JP2016080714A - Mathematics training tool - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide a mathematics training tool which can be easily operated and which can achieve a sufficient learning effect.SOLUTION: A mathematics training tool comprises: a block tray 2 capable of mounting plural blocks 3 thereon; and a sleeve 4 for covering the mounted blocks 3 and is attached to the block tray 2 by sliding. The sleeve 4 can be switched to a first state in which, a number of the covered blocks 3 cannot be visually confirmed, and a second state in which, a number of the covered blocks 3 can be visually confirmed, in a state that the sleeve covers the blocks 3 mounted on the block tray 2.SELECTED DRAWING: Figure 7

Description

  The present invention relates to an arithmetic learning tool used as a teaching material in an arithmetic class such as an elementary school.

  As an introduction when learning addition and subtraction in elementary school and other arithmetic classes, learning is made to think about how many and how many numbers are composed. Conventionally, for example, an arithmetic learning tool 11 as shown in FIG. 10 has been proposed to assist in understanding such learning. Since the arithmetic learning tool 11 is configured so that the number can be recognized visually, it is an effective auxiliary tool for the user to grasp the concept of the number, and for the instructor to teach. It will be an effective aid in

  As shown in FIG. 10, the arithmetic learning tool 11 includes a block plate 112 in which 10 blocks 113 are arranged in a line along a prescribed direction, and a sleeve that is attached to the block plate 112 and covers the block 113. 114. The sleeve 114 is configured such that the block dish 112 can be inserted from the opening 115 at one end in the longitudinal direction thereof, and is slidable in the arrangement direction of the blocks 113 with respect to the block dish 112. Then, by sliding the sleeve 114 with respect to the block dish 112 on which the blocks 113 are arranged, a predetermined number of the blocks 113 out of the ten blocks 113 are exposed, and the remaining blocks 113 are covered with the sleeve 114. be able to. The sleeve 114 is made of an opaque synthetic resin material, and the number of blocks 113 covered with the sleeve 114 cannot be visually recognized from the outside.

  An example of learning of numbers using the conventional arithmetic learning tool 11 will be described. Here, as an example to learn how the number 10 is synthesized and how it is decomposed, 10 is synthesized with “4 and how many”, or “4 and how many” is decomposed Explain how to use in the scene.

  First, the sleeve 114 is mounted on the block dish 112 in which the ten blocks 113 are arranged, and the sleeve 114 is slid from the state where the entire block 113 cannot be visually recognized, so that the four blocks 113 can be visually recognized. Make it ready. In this state, first, the user is asked whether the number of the blocks 113 that are covered with the sleeve 114 and cannot be visually recognized among the ten blocks 113 arranged on the block dish 112 is some. Then, after the user derives the answer, in order to check whether the answer is correct, the sleeve 114 is slid again to expose all the remaining blocks 113, and the number of the remaining blocks 113 is confirmed. In this way, it can be visually recognized that the number 10 is composed of “4 and 6” or decomposed into “4 and 6”. For users, especially first-time math students such as first graders, it is an effective aid for understanding the concept of numbers.

  However, when the sleeve 114 is slid again and the number of the remaining blocks 113 is confirmed, all the blocks 113 on the block plate 112 are visible, so the number of the remaining blocks 113 to be confirmed. Sometimes I couldn't understand. That is, when the sleeve 114 is slid again to expose all of the ten blocks 113, the position that is the starting point of the block 113 covered by the sleeve 114 may be lost. In order to avoid such a situation, the instructor causes one of the exposed ends of the sleeve 114 of the block 113 to be pressed with a finger or turned over before sliding the sleeve 114 again. I was teaching. By doing so, when the sleeve 114 is slid again, it is possible to clarify the starting point of the remaining block 113 whose number should be confirmed.

  However, for young users (children) such as first graders, it is burdensome that additional actions are required when confirming the answers, and for teachers who teach many children at the same time, A great effort was required to make the method of use known and executed.

  For such problems, for example, an arithmetic teaching tool 12 as shown in Patent Document 1 has been proposed. As shown in FIG. 11, in the arithmetic learning tool 12, a part of the sleeve 124 that covers the block 123 arranged on the block dish 122 is formed as an opaque portion 125 made of an opaque synthetic resin material. Ten small windows 126 are provided at positions corresponding to the blocks 123 arranged on the block plate 122 on one side of the opaque portion 125, and are covered with the sleeve 124 via the small windows 126. The number of remaining blocks 123 can be visually recognized.

