JP3003988U - Multiple scale - Google Patents

Abstract

(57) [Summary] [Purpose] In the past, when teaching multiples, I relied on manipulating numbers. This makes it hard to catch. This is a teaching material that aims to help people grasp the substance of numbers.
It is also intended to be used when dividing into equal intervals or drawing lines with equal intervals. [Horizontal] Long side A (1a) similar to the conventional scale
Mark marks at equal intervals on multiples, multiples of 2 and multiples of 2, and 3, 4 and after that, similarly for each multiple (3) ○, △, ● or white, red, blue. , Etc. are marked or colored for each scale, and the numbers 0, 1, 2, 3, ... are displayed in order on these scales, and the other long side B (1b) is displayed. Is a structure in which a standard graduation for measuring length, such as a unit of cm or mm, is engraved.

Description

[Detailed description of the device]

[0001]

[Industrial applications]

 It relates to teaching materials such as prime numbers, divisors, greatest common divisors, multiples, least common multiples, etc., and to scales with multiple marks that make it easier to read graduations at equal intervals (multiples).

[0002]

[Prior art]

 In learning multiples, for example, in a table written in order of integers, when obtaining a multiple of 4, for example, a mark was added every 4th, and the multiple was confirmed from that mark. To find the common multiple, for example, in the case of 3 and 5, ask the answer of the multiplication table in the 3rd row, then the next, write it on the blackboard, and then write the answer in the 5th row in the same way. Then, I taught by a method of manipulating numbers, extracting a common number from two places and letting it be confirmed as a common multiple. In addition, the teaching method was the same for divisors and prime numbers. Therefore, it was difficult for a child to grasp a quantitative or actual number. In addition, when drawing lines at equal intervals, for example, when trying to draw at intervals of 3 mm, there is a difficulty in counting and marking the scales as 3, 6, 9, 12 ... With the conventional scale. It was

[0003]

[Problems to be solved by the device]

 1 Teaching materials that teach elementary numbers, multiples, and divisors in a quantitative, practical, and easy-to-understand manner. 2 Easy-to-read scale with equally spaced scales.

[0004]

[Means for Solving the Problems]

 Display the scale scale by multiples and with different colors and marks.

[0005]

[Function] When looking at the multiple of 3 while looking at this multiple scale, for example, by following the multiple mark (3) Δ of 3 and reading each displayed number, confirmation can be made. Also, when finding the least common multiple of two or more numbers, follow each multiple mark from the one with the smallest number, and teach that the number of places where those marks are lined up first is that. Can be done. When teaching a divisor, for example, for divisors of 24, pay attention to 24 of the number of scales (6) and confirm five marks on the same scale line (4). Then, you can confirm that each number in the multiple display column with those marks is multiplied by the number on those marks to give a total of 24. Therefore, it can be taught that all five of them are divisors, and the highest number of eight is the greatest common divisor. Also, when dividing into equal intervals or drawing lines with equal intervals, it is possible to mark by marking the scale with the mark of the required interval.

[0006]

【Example】

 First, the display of the scale scale will be described. Similar to the conventional scale, graduations are marked at equal intervals on the long side A (1a) of the scale. This minimum scale is counted as 1. Although the size of the scale interval is not specified,

