.

• 1: die Frontansicht auf ein Zahlen-Lehrmittel nach der Erfindung, wiedergebend die Ziffern 1 bis 100 in einer Matrix von 10 x 10 Körpern,
• 2: in Reihen und Zeilen das kleine Einmaleins,
• 3: anhand von Rechenbeispielen wesentliche Axiome der vier Grundrechenarten,
• 4: eine Seitenansicht des Zahlen-Lehrmittels gern. Pfeil IV in 1,
• 5: in einer Frontansicht die Varianten eines mit einer Markierung versehen Körpers in Form einer Kreisscheibe und, wie andeutungsweise gezeigt, in Kugelform,
• 6: eine Draufsicht,
• 7: in einer Frontansicht eine weitere Variante eines mit einer Markierung versehen Körpers in Form eines regelmäßigen dreiseitigen Prismas,
• 8: eine Draufsicht,
• 9: in einer Frontansicht eine weitere Variante eines mit einer Markierung versehenen Körpers in Form eines Würfels und
• 10: eine Draufsicht.

The essence of the invention is explained in more detail with reference to the drawing, in which only exemplary embodiments are shown. In the drawing shows:

• 1 : the front view of a number teaching aid according to the invention, showing the digits 1 to 100 in a matrix of 10 x 10 bodies,
• 2 : in rows and lines the little multiplication table,
• 3 : essential axioms of the four basic arithmetic operations based on calculation examples,
• 4 : a side view of the number teaching aid. Arrow IV in 1 ,
• 5 : in a front view the variants of a marked body in the form of a circular disc and, as indicated, in the form of a sphere,
• 6 : a top view,
• 7 : in a front view another variant of a marked body in the form of a regular three-sided prism,
• 8th : a top view,
• 9 : in a front view another variant of a marked body in the form of a cube and
• 10 : a top view.

That in the drawing in the 1 until 4 reproduced numbers teaching aid 1 has a stable frame 2, which can be placed vertically on feet 3.4.

Preferably, the frame 2 as well as the feet 3.4 are made of solid wood and the feet 3.4 can be removed from the lower cheek 5, for example pinned or tenoned to it, so that space-saving transport is made possible.

The upper cheek 6 carries a handle 7, the lateral bevels 8.9 of which give a roof-like impression, so that the teaching aid according to the invention is often referred to as a number house.

In the exemplary embodiment, ten rods 10 are provided between the cheeks 5, 6, lying in one plane, cf. 4 , on each of which ten bodies 11 are rotatable, but axially immovable, but axially equidistant, ie in a regular matrix of 10 x 10 bodies 11, are fixed.

For this purpose, the body 11, here in the form of a cube, is provided with central openings, through the axis of which runs a rod 10, on which spacer sleeves 12 are fastened between the equally sized spaces between the bodies, which allow each body 11 to be rotated horizontally in any direction. A mechanical solution so that only one of the flat sides can be seen can be achieved using a locking device.

Various other constructions of bodies which are rotatably mounted on a rod and which are axially non-displaceable are also possible.

I like the arrangement. 1 digits from 1 to 100 are in rows of decades, with the first decade in the top row.

Alternatively, an arrangement in columns is also conceivable, in which case preferably in a first, in 1 left column, the first decade would be seen on the flat sides of the body 11 from top to bottom.

Beginning with the flat sides on which the empty spaces are and twisting them in various sequences to the decimal system on the flat sides with the numbers from 1 - 100, the children should learn to recognize and understand the numbers from 1 to 100 in the decade system with optical and haptic support.

2 shows the multiplication table arranged in rows on another flat side of the bodies 11. Learning the multiplication table by heart is still compulsory in elementary school. Foreshadowing according to 2 of the entire multiplication table is intended to lead to a better understanding of these sequences of numbers. In addition, the square numbers in the diagonal from 1 to 100 can be taken from the view. Furthermore, as explained above, arithmetic operations of multiplication, division and squaring as well as taking the square root are possible.

A third flat side of the body 11 shows various arithmetic operations, cf. 3 , and in addition to the axiomatic relationships in subtraction and division, the commutative law of addition in the second row according to arrow 13 or that of multiplication according to arrow 14 can also be shown using one example each.

The fourth flat side of the body 11, which is cube-shaped here, remains without markings or has a colored or pictorial design.

Beginning with the flat sides, which are provided with empty spaces, by twisting the bodies 11 in various sequences until the numbers 1 to 100 are represented, the children should learn to recognize and understand the numbers 1 to 100 in the decade system with optical and physical support or learn that Small multiplication tables.

In order to simplify the use of the number teaching aid 1, the digits on the flat sides that belong together are of the same color, but have a different color than the other flat sides.

Based on 5 and 6 Variants of a body 15 provided here with a number 33 as a marking are explained further.

The body 15 is rotatably mounted on a rod 16 and similar bodies 15 are spaced evenly vertically by spacer sleeves 17,18. The body 15 can be designed as a solid sphere, like in the top view. 6 shown in dotted lines. Exact positioning of the pages provided with markings can be achieved, for example, by a latching device. Also, the areas of the marked poles may be flattened.

A disc-shaped body 15 has only two flat sides, for a rotatable mounting on the rod 16 of sufficient thickness, in 6 represented by the solid line. These two flat sides offer the possibility of inscribing the numbers from 1 to 100 on one side and the numbers of the simple multiplication table on the second side, or alternatively they can be provided with a colored or pictorial design for a memory game.