  When the arithmetic learning tool 12 is used, the user can determine the number of the blocks 123 covered with the sleeve 124 in the state in which the sleeve 124 is slid and the four blocks 123 are exposed. 126 can be visually recognized. Further, depending on the learning achievement of the user, the remaining side of the block 123 can be confirmed by sliding the side surface on which the small window 126 is formed toward the front side, or the small window 126 is formed. It is also possible to use the method such that the answer is considered in advance by sliding with the other side not facing forward, and then the answer is viewed through the small window 126. Therefore, when the remaining number of blocks 123 covered by the sleeve 124 is confirmed, there is no need to slide the sleeve 124 again, and an additional portion for remembering the starting point of the block 123 whose number should be confirmed. There is no need to take action.

Japanese Patent No. 4700857

  However, in the arithmetic learning tool 12, even when the block 123 is covered with the sleeve 124, the number of the blocks 123 can always be visually recognized from the small window 126. Even if the side surface on which the small window 126 is not formed is used with the side facing the front surface of the user, the small window 126 that can grasp and count the remaining number of the blocks 123 is provided on the rear surface. Always open. Therefore, the user can easily check the remaining number by slightly changing the viewing angle of the sleeve 124, and there is a problem that it is difficult to obtain a sufficient learning effect.

  The present invention has been made in view of such circumstances. The purpose is to provide an arithmetic learning tool that is easy to operate and provides a sufficient learning effect.

  In order to achieve the above object, an arithmetic learning tool according to the present invention includes a block plate on which a plurality of blocks can be placed, and a sleeve that covers the block placed by sliding on the block plate. The sleeve is covered with a first state in which the number of covered blocks is invisible in a state where the sleeve is covered with the block placed on the block plate. The gist is that it is possible to switch to the second state in which the number of blocks is visible.

  According to the above configuration, the sleeve covering the block placed on the block plate can be switched between the first state in which the number of blocks is invisible and the second state in which the number of blocks is visible. ing. After the sleeve is slid relative to the block pan so that the number of blocks of one of the two numbers (e.g., 10) of the two numbers (e.g., 10) is visible, the sleeve is By switching from the state 1 to the second state, the remaining number of blocks that could not be visually recognized (in this case, 6) can be confirmed. That is, the remaining number of blocks can be visually recognized by switching the sleeve state without sliding the sleeve again. Before and after switching the sleeve from the first state to the second state, the positional relationship between the sleeve and the block is maintained. Therefore, before counting the number of remaining blocks covered by the sleeve, hold the block at the end on the sleeve side with your finger or turn it over in advance to clarify the starting point of the block whose number you want to check The remaining number of blocks can be easily ascertained without the need for additional operations. This makes it easy for young users (children) such as first graders to confirm the remaining number of blocks, and reduces the burden of guidance for the instructor.

  Also, when the sleeve is in the first state, the user cannot see the number of blocks covered by the sleeve, so the user can determine how many remaining blocks are covered by the sleeve. You will have to think about it in order to guide the answer and expect a sufficient learning effect.

  In the arithmetic learning tool of the present invention, the sleeve is placed on the block plate so as to make it possible to visually recognize the number of blocks placed on the block plate, and to cover the first sleeve. A second sleeve that makes the number of blocks invisible, and is in the first state when the second sleeve covers the first sleeve, and the second sleeve is The second state is preferably set when the first sleeve is not covered.

  According to the above configuration, the sleeve includes the first sleeve and the second sleeve, and when both the first sleeve and the second sleeve cover the block, the number of blocks becomes invisible. ing. Further, when only the first sleeve covers the block, the number of blocks is visible. The first sleeve is held in a state of covering the blocks in both cases where the number of remaining blocks is invisible and visible. Accordingly, after removing the covering by the second sleeve and making the state where only the first sleeve covers the block, the number of blocks in the portion covered by the first sleeve is counted. , You can check the number of remaining blocks.

  Further, in the first state covered with the second sleeve, since the number of blocks cannot be visually recognized unless the second sleeve is removed, a sufficient learning effect can be expected.

In the arithmetic learning tool of the present invention, it is preferable that the second sleeve is attached to be rotatable with respect to the first sleeve.
According to the above configuration, the number of remaining blocks can be visually recognized by rotating the second sleeve with respect to the first sleeve. The remaining number of blocks can be easily confirmed with a simple operation.

  In the arithmetic learning tool of the present invention, the sleeve is formed with a window portion, and a lid portion is provided to cover the window portion, and the lid portion is closed to the first state, and the lid portion It is preferable that the second state be achieved by opening the door.

