JP2884235B2 - Math teaching tools - Google Patents

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to a teaching tool for use in mathematics, which is used for teaching lower secondary school children the concept of numbers, calculations and graphic concepts.

[0002]

[Prior Art] In the teaching of mathematics for first- and second-grade elementary school children, "Kazuto Suuji", "Kazu to 100", "Nanbanme", "Tashizan, Hikizan", It is prescribed to teach "the shape of things".

[0003]

[Problems to be solved by the invention] However, some of the children who enter elementary school already have "ichi, ni, san ..."
There are children who can spell numbers such as "Ichibanme, Nibanme, Sanbanme ...". However, the number of concrete objects may not match the numeral, or the numeral may not be written even though the numeral is sung.

[0004] For example, the numeral "3" corresponds to the numeral "san", to understand the specific number of three for the numeral "3", and conversely to the abstract from the number of three. Understand the basic "3" number, hide some of the numbers "1, 2, 3, ..." in order, and apply the hidden numbers from the numbers before and after it This includes understanding concretely and abstractly triangles and quadrangular figures.

[0005]

SUMMARY OF THE INVENTION The present invention has been made in order to solve the above-mentioned problems, and is intended to provide lower-grade children with concrete numbers, abstract concepts, calculations and graphic concepts. The purpose of the present invention is to provide an object which can be understood accurately and efficiently. The gist of the invention is that eleven plan views are formed on the upper surface of a rectangular base board in a vertical direction and a horizontal direction, respectively. A projection disk having a configuration in which 100-shaped meshes are formed by arranging and standing up at predetermined intervals at regular intervals to form 100 meshes whose four corners are each surrounded by the four projections, and 4 A cubic body having a structure in which a locking hole that can be inserted into and removed from the projections of the book and that can be inserted into the projections on the bottom surface is provided, and a connecting pin that can be inserted into and removed from the locking hole is provided at the center of the upper surface. An arithmetic training tool characterized by comprising a plurality of blocks having a shape.

[0006]

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS The present invention will be described below in detail with reference to the embodiments shown in FIGS.
Numeral 1 is a rectangular protruding disk which is long in the vertical direction. A peripheral wall 2 having a low height is formed around the protruding disk 1, and eleven protrusions 3 having the same height in the vertical and horizontal directions are formed on the upper surface thereof. Are arranged at regular intervals, and a total of 100 meshes 4 are formed by the four vertically and horizontally adjacent projections 3.

Each of the projections 3 has a cross shape in a plan view. As shown in FIGS. 2, 10 and 11, each of the four projection pieces 3A has an arc-shaped tip. In the upper part of the projection group consisting of 121 projections 3, a total of ten large meshes 5 are formed in two upper and lower stages, five in total.

Reference numeral 6 denotes a cubic shaped building block. As shown in FIG. 2, FIG. 10 and FIG.
Is set to be the same length as or slightly larger than the inner dimension L between the projection pieces 3A, 3A of the adjacent projections 3, 3 of the four projections 3 that form. Therefore, the building block 6 is 4
The projections 3 can be inserted and removed between the projections 3A of the projections 3 with a relatively weak force, and after insertion, they are held by the restoring force of the projections 3A. It does not leave easily.

A cylindrical locking hole 7 is formed at the center of the back surface of the building block 6 and can be inserted into and removed from the projection 3. The diameter D of the locking hole 7 is opposite to that of the projection 3. The length is set to be the same as or slightly smaller than the width d between the projecting pieces 3A. Therefore, when the locking hole 7 of the block 6 is inserted into the projection 3, the inner peripheral surface of the locking hole 7 does not contact the entire outer circumference of the projection 3 but only the outer circumference of the tip of the projection piece 3 </ b> A. It can be inserted with a relatively weak force, and after the insertion, each projection 3A is restored, so that the building block 6 does not accidentally come off from the projection 3.

Further, at the center of the upper surface of the block 6, a cylindrical connecting pin 8 which can be inserted into and removed from the locking hole 7 formed at the center of the back surface protrudes. The desired number of blocks 6 can be connected in series by pushing in the holes 7. In the figure, reference numeral 9 denotes a plurality of rubber bands which are used by being hooked on the protrusions 3 and which are colored in red or yellow.

Reference numeral 10 denotes a rectangular card to be accommodated in the protruding disc 1. As shown in FIG. 3, circular holes 11 in which the protruding discs 3 of the protruding disc 1 can be inserted are located at positions corresponding to the protruding discs 3, respectively. 121 are formed. And this card 10
On one side, "10" from "1" to "100" is written at a position corresponding to the mesh 4 of the protruding disc 1 as "Sujihyo", and on the other side, FIG. "Trees", "Children",
Illustrations 10B such as "duck", "tulip", "cat", "inu", and "temonomono" are drawn.

Next, an example of use of the above-described embodiment will be described.
The card 10 is placed on the front side of the card 10, and the projection 3 is protruded from the entire circular hole 11 of the card 10. Then, the card 10 counts the numbers from "1" to "10" to recognize the unit of "10", and similarly, the number "11"
To “20” to recognize “20”, and so on. By this, the number that expresses the total number of the sum, such as “ju”, “niji”, “sanju”, etc., becomes “numerology that counts the sum” +
Make them understand that it is "10". Or "3
0 teaches 10 to 3 ".

Alternatively, as shown in FIG. 8, a block 6 is placed on the number “7” of the card 10 to hide “7”, and the number “7” hidden from the preceding and following numbers “6” and “8”. ”, And two consecutive numbers“ 1 ”on the card 10.
Put the block 6 on 4 and 15 to hide the number, and hide the number 14 from the preceding and following numbers 13 and 16.
Or "15", order numbers up to 100,
Make them understand the sequence.