For bodies 19 with three sides, a regular three-sided prism is preferred, cf. 7 and 8th , so that a regular new image of the flat sides is given in a front view of the number teaching aid when all bodies are rotated in the same direction by 120°.

This regular three-sided prism lends itself to writing the numbers from 1 to 100 and the simple multiplication tables, while the third flat sides remain as blank areas or alternatively are provided with colored or pictorial designs. Alternatively, it is also possible to mark one of the two aforementioned number flat sides and one with the axioms of basic arithmetic operations, which are then supplemented with the flat sides with empty spaces or with colored or figurative designs.

In the case of such prismatic bodies 19, their axis of rotation 20 is perpendicular to the center point of the inner circle 21 of the triangular base area of the body 19.

• - eine Flachseite mit den Zahlen 1-100 oder des Kleines Einmaleins und restliche drei Flachseiten als Leerflächen oder zwei Flachseiten mit Leerflächen und eine der Flachseite mit farbiger oder figürlicher Ausgestaltung,
• - eine Flachseite mit den Zahlen von 1 - 100 oder des Kleines Einmaleins und zwei Flachseiten mit Leerflächen oder einer Flachseite mit Leerflächen und einer weiteren Flachseite mit farbiger oder figürlicher Ausgestaltung und der vierten Seite mit den Markierungen für die Axiomen der vier Grundrechenarten,
• - zwei Flachseiten mit den Zahlen von 1 - 100 und des Kleines Einmaleins und zwei Flachseiten mit Leerflächen oder mit einer Flachseite mit Leerflächen und einer Flachseiten mit farbige oder figürliche Ausgestaltung oder
• - zwei Flachseiten mit den Zahlen von 1 - 100 und des Kleinen Einmaleins mit zusätzlicher Flachseite mit den Markierungen für die Axiome der vier Grundrechenarten und einer Flachseiten mit Leerflächen oder einer Flachseite mit farbiger oder figürlicher Ausgestaltung.

Variants with quadrilateral bodies (22) like to 9 and 10 in the form of a cube or cuboid offer the following variants of markings on the flat sides thanks to the four sides:

• - one flat side with the numbers 1-100 or the small multiplication table and the remaining three flat sides as empty spaces or two flat sides with empty spaces and one of the flat side with a colored or figurative design,
• - one flat side with the numbers 1 - 100 or the multiplication table and two flat sides with blank spaces or one flat side with blank spaces and another flat side with colored or figurative design and the fourth side with the markings for the axioms of the four basic arithmetic operations,
• - two flat sides with the numbers from 1 - 100 and the multiplication tables and two flat sides with blank spaces or with one flat side with blank spaces and one flat side with colored or figurative design or
• - Two flat sides with the numbers from 1 - 100 and the small multiplication table with an additional flat side with the markings for the axioms of the four basic arithmetic operations and one flat side with empty spaces or one flat side with a colored or figurative design.

Reference List

1

Numbers Teaching Center

2

Frame

3

Foot

4

Foot

5

cheek

6

cheek

7

handle

8th

bevel

9

bevel

10

Rod

11

Body

12

spacer sleeve

13

Arrow

14

Arrow

15

Body

16

Rod

17

spacer sleeve

18

spacer sleeve

19

Body

20

axis of rotation

21

inner circle

22

Body

Claims (9)

Number teaching aid with parallel rods (10) arranged in one plane, on which rotatable similar bodies (11) are arranged, which have different markings on flat sides, the rods (10) end in cheeks (5,6) of a frame (2 ) . ) are arranged axially immovably, for which purpose the bodies (11) are spaced evenly vertically by spacer sleeves (12) and that a locking device is provided for each body, which leaves only one of the flat sides of the locked body visible. Numbers teaching aids claim 1 characterized in that the bodies (11) are arranged in a square matrix with a square root number of bodies (11) arranged on a vertical rod (10) and the rods (10) being provided in a square root number are. Teaching aid according to one or more of the preceding claims, characterized in that the matrix has 10 x 10 bodies (11). Teaching aids according to one or more of the claims 3 until 4 , characterized in that one flat side of the body (11) is provided with one of the numbers 1 to 100, the flat sides of the body (11) of a first row or column being continuously provided with the numbers 1 to 10, to which the further digits on the flat sides of the further bodies (11) then continue in rows or columns. Teaching aids according to one or more of the claims 3 until 5 , characterized in that further flat sides of the bodies (11) are provided with the numbers of the multiplication tables in rows and columns. Teaching aid according to one or more of the preceding claims, characterized in that arithmetic operations are shown on further flat sides of the bodies (11). Teaching aid according to one or more of the preceding claims, characterized in that further flat sides of the bodies have empty areas or are provided with colored or pictorial designs. Teaching aid according to one or more of the preceding claims, characterized in that the bodies (11) have two flat sides, each of which has a number as a marking, that a third flat side has a mathematical operator, a number or a blank space, and that a fourth flat side has a has empty space or has a colored or pictorial design. Teaching aid according to one or more of the preceding claims, characterized in that the bodies are in the form of cubes, cuboids, spheres or disks or are designed as a regular three-sided prism.

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