  According to the above configuration, the number of remaining blocks can be made invisible or visible by opening and closing the window formed in the sleeve with the lid. Since the number of remaining blocks can be confirmed by a simple operation such as opening and closing the lid, the operation is easy for a young user (child) and the burden on the instructor can be reduced. Moreover, since the number of remaining blocks cannot be visually recognized unless the lid is opened, the learning effect can be enhanced.

  According to the arithmetic learning tool of the present invention, the operation is easy and a sufficient learning effect can be obtained.

The disassembled perspective view which shows the arithmetic learning tool of 1st embodiment. The perspective view which shows the state with which the sleeve was mounted | worn with the block dish. The perspective view which shows the sleeve of a 2nd state. The perspective view which shows a transparent sleeve. The perspective view which shows an opaque sleeve. (A) is the perspective view which looked at the opaque sleeve from the left side. (B) is the perspective view which looked at the opaque sleeve from the right side. Sectional drawing of a sleeve. (A) is sectional drawing in the VI-VI line of FIG. 2, and sectional drawing when a sleeve is a 1st state. (B) is sectional drawing when it is a 2nd state. The figure explaining how to use an arithmetic learning tool. (A) is a figure explaining a 1st state. (B) is a figure explaining a 2nd state. The disassembled perspective view which shows the sleeve of the arithmetic learning tool of 2nd embodiment. The perspective view which shows the example of a change of the sleeve of an arithmetic learning tool. The perspective view which shows the conventional arithmetic learning tool. The perspective view which shows the conventional arithmetic learning tool.

(First embodiment)
A first embodiment of the present invention will be described below with reference to FIGS.
(About the composition of the arithmetic teaching tool 1)
As shown in FIG. 1, the arithmetic teaching tool 1 according to the present embodiment has a long block dish 2 on which a plurality of blocks 3 (10 in the present embodiment) can be placed, and the block dish 2. And a sleeve 4 to be mounted by sliding. Each block 3 is placed in a state of being arranged in a line along the longitudinal direction of the block dish 2. The sleeve 4 is formed in a long shape with a U-shaped cross section, and the block 3 with the block 3 placed thereon is inserted through the opening 41 at the end in the longitudinal direction and slid to cover the block 3. It is in a state to do.

  In the following description, the positional relationship when the arithmetic learning tool 1 is used on a desk, that is, the block 3 is placed on the block dish 2 and the sleeve 4 is mounted so that the number of the blocks 3 is visually recognized. The top and bottom of each member is defined by the positional relationship in the disabled state. Further, the front and rear are defined in the moving direction of the sleeve 4 when slidably mounted on the block dish 2, and the left and right are defined in the moving direction of the sleeve 4.

  As shown in FIG. 1, the block 3 includes a block main body 31 having a rectangular parallelepiped shape and a magnet (not shown) accommodated in the block main body 31. The upper and lower surfaces of the block body 31 are substantially square. The block main body 31 is color-coded into two appropriate colors with the central portion of the side surface in the vertical direction as a boundary.

Next, the block dish 2 is demonstrated with reference to FIG. 1, FIG. The block dish 2 includes a long plate-like bottom wall portion 21 extending in the front-rear direction, and a pair of dish side wall portions 22 erected vertically from both the left and right sides of the bottom wall portion 21 and extending in the front-rear direction. Thereby, the cross-sectional shape of the left-right direction of the block pan 2 is substantially U-shaped. The width of the bottom wall portion 21 in the left-right direction is slightly larger than the width of the block 3, and the length of the bottom wall portion 21 in the front-rear direction is the same as or slightly larger than the total width of 10 blocks 3. The length in the front-rear direction of the pair of dish side walls 22 is the same as the length in the front-rear direction of the bottom wall part 21, and the height H 6 in the vertical direction of the pair of dish side walls 22 is the placement of the bottom wall part 21. A magnetic sheet 25 such as a belt-like iron plate is adhered to the upper surface of the bottom wall portion 21 formed so as to cover the middle of the height of the block 3 in the vertical direction. Thereby, when the block 3 is placed on the block plate 2, the magnet in the block 3 is attracted to the magnetic sheet 25 on the upper surface of the block plate 2, and the block 3 is easily held on the block plate 2. Further, on the upper surface of the magnetic sheet 25, a plurality of (9 in this embodiment) scale lines 26 extending in the left-right direction are formed at equal intervals in the front-rear direction. The interval between the scale lines 26 adjacent to each other in the front-rear direction is substantially the same as the width of the block 3.

  A front wall portion (regulating wall) 23 extending in the left-right direction is provided at the front end of the block dish 2. The front wall portion 23 functions as a restriction wall that restricts the jumping out of the block 3 from the front end of the block tray 2. On the other hand, a wall portion (regulation wall) is not provided at the rear end of the block dish 2, and the jumping out of the block 3 from the rear end of the block dish 2 is not restricted.

