JP3136462U - A synthetic decomposition learning tool for numbers by marble seesaw - Google Patents

Abstract

[PROBLEMS] For children who are not good at learning composite decomposition of up to 10 which is the basis of addition and subtraction in the introduction period of elementary school lower grades, through the manipulation of concrete objects with playability Engage in continuous learning to gain understanding and acquisition.
An operation of rolling two sets of marbles 19 from 1 to 10 into a single set or rolling a single set of marbles into two sets can be easily performed. As shown, a seesaw fulcrum bar 18 was attached to the back of the box, and a separation bar 13 was attached to one side of the box. Also, in order to improve the game and be able to engage in learning continuously with interest, a brass nail 16 is placed on the entire bottom of the box, and when a colorful marble rolls on it, it makes a beautiful sound like a water cave, The blindfold lids 14a, 14b, and 14c were attached so that the enjoyment of guessing the number of marbles could be enjoyed.
[Selection] Figure 1

Description

  The present invention relates to a learning tool for continuously learning with a sense of play through a specific operation of rolling marbles like a seesaw, which is the basic ability to perform addition and subtraction quickly and reliably. is there.

  It has been pointed out that the ability to synthesize and decompose up to 10 numbers is extremely important as a basic ability to quickly and reliably add and subtract. This ability is cultivated in play from early childhood before school, and is learned by using blocks and tiles in the lower grades of elementary school. As a result, the majority of children quickly add by up to 10 or subtract up to 10 by mental arithmetic, have confidence, and proceed to the next learning unit of learning. On the other hand, at this stage, it is not a quick mental calculation, and it is also true that there are quite a few children who use blocks and fingers to calculate. These children are likely to be disliked by arithmetic because they find it difficult or confident in the increasingly sophisticated calculations.

  Reasons for creating an unconfident situation in this number of compositional decompositions are internal factors such as the child's intellectual delay, bias due to learning disabilities and health, and lack of play related to the number of early childhood. External factors such as lack of learning are considered. There has been a demand for the development of easy-to-understand learning tools that can be used for continuous learning in a playful manner for children who have stumbled during the learning of composition and decomposition of numbers, which are the basis of addition and subtraction.

Under such circumstances, learning tools related to the composition and decomposition of numbers have been developed using concrete objects. For example, a “double-sided abacus” (see Patent Document 1) is one in which a plurality of mandrels are horizontally attached to a rectangular frame, and through a counting bead with holes. The pearl hole has a U-shape that is different from that of the conventional abacus, and when it is passed through a horizontal mandrel, it is difficult to rotate and hangs. For example, if you put a sticker with a flower picture on the front side, you can use it as a patterned bead, and the back side can be used as a plain pearl. In addition, a blindfold board (laminate board) that covers half of the board surface is hung, and when the beads are moved, it hides or appears. According to this abacus, for example, in the case of 5-2 = disassembling operation, if five patterned beads are arranged on the left side and two are shifted to the right, they are hidden by the laminate plate and the answer is three. When the laminate plate is shifted, two of the numbers to be drawn appear and can be confirmed. As for the composition operation of addition, the number of added and the number added can be divided using the front and back surfaces of the beads, and the answer can be concealed by a laminate board and the learner can guess.

  The above-mentioned “double-sided abacus” is a simple manual operation, and you will be able to experience the synthesis and decomposition of numbers including addition and subtraction.

However, there is a need for learning tools that are more dynamic, playable, can work continuously without getting bored, and naturally acquire the ability to mentally calculate up to 10 composite decompositions while operating happily. .
Utility model registration No. 3050390

  Some children begin to understand how to add up to 10 and subtract up to 10, and use blocks and their fingers to derive answers, but it takes time and many mistakes. There are quite a few children who are not confident. The idea of this device is to practice that children can quickly and correctly combine and disassemble up to 10 numbers, which are the basis of addition and subtraction, without difficulty, through manual operation of a playground equipment called marbles. .

