ES1118305U - Didactic cube (Machine-translation by Google Translate, not legally binding) - Google Patents

Abstract

Didactic cube characterized because it consists of twelve equal tubes and strung in an elastic thread, which holds them together thus forming a flexible cube. (Machine-translation by Google Translate, not legally binding)

Description

DESCRIPTION

Teaching cube

Technical sector 5

The present invention relates to a didactic material for teaching geometry with a cube that is transformed by manipulating it into different geometric figures.

State of the art 10

In the didactic materials currently used for the teaching of geometry, the figures have rigid or articulated vertices with reduced mobility, which makes them very versatile for their transformation into different polygons and geometric bodies.

Some of the teaching materials currently used are: 15

a) The geoplanes, which consist of a generally square, squared board, in which a nail has been introduced at each vertex, which protrudes from the surface. The size of the board is variable and is determined by a number of grids. On the base are colored elastic bands that are fastened on the nails forming the 20 geometric figures that are desired.

b) Geometric puzzles, such as tangram, a very old Chinese game, which consists of forming silhouettes of figures with the seven pieces given without overlapping them.

c) Cut-out geometric figures for obtaining geometric bodies 25 through their development.

d) Obtaining geometric figures by origami.

e) Sets of construction of geometric shapes, of which there are two types: those composed of rods and rigid pieces for joining the rods, and those composed of pieces that fit together. In these construction sets, the joining of the pieces is usually done by simple stacking, by means of a snap, or by using auxiliary joining pieces.

All these teaching materials have the limitation of the stiffness or poor mobility of their vertices, which reduces their versatility for transformation into different geometric shapes from a given one. 35

Object of the invention: technical problem - proposed solution

Therefore, the present invention aims to present a didactic material whose vertices are endowed with a mobility that allows, from the manipulation of a given geometric figure, to obtain different ones. This is achieved with 12 tubes strung with an elastic thread and intertwined to form a cube. The manipulation of this cube allows to obtain a variety of polygons and geometric bodies. The fact of being able to easily manipulate this material to move from one geometric figure to another, helps to develop the spatial conception of its users, as well as their imagination and creativity, achieving a significant learning of geometry.

Detailed description of the invention

It is about stringing the elastic thread in the 12 tubes and interlacing them until a cube is obtained. One of the possible ways of doing so is according to the instructions 15 sequenced in the attached figures 1 to 8:

1st. Four tubes are inserted into the thread. (Figure 1)

2nd. The first square is formed, passing one end of the thread through the last tube of the other end. (Figure 2)

3rd. A tube is inserted at one end and two at the other. (Figure 3) 20

4th. The second square is formed, passing the end of the thread that has a tube through the last tube of the other end. (Figure 4)

5th. A tube is inserted at one end and two at the other. (Figure 5)

6th. The third square is formed, passing the end of the thread that has a tube through the last tube of the other end. (Figure 6) 25

7th. A tube is inserted at each end, we pass it through the indicated tube of the first square and make a knot. (Figure 7)

8th. Cube. (Figure 8)

This cube has many utilities:

 Encourages interest and meaningful learning of geometry. 30

 It improves the attitude towards mathematics, avoiding blockages, since when manipulating it is visualized.

 It favors the spatial conception, because in one figure you can also see others.

 Develop imagination and creativity as there are different ways to form a figure.

 Generates trial and error dynamics.

 Help verbalize the reasoning.