  As shown in FIG. 2, the height H1 of the front wall portion 23 is formed to be substantially the same as the height H3 of the sleeve 4 in the vertical direction. The left and right end edges of the front wall portion 23 protrude in the left-right direction from the outer surfaces of the pair of dish side wall portions 22, and the width H2 in the left-right direction of the front wall portion 23 is substantially the same as the width H4 in the left-right direction of the sleeve 4. It is formed to be the same. Due to such a shape of the front wall portion 23, when the sleeve 4 is mounted on the block dish 2, the front wall portion 23 is held in contact with the front end surface of the sleeve 4 and exposed from the sleeve 4.

  As shown in FIG. 1, a knob portion 24 that is gripped by a user when the sleeve 4 is slid is integrally formed in front of the front wall portion 23 of the block dish 2. In the present embodiment, the knob portion 24 is formed to protrude forward from the front wall portion 23 with the same width as the left-right direction of the front wall portion 23. The shape is not particularly limited as long as it can be held by the user. Further, when the sleeve 4 is mounted on the block tray 2, the front wall portion 23 is in contact with the front end surface of the sleeve 4, so that the knob portion 24 protrudes forward of the sleeve 4 and is exposed. ing. As a result, the knob portion 24 is easy for the user to grip and allows the user to easily slide the sleeve 4.

  Next, the sleeve 4 will be described with reference to FIGS. 1 and 3 to 5. The sleeve 4 is formed by connecting a transparent sleeve 5 formed of a transparent synthetic resin material and an opaque sleeve 6 formed of an opaque synthetic resin material so as to be rotatable by a connecting portion 7. In FIG. 1, FIG. 3, and FIG. 4, for the sake of convenience, the transparent sleeve 5 is illustrated as being formed of an opaque synthetic resin material.

  As shown in FIG. 1, when the sleeve 4 is covered with the opaque sleeve 6 on the transparent sleeve 5 and covers the block 3 placed on the block plate 2, the number of the covered blocks 3 is determined. The first state is set to be invisible. On the other hand, as shown in FIG. 3, when the opaque sleeve 6 is rotated with respect to the transparent sleeve 5 so that the opaque sleeve 6 is not overlaid on the transparent sleeve 5, the number of covered blocks 3 is visually recognized. The second state is made possible.

  As shown in FIG. 4, the transparent sleeve 5 positioned on the inner side includes a long plate-like transparent top plate portion 51 that extends in the front-rear direction, and a pair of transparent portions that hang from the left and right sides of the transparent top plate portion 51 and extend in the front-rear direction. The side wall part 52 and the transparent rear wall part (regulation wall) 53 extended in the left-right direction in the rear end are provided. The cross-sectional shape of the transparent sleeve 5 in the left-right direction is substantially U-shaped, and the transparent rear wall 53 restricts the block 3 from protruding from the rear end of the block plate 2 when the sleeve 4 is mounted on the block plate. Functions as a regulatory barrier. On the other hand, the wall (regulation wall) is not provided at the front end of the transparent sleeve 5, and an opening 58 is formed as an insertion port into which the block dish 2 is inserted.

  A transparent rib 54 is formed at the front end edge of the transparent sleeve 5 so as to protrude vertically outward from the front ends of the transparent top plate portion 51 and the transparent side wall portion 52. Further, a support portion 55 that supports the block plate 2 when the sleeve 4 is slid with respect to the block plate 2 is formed on the inner surface of each transparent side wall portion 52 so as to extend in the front-rear direction of each transparent side wall portion 52. ing.

  The support part 55 includes a first rib 56 provided at the lower end of the transparent side wall part 52 and a second rib 57 provided at a midway position in the vertical direction of the transparent side wall part 52. The inner space H5 between the first rib 56 and the second rib 57 is slightly larger than the vertical height H6 of the dish side wall portion 22 of the block dish 2. That is, the first rib 56 and the second rib 57 sandwich the dish side wall portion 22 of the block dish 2 from above and below when the sleeve 4 is slid with respect to the block dish 2.

  The width of the inner surface of the transparent top plate portion 51 in the left-right direction is slightly larger than the width of the block plate 2 in the left-right direction, and the length of the transparent top plate portion 51 in the front-rear direction is the front and rear of the bottom wall portion 21 of the block plate 2. It is almost the same as the length of the direction. The height of the inner surface of the transparent side wall portion 52 in the vertical direction is formed higher than the height of the block 3 placed on the block plate 2. As a result, when the sleeve 4 is slid and mounted on the block tray 2 on which the block 3 is placed, the transparent sleeve 5 located inside contacts the block tray 2 and the block 3 placed on the block tray 2. The sleeve 4 can be smoothly mounted without the need to do so.