  In order to solve the above-mentioned problem, the composite decomposition learning tool of the number by the marble seesaw of claim 1 is a wooden box formed in a thin rectangular box shape of A4 size, with one of the short sides as the composition side and the other as the composition side. As the disassembly side, a seesaw fulcrum bar is fixed to the center of the back side of the box in parallel with the short side. Nails are placed and hit so that marbles roll randomly on the entire surface of the bottom plate. As for learning of disassembly, the set of marbles that came out of the composite frame with the blindfolded lid and rolled while colliding with the brass nail was divided into two sets with the separation rod as the boundary, and the disassembled frame with the left and right blindfolded lids attached Stop entering. The learner child opens the left blindfold lid, counts the number of balls, guesses the number of balls under the right blindfold lid, opens the lid, and confirms whether the estimated number of balls is correct. For composition learning, two sets of marbles placed in the left and right disassembly frames roll around, enter under the blindfold lid on the composition side, and become one set. The child guesses the number of the set, then opens the blindfold lid and confirms whether the guessed number of balls is correct.

  The card stand according to claim 2 is formed to perform card operation learning in which learning based on the composite decomposition by the marble operation described above is replaced by addition and subtraction with numbers and a mathematical expression card. Two rows of grooves were formed in the card stand, and a mathematical expression card and a number card were set up so that the mathematical expression could be obtained. Number cards from 1 to 10 were placed in a card case so that they could be taken out immediately. In addition, the number cards are divided into black for calculation problems and red for answers.

  The number of synthetic decomposition matrices of the number of claim 3 was formed in order to learn all 65 sets of synthetic decomposition branches from 1 to 10. Provide checklists and exercises from simple to complex.

    Children who are not yet confident in the synthesis and decomposition of the numbers heard the pleasant sound of colorful marbles rolling and hitting the brass nails through learning to handle wooden boxes and marbles, or hidden under the blindfold lid By guessing and hitting the number of balls, you can enjoy learning without difficulty and continuously while feeling tactile, auditory and visual comfort.

    This teaching tool [FIG. 1] was formed so that learning can be intentionally advanced for all 65 sets of synthesis decomposition from 1 to 10. For this purpose, at the time of the disassembling operation, it is necessary to distribute the number of marbles 19 to the left and right five-row counting frames 12a and 12b by the intended number, but this is possible as follows. When the wooden box 10 of the teaching tool is lifted with both hands and tilted to the left front, the marbles roll in the direction of the left disassembling frame 12a, and when tilted to the right front, this property is utilized. At this time, the plurality of brass nails 16 hitting the bottom serve to moderately control the momentum and direction in which the marbles roll. For this reason, the learner can put the desired number of balls into the left and right separation frames with a little practice. For example, 7 balls can be accurately sorted as 1 on the left, 6 on the right, 2 on the left, 5 on the right, 3 on the left, 4 on the right, 4 on the right, 3 on the left. It becomes like this. Some children may find it difficult to fully control, but teachers should assist them.

    The fulcrum bar 18 is about half of the short side of the box as shown in [Fig. 2]. When the box is placed on a flat surface, if the front left side of the disassembly side is lightly pressed from above, the marble rolls toward the front left side. Pushing the right front from the top in the same way makes the marbles roll in the right front direction. The left and right disassembly side 5 double-row counting frames are designed to make it easy to count marbles in units of 5. Close the blindfold lid, lift the box, tilt it to the left while shaking gently left and right, and measure 5 marbles. As shown in the figure. The 10-column counting frame on the combining side is counted in units of 5 by putting a red partition line between the 5th and 6th. The three blindfold lids 14a, 14b, and 14c can be easily opened and closed by fixing a 2 mm thick balsa plate with adhesive tape. On the front side of the blind cover 14c on the synthesis side, “how many” is written on the back, “number to be pulled” and “answer”, and on the front side of the left side cover 14a on the decomposition side, “how many on the left?” “Number to be subtracted” and “Number to be added” are written, and “Answer” and “Number to be added” are written on the right blind cover 14b so that the child's consciousness goes to the subtraction. The brass nails 16 struck on the bottom plate were made of three different lengths, and when the marble 19 hits, a beautiful sound like a suikinkutsu was produced.

