JP2024027798A - addition diagram card - Google Patents

Abstract

[Problem] To provide an addition diagram card that allows even a person who has started learning about addition to intuitively understand and master carrying to the tens place. [Solution] The addition diagram card of the present invention includes a summand display card formed of a substantially rectangular opaque flat plate and representing a specific first integer among integers from 1 to 10, and a summand display card. and an addend display card that is formed by a substantially rectangular opaque flat plate of the same shape and represents a second integer. On the addend display card, mark the number of first integers from the top and left side approximately at the center of ten virtual squares in which five horizontal rows are arranged approximately equally in two rows, top and bottom. At the same time, a hole is formed in the remaining portion. Further, the addend display card is constructed by attaching second marks for the number of second integers from the top and left side, and the second marks are placed on the bottom side of the addend display card. When the parts are placed one on top of the other, they can be visually recognized through the holes. [Selection diagram] Figure 3

Description

The present invention relates to addition diagram cards, and particularly to means for elementary school students who have begun learning addition to intuitively master the mechanism of addition.

Traditionally, when children in the lower grades of elementary school who have just started learning addition have difficulty understanding it using calculation formulas, they have been asked to use their own fingers to understand addition.

However, even if you are able to derive the answer to addition using your fingers, this does not mean that you have been able to understand the mechanism of addition, and in the end you will continue to add using your fingers. Furthermore, if you use your fingers, you cannot perform carry-over addition. Therefore, an arithmetic learning tool as disclosed in Patent Document 1 has been proposed as a teaching tool for assisting visual understanding of addition (Patent Document 1).

Patent No. 6887962

The technology disclosed in Patent Document 1 includes a base number diagram card in which circle marks and squares of numbers corresponding to integers from 1 to 10 are drawn on a base material, and circle marks of numbers corresponding to integers from 1 to 10. Disclosed is a math learning tool that allows users to visually and intuitively understand addition and subtraction by using transparent superimposed number diagram cards with squares drawn on them, and by superimposing the superimposed number diagram cards on base number diagram cards. ing.

According to the arithmetic learning tool described in Cited Document 1, when a base number map card is placed on a desk and a transparent superimposed number map card is placed over it from above, the base number map card is displayed on the base number map card. From the number card that shows the result of superimposing the number of circles, it is possible to immediately know the total number of additions.

However, the arithmetic learning tool described in Cited Document 1 uses a base number map card formed by drawing squares on a white paper base material and a transparent superimposed number map card, so It is difficult to understand that the numbers added have the same meaning. Also, since the stacked number cards are transparent, it is difficult to see the numbers while holding them close. Since the numbers can only be recognized by stacking them on the base number diagram cards, there is almost no visual effect that can be expected from movement during addition. Moreover, since transparent stacked number cards are used, it is difficult to attach them to a blackboard or the like. Therefore, although it is easy to use if you simply want to calculate the answer by counting the number of circles after stacking them, it is useful to use the visual effect of moving cards to help you intuitively understand the mechanism of addition. It is not suitable for

In this way, the arithmetic learning tool described in Cited Document 1 is not suitable for teachers to move the cards while explaining, and attempts to explain addition by using the movement of moving and overlapping the numbers to be added. Although it is a movement, it is difficult to say that it fully demonstrates the significance of the movement.

The present invention was made in view of these problems, and provides an addition diagram card that allows even children in the lower grades of elementary school who have just started learning addition to intuitively master the mechanism of addition. The purpose is to provide.

As a result of intensive research, the inventor of the present invention provided a hole for the complement of 10 in the addend display card that represents the number to be added, that is, the addend, and provided the hole for the number to be added, that is, the addend. It was discovered that by applying the marks, it is possible to take advantage of the visual effect of filling the empty holes with the marks to help the child master the mechanism of addition, and this led to the present invention.

The present invention provides the following solution.

The addition diagram card according to the first feature has a summand display card that is formed by a substantially rectangular opaque flat plate and represents a specific first integer among integers from 1 to 10, and is substantially the same as the summand display card. The addend display card is formed by a substantially rectangular opaque flat plate and represents a specific second integer among the integers from 1 to 10.

Here, the summand display card is the number of first integers from the top and left side of the approximately central position of ten virtual squares in which five horizontal rows are arranged approximately equally in upper and lower two rows. It is constructed by attaching a mark and forming a hole at approximately the center position of the remainder of the virtual grid.

Furthermore, on the addend display card, a second mark is placed for the number of second integers from the top and left side at approximately the center position of ten virtual squares arranged approximately in the same manner as the addend display card. It consists of The second mark becomes visible through the hole when a part of the addend display card is placed overlappingly on the bottom side of the addend display card.