  The protrusion length H7 of the transparent rib 54 from the transparent top plate portion 51 and the transparent side wall portion 52 is substantially the same as the thickness H8 at the front edge of the opaque sleeve 6 described later (see FIG. 5A). Thereby, when the opaque sleeve 6 is overlapped on the transparent sleeve 5, the protruding end of the transparent rib 54 and the outer surface of the opaque sleeve 6 are substantially flush.

  As shown in FIG. 5A, the opaque sleeve 6 includes a long plate-like opaque top plate portion 61 extending in the front-rear direction, and an opaque first side wall portion extending from the left side of the opaque top plate portion 61 in the front-rear direction. 62 and an opaque second side wall 63 extending from the right side of the opaque top plate 61 and extending in the front-rear direction. The cross-sectional shape of the opaque sleeve 6 in the left-right direction is substantially U-shaped. A finger hook portion 64 is formed at the center portion in the front-rear direction of the opaque first side wall portion 62 and is cut out upward from the lower end edge of the opaque first side wall portion 62. The finger hooking portion 64 is for the user to operate with the finger hooked when the opaque sleeve 6 is rotated with respect to the transparent sleeve 5.

  FIG. 5B is a view of the opaque sleeve 6 as viewed from the right side, but the lower end of the opaque second side wall 63 is provided with two connecting portions 7. As shown in FIG. 3, the opaque sleeve 6 is connected to the transparent sleeve 5 via the connecting portion 7, and the transparent sleeve 5 is centered on the connecting portion between the lower end of the opaque second side wall portion 63 and the connecting portion 7. It is possible to rotate with respect to.

  As shown in FIG. 6, the opaque first side wall 62 provided on the left side of the opaque sleeve 6 is formed in a size that can cover the entire outer surface of the transparent side wall 52 on the left side of the transparent sleeve 5. On the other hand, the opaque second side wall 63 provided on the right side of the opaque sleeve 6 is formed to have a size capable of covering substantially the upper half of the outer surface of the transparent side wall 52 on the right side of the transparent sleeve 5. That is, the vertical height H3 of the opaque first side wall 62 is substantially twice the vertical height H9 of the opaque second side wall 63. Thus, as shown in FIG. 6B, when the opaque sleeve 6 is rotated with respect to the transparent sleeve 5, the opaque top plate portion 61 of the opaque sleeve 6 causes the top of the desk on which the arithmetic teaching tool 1 is placed. Contact the board etc. almost entirely.

  Further, the opaque sleeve 6 is formed slightly larger than the transparent sleeve 5, and there is no gap formed between the outer surface of the transparent sleeve 5 and the inner surface of the opaque sleeve 6 when it is stacked on the transparent sleeve 5. The outer surface of the transparent sleeve 5 can be covered.

  As shown in FIG. 6 (a), the height H6 of the dish side wall 22 of the block dish 2 is formed to be the same as or slightly higher than the lower end of the opaque second side wall 63 of the opaque sleeve 6. Yes. Thereby, when the opaque sleeve 6 has coat | covered the transparent sleeve 5, it is comprised so that the number of the blocks 3 mounted in the block tray 2 cannot be visually recognized from the outside.

(How to use Arithmetic Teaching Tool 1)
Next, an example of how to use the arithmetic learning tool 1 will be described with reference to FIGS. 1, 2, 6, and 7.

Here, a usage method in a scene where “10” is synthesized with “4 and how many” or is decomposed into “4 and how many” will be described.
As shown in FIG. 1, first, a sleeve 4 in a first state in which a transparent sleeve 5 is covered with an opaque sleeve 6 is prepared. Then, 10 blocks 3 are placed on the block plate 2, and the block plate 2 is inserted and slid forward from the opening 41 of the sleeve 4 in the first state. 3 is coated. As shown in FIG. 2, in this state, only the knob portion 24 of the block dish 2 protrudes from the sleeve 4, and the user can visually recognize the number of blocks 3 placed on the block dish 2. Can not. Here, the leader confirms with the user that 10 blocks are hidden.

  Subsequently, as shown in FIG. 7A, the knob 24 of the block plate 2 is gripped to fix the block plate 2, and the sleeve 4 is slid rearward to expose four blocks 3. Stop the slide. Here, the leader asks the user a question such as “4 of 10 blocks are visible, but how many are hidden?”. At this time, the sleeve 4 is in a first state in which the transparent sleeve 5 is covered with the opaque sleeve 6 and the number of the blocks 3 on the block dish 2 cannot be visually recognized. You can consider how many are hidden without visually recognizing the number of blocks.

