GB2461258A

GB2461258A - Multiplication teaching device

Info

Publication number: GB2461258A
Application number: GB0811390A
Authority: GB
Inventors: Michael David Orton
Original assignee: Individual
Current assignee: Individual
Priority date: 2008-06-23
Filing date: 2008-06-23
Publication date: 2009-12-30
Also published as: GB0811390D0

Abstract

A multiplication teaching device that as well as displaying the numbers to be multiplied (displayed in windows E and C, see figure 6) and an answer to the multiplication (window K) also displays the multiplication sum's numeric constituents represented in the form of repeated equal groups of numbers (window D), which when added produce the multiplications sums answer. The device may comprise concentric tubes which have lateral and rotational movement about their central axis enabling a student or teacher to manually manipulate the device to obtain multiplication sum information.

Description

Multiplication Teaching Device.

This invention relates to understanding and learning multiplication. A multiplication sum is a repeated addition of equal groups, which provides the answer. A teacher presently instructs the student to draw the groups which define a multiplication sum. The student then proceeds to count the members present in each group to obtain the answer, which cannot be checked. The student relies on their ability to accurately represent the groups. The student and teacher waste both time and resources, whilst using this unreliable method.

Statement of invention

To overcome this the invention proposes to provide the student with a practical device, which shows visually the repeated equal groups that are present in a selected multiplication sum. The addition of these repeated groups provides the answer. The answer is also shown on the device to check the calculation. The device uses a combination of pierced and printed concentric tubes, which have lateral and rotational movement about their central axis. The student or teacher manually manipulates the device to obtain multiplication sum information.

Advantages The student understands the multiplication process.

The student sees the relationship between groups and numerals.

Student error is reduced.

The student learns multiplication quicker.

Teaching time is speeded up.

Resources are saved.

The device is also used as a pencil case.

Figure 1 shows a student's attempts to calculate a multiplication sum 10 times 6. The student has drawn a series of repeated equal groups, which when counted or added together provide the multiplication sum answer. Group U is seen only to contain nine individual members, as the student has made an error in drawing the group contents, hence destroying the value of the task. This demonstrates the unreliability of this method, which consumes resources and ultimately slows the education process.

Figure 2 shows tube N, which incorporates vertical groove H, which accepts lug Z (figure 11).

Figure 3 shows tube M. A perforated and printed tube, which shows equal repeated groups (figure 19) at G and their respective numerals (table R, figure 20), which pertain to multiplication sums.

The adding or counting of the individual group members (figure 19) located within each column produces the multiplication sum answer. The table R, (figure 20) is wrapped around Tube M at F. This shows the numeric value of a group and includes a multiplication symbol. The numerals and multiplication sign are not placed vertically below their respective group column, but offset to be viewed through window F (figure 5).

Figure 4 shows Tube N and M fixed together.

Figure 5 shows Tube L. It incorporates windows D and E. The window D selects a groups column (figure 19). The window E allows the numeric value of each individual group to be viewed along with a multiplication sign. Numerals (table S, figure 20) are applied vertically at C, which is adjacent to window F. Their value shows the amount of groups present in viewing window D. Figure 6 shows Tube L(figure 5) added to Figure 4. Tube L freely rotates. This rotation allows for the selection of columns containing repeated groups (figure 19) which are viewed through window D whilst their respective group numeric values are viewed through window F and the amount of groups present in window D is shown through window C. Figure 7 shows the device handle 0.

Figure 8 shows the handle 0 (figure 7) fixed to Tube N (figure 6). Tube L still rotates freely around Tube M. Figure 9 shows Tube J, which incorporates window A and lug/clip X. The multiplication answer is viewed through the window A whilst lug X slides within window D (figure 6). An equals sign is also printed vertically at Y. Figure 10 shows Tube J (figure 9) added to figure 8. Tube J will slide vertically up and down Tube L. Tube J will also rotate Tube L by using lug/clip X (figure 9), which fits inside window D (figure 6).

Figure 11 shows Tube K, which has the multiplication answer table (T, figure 20) printed around its surface at B. Tube K also has a Lug Z. This slides freely vertically inside tube N using groove H (figure 2).

Figure 12 shows Tube K (figure 11) added to figure 10. Tube K rotates freely within Tube J (Figure 9). Tubes K and J also slide in unison vertically up and down Tubes L and N (figure 6) Figure 13 shows the end cap P Figure 14 shows end cap P (figure 13) added to Figure 12. Cover P clips into Tube J (figure 9) securing Tube K (figure 11) whilst not affecting its rotational capabilities.

Figure 15 shows lid Q, which secures any contents stored in the device's interior. Pencils, pens and crayons may be stored inside. A pencil or similar pointer can be used to assist with accurately counting the groups in the device, as viewed through window D (figure 6).

Figure 16 shows the entire device after lid Q (figure 15) is added.

Figure 17 shows the device (figure 16) after it has been adjusted to help describe, teach and calculate the multiplication sum ten multiplied by six equals sixty.

Figure 18 shows the device (figure 16) after it has been adjusted to help describe, teach and calculate the multiplication sum six times six equals thirty six.

Figure 19 shows columns of equa' groups for counting, to so've the muftiplication sums.

Figure 20 shows multiplication tables to provide answers (T), numerals showing the amount of groups present (S) and the numeric value of each individual group (R).

Figure 21 shows the device closed.

A student learning multiplication holds the closed device (figure 21) The student uses the device to calculate and explain the multiplication sum ten times six equals sixty. The student holds the device handle 0 and the Tube J. The student rotates handle 0 until ten is viewed in window F. The student then pulls Tube J, which slides up tube L. This reveals numbers at C (figure 17) starting at 0 and progressing to 12 as the tube J is extended fully. In this calculation the number selected along C will be six. This movement also selects the multiplication sums repeated equal groups viewed in window D, which in this instance selects six groups often. The groups are a part of tube M (figure 3). The individual group members when added or counted produce the multiplication sum answer. The answer appears on tube K, which is viewable through window A at V. The device can be manipulated to explain,calculate and produce answers for multiplication sums that range from 1-12 multiplied by 0-12.

Claims

Claims 1. A Multiplication Teaching Device that shows a multiplication sum's numeric constituents and answer, whilst showing its relative multiplication sum visually, which is represented in the form of repeated equal groups,which when added produce the multiplication sums answer.
2. The Multiplication Teaching Device according to claim 1 is a container, pencil case or pot.