According to the invention according to the first feature, in the summand display card formed by a substantially rectangular opaque flat plate provided with ten virtual squares in which five horizontal rows are arranged substantially equally in two upper and lower stages. , the number mark of the first integer, and the hole for the complement of 10 are provided, so that it is possible to make the user aware of the block of 10 with one addend display card. In particular, by providing holes in the opaque flat plate, it is possible to create an awareness that if all the holes are filled, there will be 10. Visually understand that even if all the holes are not filled, the answer to the addition can be calculated by summing the number of first marks and the number of second marks visible from the holes. Can be done.

In addition, the addend display card has approximately the same shape as the addend display card, and has 10 virtual squares arranged in approximately the same manner as the addend display card, so the number to be added and the number to be added are It is possible to treat the numbers as equivalent.

In addition, since the summand display card and the addend display card each have a hole or a second mark formed approximately in the center of the virtual grid, the holes of the summand display cards are different from each other. The spacing and the spacing between the second marks on the addend display card are approximately the same. Therefore, when you slide the addend display card to the bottom side of the addend display card, you can visually confirm that the second mark is filled in the hole in order and the calculation is completed. You can get the visual effect that you can do it.

On the other hand, since no hole is formed on the addend display card, and only the number mark of the second integer is formed, nothing is displayed as a 10's complement on the addend display card. Therefore, it is possible to eliminate unnecessary information and purely visually understand answers such as carrying.

The addition diagram card according to the second characteristic is the addition diagram card according to the first characteristic, and has an addend display card and an addend display card on the edges of the addend display card and the addend display card. The color is different from that of the substantially rectangular opaque flat plate to be formed.

According to the addition diagram card according to the second feature, since it is colored differently from the color of the substantially rectangular opaque flat plate forming the addend display card and the summand display card, You can become more aware that things are a single block of 10.

The addition diagram card according to the third feature is the addition diagram card according to the first or second feature, and a plate-shaped magnet is attached to the back side of the addend display card and the addend display card.

According to the addition diagram card according to the third feature, since a plate-shaped magnet is attached to the back of the addend display card and the addend display card, the addend display card and the addend display card can be pasted on a blackboard to perform addition. The system can be explained, making it an easy-to-use teaching tool in schools and other settings.

The addition diagram card according to the fourth feature is the addition diagram card according to the third feature, in which magnets are attached to two sides, the left side and the top side, of the four sides of the addend display card.

According to the addition diagram card according to the fourth feature, since the magnet is attached to two of the four sides of the addend display card, the left side and the top side, the addend display card is attached to the right side of the addend display card. You can gradually complete calculations by sliding from one direction to the next. By creating a dynamic situation in which calculations are gradually completed in this way, it is possible to create a teaching tool that is more visually appealing and leaves an impression.

The addition diagram card according to the fifth feature is the addition diagram card according to the third feature, in which the magnet is a hole at the left end when viewed from the surface of the addend display card or a virtual imaginary where the first mark is attached. The holes are attached so as to extend in the vertical direction at positions corresponding to the left side of holes attached to virtual squares adjacent to virtual squares.

According to the addition diagram card according to the fifth feature, when viewed from the surface of the addend display card, the leftmost hole or the virtual square adjacent to the virtual square to which the first mark is marked is marked. A plate-shaped magnet attached to the left side of the hole that extends vertically plays the role of a stopper, so that the second mark on the left of the second marks on the addend display card is located at the hole on the left end. Or it can be positioned to coincide with the hole adjacent the first mark.

The addition diagram card according to the sixth feature is the addition diagram card according to the third feature, in which the plate-shaped magnet is attached to extend laterally along the lower edge of the upper virtual grid. It is something.

According to the addition diagram card according to the sixth feature, the plate-shaped magnet attached to extend horizontally along the lower edge of the virtual grid in the upper row serves as a guide, so that the addend display card can be smoothly drawn. It can be moved to the left.

According to the present invention, it is possible for children in the lower grades of elementary school who have started learning addition and children who are confused by addition by carrying forward to learn the mechanism of addition intuitively by being aware of groups of 10. We can provide addition diagram cards.