  When the user has obtained an answer, as shown in FIG. 7B, the finger is placed on the finger hook portion 64 of the opaque sleeve 6, and the opaque sleeve 6 is rotated with respect to the transparent sleeve 5. Remove the opaque sleeve 6 from above. Thereby, it will be in the 2nd state which can visually recognize the number of the blocks 3 on the block tray 2 via the transparent sleeve 5. FIG. At this time, the position of the opaque sleeve 6 covering the block 3 in the first state is the same as the position of the transparent sleeve 5 covering the block 3 in the second state. The number of blocks 3 covered with the transparent sleeve 5 can be easily recognized. By counting the blocks 3 covered with the transparent sleeve 5, it is possible to easily confirm whether the answer derived by itself is correct.

(About the operation of the arithmetic teaching tool 1)
Next, the effect | action of the arithmetic learning tool 1 of this embodiment is demonstrated.
In addition to the sliding operation of the transparent sleeve 5 and the opaque sleeve 6, the sliding movable sleeve 4 is added with the rotation operation of the opaque sleeve 6, so that the transparent sleeve 5 covers the remaining block 3. Retained. The transparent sleeve 5 acts so that the user can recognize the starting point for counting the number of the remaining blocks 3.

  In the first state where the transparent sleeve 5 is covered with the opaque sleeve 6, the user cannot visually recognize the number of blocks 3. The opaque sleeve 6 acts to make the number of blocks 3 invisible. Further, the transparent sleeve 5 acts so that the number of blocks 3 can be visually recognized when the opaque sleeve 6 is removed.

(Regarding the effects of Math Learning Tool 1)
Next, the effect of the arithmetic learning tool 1 of this embodiment is demonstrated.
(1) By rotating the opaque sleeve 6 with respect to the transparent sleeve 5, the user can easily recognize the starting point for counting the number of the remaining blocks 3. Since the transparent sleeve 5 is held in a state of covering the remaining blocks 3, the user can easily recognize which portion the remaining blocks 3 covered by the opaque sleeve 6 are. Thereby, when counting the number of remaining blocks 3, an additional operation such as pressing the block 3 as a starting point to be counted with a finger or turning it over is unnecessary. The burden on the user is reduced, and the burden on guidance is also reduced for a leader who simultaneously teaches a large number of young users (children).

  (2) The sleeve 4 is composed of a transparent sleeve 5 and an opaque sleeve 6, and the block 3 placed on the block dish 2 can be visually recognized by rotating the transparent sleeve 5 relative to the opaque sleeve 6. . By a simple operation such as a turning operation, the number of blocks 3 can be switched between a first state where the number of blocks 3 is not visible and a second state where the number of blocks 3 is visible.

  (3) The opaque first side wall portion 62 provided on the left side of the opaque sleeve 6 is formed in a size capable of covering the entire outer surface of the transparent side wall portion 52 on the left side of the transparent sleeve 5. On the other hand, the opaque second side wall 63 provided on the right side of the opaque sleeve 6 is formed to have a size capable of covering substantially the upper half of the outer surface of the transparent side wall 52 on the right side of the transparent sleeve 5. The height H6 of the dish side wall part 22 of the block dish 2 is formed to be the same as or slightly higher than the lower end of the opaque second side wall part 63 of the opaque sleeve 6. Thereby, when the opaque sleeve 6 covers the transparent sleeve 5, the user cannot visually recognize the number of blocks 3. The user can fully consider how many the remaining blocks 3 are, and can suitably improve the learning effect.

  (4) A knob portion 24 that is gripped by the user when the block tray 2 is slid is integrally formed in front of the front wall portion 23 of the block tray 2. Further, the front wall portion 23 of the block plate 2 is in contact with the front end surface of the sleeve 4, and the knob portion 24 is exposed in front of the sleeve 4. Thereby, the user can easily hold the knob portion, and the slide operation of the sleeve 4 or the slide operation of the block plate 2 is easy.

  (5) The opaque first side wall portion 62 of the opaque sleeve 6 is notched with a finger hook portion 64 for a user to hang and operate when turning the opaque sleeve 6. The user can easily visually recognize the block 3 placed on the block plate 2 by a simple operation such as putting the finger on the finger hanging portion 64 and rotating the opaque sleeve 6.