 Power teamwork. 5

Once the cube is obtained, it can be manipulated in different ways to obtain different geometric figures:

a) Regular hexagon: join two vertices opposite a diagonal of the cube. 1 hexagon, 6 trapezoids, 6 rhombuses or 6 triangles are displayed. (Figure 9)

b) Irregular hexagon: move the upper center by superimposing part of the 10 spokes. 1 hexagon, 4 trapezoids, 6 rhombuses or 4 triangles are displayed. (Figure 10)

c) Trapezoid: fold the hexagon in half. 1 trapezoid, 2 rhombuses or 3 triangles are displayed. (Figure 11)

d) Rhombus from the trapezoid (figure 11): fold the trapezoid through an inner edge 15. 1 rhombus or 2 triangles are displayed. (Figure 12)

e) Regular triangle: fold the rhombus through the inside edge. 1 triangle is displayed. (Figure 13)

f) Rectangle from the hexagon (figure 9): fully stretch two opposite sides of the hexagon. 1 rectangle or 2 squares are displayed. (Figure 20 14)

g) Irregular hexagon from the rectangle (figure 14): move two sides by changing the angle. 1 convex irregular hexagon or 2 rhombuses are displayed. (Figure 15)

h) Rhomboid: stretch the rectangle by two of its opposite vertices. 1 rhomboid is visualized, which can be modified by varying its angles, by stretching two opposite vertices or 2 rhombuses. (Figure 16)

i) Rhombus from the rhomboid (figure 16): fold the rhomboid through the inside edge. 1 rhombus is displayed that can be modified by varying its angles, by stretching two opposite vertices. (Figure 17) 30

j) Square: fold the rectangle along the inside edge. 1 square is displayed. (Figure 18)

k) Cube from the hexagon (figure 9): raise a central point of the hexagon, directing it until the four lateral edges are perpendicular to the base. (Figure 8) 35

l) Tetrahedron from the trapezoid (figure 11): raise up to join, the vertices of the greater side. (Figure 19)

m) Regular pyramid with square base and side faces triangles. (Figure 20) It can be obtained in several ways. From the hexagon (figure 9) joining two alternate vertices to superimpose two triangles and then join 5 other two alternate vertices to superimpose three triangles, the center of the hexagon will be the apex of the pyramid. Also starting from the rhombus (figure 17) and separating two vertices that are superimposed. Another way is with the trapezoid (figure 11) by joining one vertex of the major side with another of the minor side and then separating the vertices that are superimposed. 10

n) Irregular hexahedron with equal equilateral triangles faces from the quadrangular pyramid (figure 20): separate the vertex, with two joined triangles, and join it to the adjacent vertex. (Figure 21)

o) Tetrapod with twelve faces isosceles triangles from the hexagon (figure 9): raise the upper center quite a bit and the lower center a little, to achieve four equal ends. (Figure 22)

p) Segment from the cube (figure 8): stretch a vertex upwards. (Figure 23)

q) Drying segments including perpendicular from the tetrapod (figure 22): join the edges of each end. (Figure 24) 20

r) Angle from the square (figure 18): join two opposite vertices. (Figure 25)

Note: most of the figures obtained will have some side or overlapping edge.

Brief description of the drawings 25

Figure 1 is the first development of linear tubes.

Figure 2 is the first composition forming a square.

Figure 3 is the beginning of the composition of the second face.

Figure 4 is the second two-sided composition of the unturned hub.

Figure 5 is the beginning of the composition of the third face. 30

Figure 6 is the third three-sided composition of the cube without turning.

Figure 7 is the composition of the fourth face that knotting it forms the cube.

Figure 8 is a perspective view of the cube.

Figure 9 is the plan view of the regular hexagon.

Figure 10 is the plan view of an irregular hexagon. 35

Figure 11 is the plan view of the trapeze.

Figure 12 is the plan view of the rhombus from a trapezoid.

Figure 13 is the plan view of the regular triangle.

Figure 14 is the plan view of the rectangle.

Figure 15 is the plan view of an irregular hexagon. 5

Figure 16 is the plan view of a rhomboid.

Figure 17 is the plan view of a rhombus from a rhomboid.

Figure 18 is the plan view of the square.

Figure 19 is a perspective view of the tetrahedron.

Figure 20 is a perspective view of the regular square base pyramid and 10 side triangles.

Claims (1)

1. Didactic cube characterized in that it consists of twelve equal tubes and strung in an elastic thread, which holds them together forming a flexible cube. 5