In the case of FIG. 1, 2 mm is set to 1. Mark on the scale of 2 and multiples of 2 or multiples of 3 and 3 (hereinafter 4 or more, the same) in the form of ◯, Δ, ●, etc. for each multiple. In this case, a dividing line (5) is drawn on the long side and in the horizontal direction to provide a step, and a multiple of 2 is closest to the long side A (1 a) of the scale, and that of 3 is on the next step. , And so on, the display position is gradually changed to the next stage and displayed. A multiple display column (2) is provided on each of these rows, and the numbers are "multiples of 2" and "multiples of 3" (the same applies to 4 and above), such as 2, 3, 4 ... I will clarify this. Also, the number of graduations (6) is displayed on each graduation, such as 1, 2, 3, ..., but in order to display each of the numbers so that they can be read immediately and in a large scale, The numbers are not arranged in a line, but in the embodiment, the display positions of the numbers are shifted for every 5 scales. In addition, you can also use it for practicing nine by marking the numbers in order from the smallest number for each multiple mark. The usage will be described later. On the other hand, since it is also desired to use it as a normal scale, the other long side B (1b) is engraved with a normal scale for measuring length, such as a unit of mm or cm. In this case, both scales of the important part are connected so that the actual length (interval) of the scale on the multiple display side can be known. For example, in the example, since 2 cm and 10 on the multiple side are aligned, it can be seen that the scale on the multiple side is 2 mm. Next, this usage will be described. First, in order to understand the quantitative characteristic of the multiple scale, it is explained that the number of scales (6) is not just a number but a size or a length. Then, if I try to teach multiples, for example, when finding the common multiples of 3 and 5, let me confirm the mark △ in the multiple column of the multiple display column (2), then In (6), in order from the 0 side, the multiple mark Δ and confirmation work of 3 and 5 proceed in the increasing direction. When the number of scales (6) is 15, multiple marks By confirming it, we can understand that it is a common multiple and that the first set is the least common multiple. When teaching a divisor, for example, for divisors of 24, pay attention to 24 of the number of scales (6) and confirm five marks on the same scale line (4). Then you can confirm that each number in the multiple display field with those marks is multiplied by the number on those marks to give a total of 24. Therefore, it can be taught that all five of them are divisors, and the highest number of eight is the greatest common divisor. When trying to understand a prime number, by letting the scale line (4) find a line without a multiple mark, it is taught that there is no divisor, that is, a prime number. In this way, it becomes possible to teach prime numbers, multiples, and divisors in a quantitative, practical, and easy-to-understand manner. Also, when dividing at equal intervals or drawing lines at equal intervals, if the required interval is, for example, 8 mm, check 8 mm on the scale of the long side B (1b), and check that it is at the same position as the scale. Pay attention to the side A (1a) measurement mark, that is, the ● mark in the embodiment, and try to classify while chasing only the same mark, for example, marking on a stick, string, paper surface, etc. Good. Similarly, in the case of other intervals, marking can be performed by following only the mark of the desired interval. In addition, in the embodiment, 2 mm is set to 1, so that it is somewhat difficult to set the intervals of 3 mm and 7 mm. Therefore, a multiple mark is also added to each of the multiple scales of 3 mm and 7 mm of the normal scale on the long side B side to compensate for it. Also, it has already been described that a number is printed for each multiple mark, but this is used for the practice of the nine, as follows. When the numbers and are multiplied, the number of graduations on the graduation line with each mark becomes the solution, that is, those numbers are shown with a quantitative meaning. The same applies to the other stages. In addition, according to the present invention, by increasing the size of a device to be used on a blackboard or the like, the effect can be more exerted in the guidance. Also, by making it foldable, it is possible to handle a considerably large number. Even if only the long side A side is represented graphically, it can be used as a teaching material for multiples, divisors, etc. Therefore, the form of expressing these is not limited to the scaled device of the invention, It can be applied to a wide range, such as notebook covers and storage cases.

[0007]

[Advantages of the Invention] (a) It is possible to specifically and practically catch prime numbers, multiples, and divisors. (B) The required equidistant scales are easier to read, and evenly spaced divisions can be made easier. (C) Can be used for learning nine multiplications. (D) You can learn with a sense of play.

[Brief description of drawings]

FIG. 1 is a plan view of a multiple scale of the present invention.

[Explanation of symbols]

 1a Long side A 1b Long side B 2 Multiple display column 3 Multiple mark 4 Scale line 5 Dividing line 6 Scale number

Claims (1)

[Scope of utility model registration request] 1. A scale on which equidistant graduations are displayed, each mark having a unique mark for each multiple.