  (6) The vertical height H9 of the opaque second side wall 63 of the opaque sleeve 6 is about half of the vertical height H3 of the opaque first side wall 62. Further, the opaque sleeve 6 is rotatable with respect to the transparent sleeve 5 with the connection point between the lower end of the opaque second side wall 63 and the connection part 7 as the rotation center. Thereby, when the opaque sleeve 6 is rotated with respect to the transparent sleeve 5, the upper surface of the opaque top plate portion 61 of the opaque sleeve 6 is in contact with the top plate of the desk on which the arithmetic learning tool 1 is placed on almost the entire surface. To do. Even when the opaque sleeve 6 is rotated and removed from the transparent sleeve 5, the arithmetic teaching tool 1 can be placed on the desk in a stable state.

(Second Embodiment)
Hereinafter, a second embodiment of the present invention will be described with reference to FIG.
As shown in FIG. 8, the arithmetic learning tool 1 of 2nd Embodiment differs in the structure of the sleeve 8 from the arithmetic learning tool 1 of 1st Embodiment. Since the block dish 2 and the block 3 are the same as the arithmetic learning tool 1 of the first embodiment, the description thereof is omitted. Also, the sleeve 8 will be described mainly with respect to the configuration different from the first embodiment, and the description of the overlapping configuration will be omitted.

  The sleeve 8 is made of an opaque synthetic resin material. The sleeve 8 includes a long plate-like top plate portion 81 extending in the front-rear direction, a pair of side wall portions 82 extending from the left and right sides of the top plate portion 81 and extending in the front-rear direction, and a rear wall portion extending in the left-right direction at the rear end. (Regulatory wall) 83 is provided. The cross-sectional shape of the sleeve 8 in the left-right direction is substantially U-shaped, and the rear wall 83 restricts the block 3 from protruding from the rear end of the block plate 2 when the sleeve 8 is mounted on the block plate 2. Functions as a regulatory wall. On the other hand, the wall 8 (regulatory wall) is not provided at the front end of the sleeve 8, and an opening 84 is formed as an insertion port into which the block dish 2 is inserted.

  A pair of support portions 85 that support the block plate 2 when the sleeve 8 is slid relative to the block plate 2 extend in the front-rear direction of each side wall portion 82 on the inner surface of each side wall portion 82 of the sleeve 8. Is formed. The support part 85 clamps the dish side wall part 22 of the block dish 2 from the up-down direction when the sleeve 8 is slid with respect to the block dish 2.

  The top plate 81 is formed with a rectangular window 86 having a width substantially the same as the width in the left-right direction and slightly shorter than the length in the front-rear direction. The window portion 86 is formed in such a size that the number of the blocks 3 can be visually recognized when the block plate 2 on which the blocks 3 are placed is covered with the sleeve 8. A lid portion 87 that is the same as or slightly larger than the window portion 86 is connected to the window portion 86 so as to be rotatable at the connecting portion. A finger hooking portion 88 for hooking a finger when the user opens the lid portion 87 protrudes from the substantially central portion on the left side of the lid portion 87. A recess 89 is formed at a position corresponding to the hook 88. The concave portion 89 is formed in a shape that accommodates the finger hook portion 88 when the lid portion 87 is closed, and the tip edge of the finger hook portion 88 protrudes to the outside so that the user can hook the finger.

  When the window portion 86 of the sleeve 8 is closed by the lid portion 87, the first state is set in which the number of the blocks 3 placed on the block tray 2 is invisible, and when the lid portion 87 is opened, the block 3 The second state in which the number can be visually recognized is set.

  When using the arithmetic learning tool 1 with the sleeve 8, as in the case of the sleeve 4, in the stage of considering the number of the remaining blocks 3 to be hidden, the lid 87 is closed and an answer is derived. At the stage of confirming the answer, the lid 87 is opened and the number of blocks 3 is confirmed.

According to this sleeve 8, the following effects can be further obtained.
(7) The block 3 can be switched between a first state in which the block 3 cannot be visually recognized and a second state in which the block 3 can be visually recognized by a simple operation of rotating the lid 87 with respect to the sleeve 8. Then, the user can easily recognize the starting point for counting the number of remaining blocks 3. Thereby, when counting the number of the remaining blocks 3, an additional operation becomes unnecessary, the burden on the user is reduced, and the burden on guidance for the leader is also reduced.

  (8) In the first state where the window portion 86 of the sleeve 8 is closed by the lid portion 87, the user cannot visually recognize the number of blocks 3. The user can fully consider how many the remaining blocks 3 are, and can suitably improve the learning effect.

  (9) A finger hooking portion 88 for hooking a finger when the user opens the lid portion 87 is formed on the substantially central portion on the left side of the lid portion 87. The user can easily visually recognize the block 3 placed on the block plate 2 by a simple operation such as putting the finger on the finger hook portion 88 and rotating the lid portion 87.