FIG. 1 is a schematic diagram showing the overall configuration of an addition diagram card according to this embodiment. FIG. 1(a) is a schematic diagram of a summand display card that represents "5" as the first integer, and FIG. 1(b) is a schematic diagram of a summand display card that represents "7" as the first integer. 1(c) is a schematic diagram of an addend display card representing "3" as the second integer, and FIG. 1(d) is a schematic diagram of an addend display card representing "5" as the second integer. FIG. 1(e) is a schematic diagram of the back side of an addend display card representing "7". FIG. 2 is a schematic diagram showing the procedure of addition without carrying according to Example 1 using the addition diagram card according to the present embodiment. FIG. 3 is a schematic diagram showing the procedure of addition with carry according to Example 2 using the addition diagram card according to the present embodiment.

Hereinafter, embodiments for carrying out the present invention will be described with reference to the drawings. Note that this is just an example, and the technical scope of the present invention is not limited to this.

[Overall composition of addition diagram card 1]
The overall configuration of an addition diagram card 1 according to this embodiment will be explained using FIG. 1.

As shown in FIG. 1, the addition diagram card 1 according to the present embodiment includes an addend display card 10 formed of a substantially rectangular opaque plate and representing a specific first integer among integers from 1 to 10; The addend display card 20 is formed of a substantially rectangular opaque flat plate having substantially the same shape as the addend display card 10 and represents a specific second integer among the integers from 1 to 10. In the example shown in FIG. 1, FIG. 1(a) shows the addend display card 10 representing "5" as the first integer, and FIG. 1(b) represents "7" as the first integer. The addend display card 10 is shown in FIG. 1(c), the addend display card 20 is shown in FIG. 1(d) showing "3" as the second integer, and the addend display card 20 is shown in FIG. A card 20 is shown. Further, FIG. 1(e) shows a schematic diagram of the back side of the addend display card 10 of "7" shown in FIG. 1(b). Note that, in the present invention, the vertical direction on the paper surface is referred to as the vertical direction, and the horizontal direction on the paper surface is referred to as the horizontal direction.

As shown in FIGS. 1(a) and 1(b), the summand display card 10 according to the present embodiment has ten virtual elements in which the entire card is divided approximately equally into five horizontal rows and two upper and lower columns. A grid 11 is formed. A first integer number of first marks 12 are placed at approximately the center position of the virtual grid 11 in order from the top grid 11 and the left grid 11. Further, a hole 13 penetrating the substantially rectangular opaque plate is formed at the approximate center position of the remaining squares 11 marked with the first mark 12, that is, the squares 11 corresponding to the complement of 10. be done. At this time, the leftmost hole when viewed from the surface of the addend display card 10 or the hole attached to the virtual square 11 adjacent to the virtual square 11 marked with the first mark 12 is opened. It is called part 13s. Note that the first mark 12 may be attached by pasting a sticker or the like, or may be formed by printing or drawing a figure with a marker. Further, although the hole 13 is formed in a rectangular shape, it may be round.

Note that in generating the virtual grids 11, it is not necessary to add ruled lines along the boundaries of each grid 11.

Furthermore, the edge 14 on the surface of the addend display card 10 is colored in a color different from the color of the substantially rectangular opaque flat plate forming the addend display card 10.

As shown in FIGS. 1(c) and 1(d), similarly to the addend display card 10, the addend display card 20 according to the present embodiment also has five horizontal rows arranged approximately equally in two upper and lower stages. Ten virtual squares 21 are formed. At approximately the center position of the virtual grid 21, a second integer number of second marks 22 are placed in order from the upper grid 21 and the left grid 21. Unlike the addend display card 10, the addend display card 20 does not have a hole, but only has a second mark 22 attached thereto. Note that, like the first mark 12, the second mark 22 may be attached by pasting a sticker or the like, or may be formed by printing or drawing a figure with a marker. However, it is desirable that the second mark 22 has the same shape and color as the first mark 12.

Note that, similarly to the addend display card 10, when generating the virtual grids 21, it is not necessary to add ruled lines along the boundaries of each grid 21.

Furthermore, the edge 23 on the surface of the addend display card 20 is colored in a color different from that of the substantially rectangular opaque flat plate forming the addend display card 20. That is, the addend display card 10 and the addend display card 20 according to this embodiment are both formed using the same colored cardboard. Each of the edges 14 and 24 is colored differently from the color of the cardboard.

Further, as shown in FIG. 1(e), plate-shaped magnets 15a and 15b are attached to the back surface of the addend display card 10. The plate-shaped magnet 15a is for fixing the entire card, and is preferably placed at positions corresponding to the top and left sides of the addend display card 10. Therefore, as shown in FIG. 1E, when the addend display card 10 is placed face down, it appears that the magnet 15a is attached to the top and right sides of the addend display card 10.