Further, using the projecting board 1 and the card 10 of "everyone friend" shown in FIG. 4, the card 10 is put on the surface of the projecting board 1 with the "everyone friend" side up as shown in FIG. The card 3 is placed on the card 10 so that the projection 3 projects from the entire circular hole 11 of the card 10. Then, a rubber band 9 is hooked around the protrusions 3 protruding from the circular hole 11 by the same comrades, and for example, the number of "dogs", "cats", and "ducks" is all "3". Are connected to each other with a rubber band 9 so that the figure formed is a quadrangle or a triangle.

Further, as shown in FIG. 7, five yellow blocks 6 are arranged adjacent to the four projections 3 constituting the mesh 4 of the projection board 1, and one of the blocks is arranged next to the yellow blocks. Skip the squares and line up two red blocks 6 to get "Tashizan""5" +
When instructing that the answer is “7” for “2”, let them estimate that the answer will be larger than “7” because the answer is “7”. Multiply 9 to make a "yacht" or other figures and make them recognized, or to make them understand the "shikakukei" figure.

Alternatively, although not shown, two red building blocks 6 are laid in a row under the five yellow building blocks 6 and the answer of "Hikizan", "5"-"2" is obtained. Make them understand that it will be “3”. In this way, the child is made to specifically understand “increase”, “decrease”, “comparison”, “estimate”, and the like.

Further, although not shown, after the locking holes 7 of the blocks 6 are inserted into the protrusions 3 of the protruding disc 1 to fix the blocks 6,
A predetermined number of, for example, five blocks 6 are stacked by inserting the locking holes 7 of the other blocks 6 into the connection pins 8 on the upper surface of the block 6, and two blocks 6 are stacked on the protrusions 3 on the side thereof. By doing so, it is made to specifically understand that the five building blocks 6 are larger than the two building blocks due to the difference in height, or the number and quantity learning are taught by a three-dimensional method.

[0018]

The teaching tool for arithmetic operation according to the present invention is constructed as described above, so that during training using a building block, the building block is inserted into or between projections of the protruding disc or detached therefrom. It can be performed with relatively low force, but even if the child tilts the projection board obliquely or accidentally gives an impact to the projection board, the blocks installed at the predetermined locations can be Or it does not fall apart from the projection. Therefore, there is no need to repeat the installation, and the learning efficiency can be improved. Also, at the time of training using cards, understand the order of numbers and unity of numbers concretely by numbers from "1" to "100", or the same number is the same regardless of the difference of objects by the illustration of the card Can be instructed to be represented by numbers.
In addition, by attaching a predetermined number of blocks between the projections constituting the meshes of the projection board, it is possible to specifically understand "Tashizan", "Hikizan", and the like. There is an effect that a specific figure can be understood by putting a rubber band around the card, and the order of numbers can be instructed by attaching a card to the projection of the projection board.

[Brief description of the drawings]

FIG. 1 is a perspective view of a projection board, a building block, and a rubber band of an arithmetic teaching tool according to the present invention.

FIG. 2 is an enlarged front view of a main part of a projection disk.

FIG. 3 is a front view of the card.

FIG. 4 is a rear view of the card.

FIG. 5 is an enlarged sectional view taken along line II-II of FIG.

FIG. 6 is a sectional view taken along line III-III of FIG. 3;

FIG. 7 is a front view of a usage example.

FIG. 8 is a front view of another usage example.

FIG. 9 is a front view of still another use example.

FIG. 10 is an enlarged plan explanatory view when a building block is inserted into a projection piece of a projection board.

FIG. 11 is an enlarged cross-sectional explanatory view when a building block is inserted into a projection of the projection board.

[Explanation of symbols]

 DESCRIPTION OF SYMBOLS 1 Projection board 3 Projection 3A Projection piece 4 Grid 6 Block 6A Corner 7 Locking hole 8 Connecting pin 9 Rubber band 10 Card 10A Numeral 10B Illustration 11 Circle hole

Claims (4)

(57) [Claims] 1. An eleven projections having a cross shape in a plan view are arranged at regular intervals on a top surface of a rectangular base in a vertical direction and a horizontal direction, and four projections are formed at four corners. And a projection disk having a configuration in which 100 meshes are formed, each of which is surrounded by a plurality of projections, and a locking hole which can be inserted and removed between the four projections forming each of the meshes and can be inserted into the projections on the bottom surface. A training tool for arithmetic operation, comprising: a plurality of cubic blocks having a configuration in which a connecting pin that can be inserted into and removed from the locking hole is protruded at the center of the upper surface. 2. A projection having fourteen cross-shaped projections arranged at regular intervals on a top surface of a rectangular base in a vertical direction and a horizontal direction at regular intervals, and having four projections at four corners. A training tool for arithmetic operation, comprising: a projecting disc having a configuration in which 100 meshes each surrounded by are formed, and a plurality of rubber bands that can be wound around the projections of the projecting disc. 3. The protrusion disc and the building block according to claim 1, and 121 circular holes into which the respective protrusions of the protrusion disc can be inserted are formed. And a card having a configuration in which numbers from "1" to "100" are written at positions corresponding to the above. 4. A four-sided projection having four cross-shaped projections arranged at regular intervals on a top surface of a rectangular base in a vertical direction and a horizontal direction at regular intervals, respectively. , And a projection disk having a configuration in which 100 meshes each formed by a circle are formed, and 121 circular holes into which the respective projections of the projection disk can be inserted are formed. An instructional tool for arithmetic operation, comprising: a card having an illustration such as an illustration, and a plurality of rubber bands that can be looped around the projection of the projection board.