In addition, you may change said each embodiment into another embodiment as follows. These modified examples can be implemented in combination as appropriate.
In the first embodiment, the opaque sleeve 6 is rotatably connected to the transparent side wall portion 52 of the transparent sleeve 5 via the connecting portion 7, but the connecting portion is not limited to this. For example, the transparent sleeve 5 may be rotatably connected to the rear wall portion 53.

In the first embodiment, the opaque sleeve 6 is connected to the transparent sleeve 5 via the connecting portion 7, but may be configured to be removable without being connected.
In the first embodiment, the opaque sleeve 6 is rotatably connected to the transparent sleeve 5, but may be slidable. If the opaque sleeve 6 is slid with respect to the transparent sleeve 5, the transparent sleeve 5 is held in its original position, and therefore, an operation for the user to remember the starting point when counting the number of the remaining blocks 3 is performed. There is no need to do it separately.

  In the first embodiment, the vertical height H9 of the opaque second side wall 63 of the opaque sleeve 6 is about half of the vertical height H3 of the opaque first side wall 62, and the opaque sleeve 6 is Although it connected via the connection part 7 in the up-down direction approximate center part of the transparent side wall part 52 of the transparent sleeve 5, a connection location is not limited to this. The height H9 in the vertical direction of the opaque second side wall portion 63 may be changed as appropriate, and may be connected to a position lower than the central portion in the vertical direction of the transparent side wall portion 52 of the transparent sleeve 5, or You may connect near the upper end.

-In 2nd Embodiment, although the cover part 87 was connected in the connection part, it is not limited to this. You may integrally form with an opaque synthetic resin material.
-In 2nd Embodiment, as shown in FIG. 8, although the window part 86 was formed in the top-plate part 81 whole, the magnitude | size of the window part 86 is not limited to this. A window portion 86 extending in the front-rear direction may be formed in a part of the top plate portion 81 in the left-right direction.

  -In 2nd Embodiment, although the one window part 86 was formed in the top-plate part 81 of the sleeve 8, the number of the window parts 86 is not limited to this. For example, as illustrated in FIG. 9, a square window portion 91 may be formed at a position corresponding to each block 3 placed on the block plate 2, and the sleeve 9 may be opened and closed by a lid portion 92.

  -In 2nd Embodiment, although the window part 86 was made into the rectangular shape, the shape is not limited to this. It may be an ellipse shape or an indefinite shape. What is necessary is just to be able to visually recognize the number of the blocks 3 placed on the block plate 2 from the window portion 86.

  Similarly, the window 91 in FIG. 9 is not limited to a square shape. For example, a rectangular shape, an elliptical shape, or a perfect circular shape may be used. Alternatively, the shape may be a star shape, a flower shape, or the like, and the window portion 91 having an indefinite shape may be formed.

-In 2nd Embodiment, the magnitude | size of the cover part 87 should just cover the window part 86 and the block 3 is invisible. The same applies to the modified example of FIG.
Further, the technical idea that can be grasped from the above embodiment will be described below.

  (A) The second sleeve is slidably attached to the first sleeve.

  DESCRIPTION OF SYMBOLS 1 ... Math learning tool, 2 ... Block plate, 3 ... Block, 4 ... Sleeve, 5 ... Transparent sleeve (1st sleeve), 6 ... Opaque sleeve (2nd sleeve), 86 ... Window part, 87 ... Cover part 91 ... Window part, 92 ... Lid part.

Claims (4)

A mathematical learning tool comprising a block plate on which a plurality of blocks can be placed, and a sleeve that slides on the block plate and covers the placed block,
The sleeve has a first state in which the number of covered blocks is not visible in a state where the blocks placed on the block pan are covered, and a second state in which the number of covered blocks is visible. Arithmetic learning tool characterized by being switchable to state. The sleeve has a first sleeve that allows the number of blocks placed on the block plate to be visually recognized, and the number of the blocks that are covered on the first sleeve and placed on the block plate cannot be visually recognized. And a second sleeve that
The first state is set when the second sleeve covers the first sleeve, and the second state is set when the second sleeve does not cover the first sleeve. The arithmetic learning tool according to claim 1, wherein: The arithmetic learning tool according to claim 2, wherein the second sleeve is rotatably attached to the first sleeve. The sleeve is provided with a window portion, and a cover portion is provided to cover the window portion,
2. The arithmetic learning tool according to claim 1, wherein the first state is set by closing the lid, and the second state is set by opening the lid.