On the other hand, the plate-shaped magnet 15b is for positioning the addend display card 20 inserted into the back side of the addend display card 10, and is used to position the addend display card 20 to be inserted in a predetermined position. Attach it in a suitable position. Specifically, among the holes 13 formed in the addend display card 10, the hole 13s at the left end when viewed from the surface of the addend display card 10 or the virtual square marked with the first mark 12 A plate magnet 15b is attached to extend in the vertical direction at a position corresponding to the left side of the hole 13s attached to the virtual grid 11 adjacent to the grid 11 (as shown in FIG. 1(e), When the number display card 10 is placed face down, it appears that the plate magnet 15b is attached to the right side of the hole 13s). In addition, as shown in FIG. 1(e), especially when the hole 13 exists only in the lower row of the virtual grid 11, it may extend laterally along the lower edge of the upper virtual grid 11. A plate-shaped magnet 15b is attached so that it can be stretched.

Although not shown, plate magnets are attached to the back of the addend display card 20 at positions corresponding to the top and right sides in order to facilitate insertion into the back of the addend display card 10. preferable.

[Example 1]
A case in which addition without carrying is performed will be described using FIG. 2. A case will be described in which a card representing "5" is used as the addend display card 10 and a card representing "3" is used as the addend display card 20 to perform addition of 5+3.

First, as shown in FIG. 2(a), the addend display card 10 and the addend display card 20 are pasted side by side on a blackboard. At this time, it is preferable to paste the cards so that the addend display card 10 is located on the left side and the addend display card 10 is located on the right side because the order is the same as in the actual addition equation. Further, as shown in FIG. 2(a), it is more effective to display the actual formula as well, such as "5+3=".

Next, as shown in FIG. 2(b), the addend display card 20 is held in the hand and peeled off from the blackboard.

Then, as shown in FIG. 2C, the addend display card 20 is attached to the blackboard so as to be located on the lower side of the addend display card 10. At this time, the leftmost second mark 22s of the second marks 22 arranged on the addend display card 20 fits into the leftmost hole 13s of the holes 13 formed on the addend display card 10. They are placed overlappingly on the bottom side of the addend display card 10, as shown in FIG.

These steps make it possible to visually understand the addition of 5+3.

[Example 2]
Next, with reference to FIG. 3, a case will be described in which addition with carry is performed. A case will be described in which a card representing "7" is used as the addend display card 10 and a card representing "5" is used as the addend display card 20 to perform addition of 7+5.

First, as shown in FIG. 3(a), the addend display card 10 and the addend display card 20 are pasted side by side on a blackboard. At this time, it is preferable to paste the cards so that the addend display card 10 is located on the left side and the addend display card 10 is located on the right side because the order is the same as in the actual addition equation. Further, as shown in FIG. 3(a), it is more effective to display the actual formula as well, such as "7+5=".

Next, as shown in FIG. 3(b), the addend display card 20 is held in the hand and peeled off from the blackboard.

Then, as shown in FIG. 3C, the addend display card 20 is attached to the blackboard so as to be located on the back side of the addend display card 10. At this time, the leftmost second mark 22s of the second marks 22 arranged on the addend display card 20 fits into the leftmost hole 13s of the holes 13 formed on the addend display card 10. They are placed overlappingly on the bottom side of the addend display card 10, as shown in FIG.

Here, on the back side of the addend display card 10, the plate-shaped magnet 15b attached to extend horizontally along the lower edge of the upper virtual grid 11 serves as a guide, so that the addend display The card 20 can be smoothly moved to the left. Also, the hole 13s at the left end when viewed from the surface of the addend display card 10 or the hole 13s attached to the virtual square 11 adjacent to the virtual square 11 marked with the first mark 12. Since the plate magnet 15b attached to the left side so as to extend in the vertical direction serves as a stopper, the second mark 22s at the left end of the second marks 22 of the addend display card 20 is located at the hole 13s at the left end. Alternatively, it can be positioned so as to coincide with the hole 13s adjacent to the first mark 12.

Through these steps, "3" of the number "5" to be added is visible through the hole 13 of the addend display card 10, and the remaining "2" of the number "5" to be added is displayed as the summand. It will be visible from outside the frame of the card 10. In other words, all the holes 13, which are 10's complements, in the addend display card 10 are filled in, resulting in 10, and the calculation is naturally completed in which the remainder that cannot fit into the holes 13 becomes the ones digit number. .

In this way, by simply stacking the addend display card 20 on the bottom side of the addend display card 10, it is possible to visualize visually that if all the holes 13 of the addend display card 10 are filled, the number becomes 10. can be given to At the same time, it is possible to give an awareness that the number remaining after filling in the complement becomes the ones digit number.