    The card stand 20 shown in FIG. 4 is provided with two rows of grooves so that a mathematical expression card 21 and a number card 22 are erected and are inclined to the other side so that a person can easily see. The formula cards 21a and 21b connect the marble operation to the addition / subtraction, but support various language expressions, for example, cards such as □ when □ and □ are combined, and □ when □ is subtracted from □. You can also

[FIG. 5] 24 is a composite decomposition matrix of up to 10 numbers. The left column is “column”, and the “composite decomposition branches” are arranged in order in the right column, so that a total of 65 sets can be listed.
From this table, it is possible to check how far the learning of synthesis decomposition has progressed and where it has not been learned yet.
The relationship between the synthetic decomposition branch and the marble operation of the teaching tool 10 is illustrated in the following table for the cases of 8, 5, and 3.

    [FIG. 6] shows three kinds of exercises for memorization learning of composite decomposition of numbers from 1 to 10. 25 is a problem of synthesis, 26 is a problem of decomposition, and 27 is a problem of synthesis and decomposition. It is hoped that the synthesis decomposition learning up to 10 will eventually reach the memorization stage for all 65 pairs, but this will evaluate how much memorization has progressed, what is good and what is weak Can do.

    Below, a series of instruction methods when 8 marbles are disassembled into 3 and 5 or synthesized into 8 will be exemplified.

    First, open the two blindfolded lids 14a14b on the disassembly side of this learning tool [FIG. 1] [FIG. 2] 10, and three marbles in the left five-row counting frame 12a and five in the right five-row counting frame 12b Insert the marbles and close the blindfold lid. When the synthetic side is pushed down with a finger, the marble rolls out and moves in a random direction while making a pleasant sound hitting the brass nail 16, and eight marbles are placed in the 10-row counting frame 12c under the blind cover 14c on the synthetic side. Lined up. (In order to line up in a row from the left, lift the learning tool body with both hands, tilt it to the left and gently shake it to the left and right.) Here, the synthesis of 3 and 5 is 8 (3 and 5 together become 8) ) Make sure that.

される数、足す数、答えの順に数式カードの□に合わせて立て、３＋５＝８とし、合成が足し算と一致することを確認する。これは、教具本体１０の三つの目隠し蓋１４ａ・１４ｂ・１４ｃの裏側に貼った緑色のテープに「たされる数」「たす数」「答え」のことばが記されているので、「ことばの式」としても確認できる。

In the order of the number to be added, the number to be added, and the answer, it is set according to the square of the mathematical card, and 3 + 5 = 8, and it is confirmed that the composition matches the addition. This is because the words “number to be played”, “number to add” and “answer” are written on the green tape affixed to the back of the three blindfold lids 14a, 14b and 14c of the teaching tool body 10. This can also be confirmed as

    Next, the decomposition of 8 into 3 and 5 will be illustrated. Eight marbles are arranged from the left in the 10-column counting frame on the synthesis side and hidden with a blindfold lid. When the learning tool body 10 is lifted with both hands and gently tilted to the disassembly side, the marbles randomly hit the nail and roll with a pleasant sound, but the three marbles enter the left five double-row counting frame with the separation rod as the boundary To control. (Some practice is necessary for this control, but the operation of this control itself becomes play, and the playability of this teaching tool is enhanced.) Open the blindfold lid and check the 3 pieces with your eyes. "Let the child guess some, and then open the blindfold lid and check the five with your eyes." Here, it is confirmed that the decomposition of 8 becomes 3 and 5 (8 is divided into 3 and 5).