At this time, since the edge 14 on the surface of the addend display card 10 is colored differently from the color of the substantially rectangular opaque flat plate forming the addend display card 10, this is referred to as 10. It will be recognized as one lump. In other words, through the color applied to the edge 14, it is possible to more strongly convey the awareness that if all the holes 13 of the addend display card 10 are filled, the number will be 10.

The addition diagram card 1 according to the present invention is a summand display card 10 formed of a substantially rectangular opaque flat plate on which ten virtual grids 11 are arranged in five horizontal rows and in two upper and lower stages. By providing the first integer number mark 12 and the 10's complement hole 13, it is possible to make the user aware of the number 10 on one addend display card. In particular, by providing the holes 13 in the opaque flat plate, it is possible to create an awareness that if all the holes 13 are filled, there will be 10. In addition, even if all the holes 13 are not filled, the answer to the addition can be calculated by summing the number of first marks 12 and the number of second marks 22 visible from the holes 13. can be understood. In particular, when the addend display card 20 is brought close to the addend display card 10 with the hole 13, the child can compare the number in the hole 13 and the addend (second mark 22), and The visual effect of moving the number display card 20 allows the user to intuitively understand the mechanism of addition.

Furthermore, since the addend display card 20 has approximately the same shape as the addend display card 10 and has ten virtual squares 21 arranged approximately in the same manner as the addend display card 10, The number and the number being added can be viewed as equivalent.

Further, since the addend display card 10 and the addend display card 20 have a hole 13 and a second mark 22 formed approximately in the center of the virtual grids 11 and 21, respectively, the summand The distance between the holes 13 of the display card 10 and the distance between the second marks 22 of the addend display card 20 are approximately the same. Therefore, when the addend display card 20 is slid to the bottom side of the addend display card 10, the second marks 22 are filled in the holes 13 in order, and the calculation is completed. A visual effect of being visible can be obtained.

In particular, since the first mark 12 and the second mark 22 have substantially the same shape and color, this helps to clarify the image of moving and adding together.

On the other hand, since no hole is formed in the addend display card 20 and only the mark 22 for the number of the second integer is formed, nothing is displayed as a 10's complement on the addend display card 20. Therefore, it is possible to eliminate unnecessary information and purely visually understand answers such as carrying.

Although the embodiments of the present invention have been described above, the present invention is not limited to these embodiments described above. Furthermore, the effects described in the embodiments of the present invention are merely a list of the most preferable effects resulting from the present invention, and the effects of the present invention are limited to those described in the embodiments of the present invention. isn't it.

Further, the above-described embodiments have been described in detail to explain the present invention in an easy-to-understand manner, and the present invention is not necessarily limited to having all the configurations described.

The addition diagram card of this invention can be applied to elementary school students who have just started learning addition to learn the addition of carry through images.

1 Addition diagram card 10 Addend display card 11 Virtual square 12 First mark 13 Hole 14 Edge 15 Magnet 20 Addend display card 21 Virtual square 22 Second mark 23 Edge

Claims (6)

A summand display card formed by a substantially rectangular opaque flat plate and representing a specific first integer among the integers from 1 to 10, and a substantially rectangular opaque flat plate having substantially the same shape as the summand display card. An addition diagram card consisting of an addend display card representing a specific second integer among integers from 1 to 10,
The said addend display card has a number of first integers from the top and left side of the approximately central position of ten virtual squares in which five horizontal rows are arranged approximately evenly in two rows above and below. marking, and forming a hole approximately at the center of the remaining portion of the virtual grid;
The addend display card has second marks in number equal to the second integer from the top and left side approximately at the center of ten virtual squares arranged substantially in the same manner as the addend display card. attached,
When a part of the addend display card is placed overlappingly on the bottom side of the addend display card, the second mark becomes visible through the hole.
An addition diagram card that is characterized by: The edges of the addend display card and the addend display card are given a color different from the color of the substantially rectangular opaque flat plate forming the addend display card and the addend display card,
The addition diagram card according to claim 1. A plate-shaped magnet is attached to the back side of the addend display card and the addend display card,
The addition diagram card according to claim 1 or 2. The plate-shaped magnet is attached to two sides of the four sides of the addend display card, the left side and the top side.
The addition diagram card according to claim 3. The plate-like magnet is attached to a hole at the left end when viewed from the surface of the addend display card or a hole attached to a virtual square adjacent to the virtual square marked with the first mark. At the position corresponding to the left side, it is attached so as to extend in the vertical direction.
The addition diagram card according to claim 3. The plate-shaped magnet is attached so as to extend laterally along the lower edge of the upper virtual grid.
The addition diagram card according to claim 3.