数、引く数、答えの順に数式カードの□に合わせて立て、８−３＝５とし、分解が引き算と一致することを確認する。これは、教具本体１０の三つの目隠し蓋１４ａ・１４ｂ・１４ｃの裏側に貼った黄色のテープに「ひかれる数」「ひく数」「答え」のことばが記されているので、「ことばの式」としても確認できる。

The number, the number to be subtracted, and the answer are set in accordance with the square of the mathematical card, and 8-3 = 5, and it is confirmed that the decomposition matches the subtraction. This is because the words “number to be drawn”, “number to be drawn” and “answer” are written on the yellow tape affixed to the back side of the three blindfold lids 14a, 14b and 14c of the teaching tool body 10. Can also be confirmed.

    In FIG. 5, the “composite decomposition matrix of numbers” indicates that “stages” 1 to 10 and 65 “composite decomposition branches” are arranged in each stage. It can be listed that the composition and the decomposition of 8 correspond to the seventh of the “eight stage”. Thereby, the current learning achievement position and progress can be confirmed.

  [FIG. 6] is an example of a problem sheet used for evaluating the degree of achievement of learning up to 10 synthesis decompositions as a whole and the difficult part of learning, but it is partially used such as using only 8 columns. You can also

    This teaching tool was developed to help children who have difficulty adding or subtracting up to 10 or who are not confident, but at the same time for children whose learning is progressing smoothly. But it is effective to achieve learning more fun and faster and increase confidence. When used in a group scene, the sound may get in the way, so you can use a ball that doesn't make sound, such as Styrofoam or Super Ball.

A perspective view of the main body Top view of the teaching tool body Sectional view along line FF 'in the top plan view Card stand Composite decomposition matrix of numbers (check table) Synthesis problems with a composite decomposition matrix of numbers Decomposition problem with a composite decomposition matrix of numbers Synthetic Decomposition Problem with Number Decomposition Matrix

Explanation of symbols

10 Marble Seesaw Number Composite Decomposition Learning Teaching Tool 11 Edge Plate 12a Disassembly Side 5 Left 2 Row Counting Frame 12b Disassembly Side 5 5 Row 2 Counting Frame 12c Compositing Side 10 1 Row 1 Counting Frame 13 Marble Ball Left / Right Separation Bar 14a Disassembly Side Left blind cover 14b Disassembly side right blind cover 14c Composite side blind cover 15 Blind cover stop plate 16 Brass nail 17 Silence cushion 18 Seesaw fulcrum stick 19 Marble 20 Card stand 21a Composite formula card 21b Disassembly formula card 22 Number card 23 Number card case 24 Synthetic decomposition matrix 25 Synthetic problem example 26 Decomposition problem example 27 Synthetic decomposition problem example

Claims (3)

  In order to make children more interested and sustainable in learning composition and decomposition of numbers that are the basis of subtraction calculations where the sum is subtracted up to 10 A thin wooden box is formed, and a seesaw fulcrum is attached to the center of the back so that the box inclines in parallel with the short side toward the heavier total weight of the marbles, one side is the synthesis side, the other is the decomposition side, Attach a separating rod that splits one set of marbles that have rolled to the disassembly side into two sets, and controls the direction of the marbles rolling randomly across the bottom of the box, and multiple brasses to make a pleasant sound in the ear A number of synthetic disassembly learning tools using marbles seesaws, with nails placed and hit, and a blindfold lid attached to guess the number of balls to answer on the compositing side and disassembling side   A mathematical expression card or a word expression card is operated while being combined with or associated with learning by the learning tool of claim 1 above, so that compositional decomposition of numbers or words and learning of addition and subtraction can be performed in parallel. A card stand characterized by   There are 65 combinations of synthesis and decomposition of numbers from 1 to 10, but in order to investigate the achievement level of learning of the synthesis and decomposition operation of marbles by the learning tool of claim 1 or to clarify the difficult part A composite decomposition matrix of numbers characterized by arranging the composite decomposition branches sequentially from simple combinations so that they can be checked

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