JP3158056U

JP3158056U - Case-integrated educational toys, case-integrated educational toys kit

Info

Publication number: JP3158056U
Application number: JP2009009302U
Authority: JP
Inventors: 昭典満間; 佑子満間
Original assignee: 昭典満間; 佑子満間
Priority date: 2009-12-30
Filing date: 2009-12-30
Publication date: 2010-03-11
Anticipated expiration: 2019-12-30

Abstract

【課題】形状と模様が極めて単純な所定数個の主ピース１１と副ピース３１を収容できるケースを備え、全体の外形が直方体形状を成す、ケース一体型知育玩具を提供する。【解決手段】各々が正三角柱形状を成す所定数個の主ピース１１と、該主ピース１１を所定輪郭形状を成すように配設して成る主ピース集合体１をピース収容部２０に収容する内ケース２と、ピース収容部２０の内側壁と主ピース集合体１との間隙に充填される所定数個の副ピース３１と、内ケース２をケース収容部４０に収容する外ケース４とを有するケース一体型知育玩具。副ピース３１として端面の面積が主ピース１１の１／２で高さが同一の直角三角柱形状のピースを有し、ピース収容部２０の深さを主ピース１１の高さと同一と成し、ケース収容部４０の深さを内ケース２の高さと同一と成し、内ケース２を外ケース４に収容したときの外形が直方体形状を成す。【選択図】図１A case-integrated educational toy is provided that includes a case that can accommodate a predetermined number of main pieces 11 and sub-pieces 31 that are extremely simple in shape and pattern, and that has an overall outer shape of a rectangular parallelepiped. A plurality of main pieces 11 each having a regular triangular prism shape and a main piece assembly 1 in which the main pieces 11 are arranged so as to form a predetermined contour shape are accommodated in a piece accommodating portion 20. Inner case 2, a predetermined number of sub-pieces 31 filled in the gap between the inner wall of piece accommodating part 20 and main piece assembly 1, and outer case 4 accommodating inner case 2 in case accommodating part 40 A case-integrated educational toy. The sub-piece 31 has a right triangular prism-shaped piece whose end surface area is 1/2 of the main piece 11 and the same height, and the depth of the piece accommodating portion 20 is the same as the height of the main piece 11. The depth of the accommodating portion 40 is the same as the height of the inner case 2, and the outer shape when the inner case 2 is accommodated in the outer case 4 forms a rectangular parallelepiped shape. [Selection] Figure 1

Description

本考案は、形状や模様が極めて単純な所定数個の主ピースと副ピースを収容できるケースを備え、全体の外形が直方体形状を成す、ケース一体型知育玩具に関する。また、ケース一体型知育玩具の作成キットに関する。 The present invention relates to a case-integrated educational toy that includes a case that can accommodate a predetermined number of main pieces and sub-pieces that are extremely simple in shape and pattern, and that has an overall outer shape of a rectangular parallelepiped. The present invention also relates to a case-integrated educational toy creation kit.

ジグソーパズルは周知である。
ジグソーパズルでは、それぞれが複雑な輪郭形状を成す各ピースに、それぞれ一意に決められた模様が描かれており、各ピースをケース内の予め決められた所定の位置に正確に嵌め込むことにより、予め決められた絵柄が再現される。 Jigsaw puzzles are well known.
In jigsaw puzzles, each piece having a complicated contour shape is drawn with a uniquely determined pattern, and by accurately fitting each piece into a predetermined position in the case, The determined pattern is reproduced.

本願に類似する先行技術文献は発見されなかった。No prior art documents similar to the present application were found.

前述のように、ジグソーパズルでは、各ピースをケース内の予め決められた所定の位置に正確に嵌め込むことにより、予め決められた絵柄のみが再現される。換言すれば、ジグソーパズルでは、自由自在に絵柄を創造することはできない。このため、幼稚園／保育園や小学校等に於いて、創造性育成のために利用することには適していない。 As described above, in the jigsaw puzzle, only a predetermined pattern is reproduced by accurately fitting each piece into a predetermined position in the case. In other words, in a jigsaw puzzle, you cannot freely create a picture. For this reason, it is not suitable for use in creativity development in kindergartens / nursery schools and elementary schools.

また、ジグソーパズルの各ピースは、各々異なる輪郭形状を有している。このため、パズルを完成するまでは、各ピースをケースとは別個に管理しておく必要があり、多数のピースとケースとをそれぞれ管理することが困難な幼稚園／保育園や小学校等に於いて利用することには適していない。 Each piece of the jigsaw puzzle has a different contour shape. For this reason, it is necessary to manage each piece separately from the case until the puzzle is completed. It is used in kindergartens / nursery schools and elementary schools where it is difficult to manage many pieces and cases. Not suitable for doing.

しかるに、幼稚園／保育園や小学校等では、自分で考えながらピースを組み合わせることにより所望の絵柄／図柄を創造することを通じて、独創性等を育成することについての強い需要がある。また、遊び終わった後には、各ピースをケースに簡単に収容して、該ケースを、あまり場所をとらずに収納しておくことが望まれる。 However, in kindergartens / nursery schools, elementary schools, and the like, there is a strong demand for cultivating creativity and the like by creating a desired pattern / pattern by combining pieces while thinking by themselves. In addition, it is desirable that each piece is easily accommodated in a case after play and the case is accommodated without taking up too much space.

本考案は、複数個のピースを自由自在に組み合わせて配設することにより所望の絵柄や図柄を無数に創造でき、もって、園児や児童等の創造性の育成に寄与できる知育玩具を提供することを目的とする。
また、本考案は、各ピースの形状に互換性を持たせることにより、個々のピースを所定のケースに収容するときには、簡単に収容できるようにすることを目的とする。
また、本考案は、ピースを収容したケースを、あまり場所をとらずに収納できるようにすることを目的とする。 The present invention provides an educational toy that can create a myriad of desired designs and patterns by freely arranging and arranging a plurality of pieces, thereby contributing to the nurturing of creativity in children and children. Objective.
Another object of the present invention is to make it possible to easily accommodate individual pieces when they are accommodated in a predetermined case by making the shapes of the pieces interchangeable.
Moreover, an object of this invention is to enable it to accommodate the case which accommodated the piece, without taking up much space.

本考案の構成を、下記［１］〜［８］に記す。なお、この項（［課題を解決するための手段］）と次項（［考案の効果］）に於いて、符号は理解を容易にするために付したものであり、本考案を符号の構成に限定する趣旨ではない。 The configuration of the present invention is described in the following [1] to [8]. In this section ([Means for Solving the Problems]) and the next section ([Effects of the Invention]), the reference numerals are given for ease of understanding, and the present invention is made into the configuration of the reference numerals. It is not intended to be limited.

［１］構成１
各々が同サイズで正三角柱形状を成す所定数個の主ピース１１と、各主ピースの少なくとも一つの側面をそれぞれ隣接する主ピースの一側面と密接させ所定輪郭形状を成すように配設して成る主ピース集合体１をピース収容部２０に収容する内ケース２と、前記ピース収容部２０の内側壁２１と主ピース集合体１との間隙に充填される所定数個の副ピース３と、前記内ケース２をケース収容部４０に収容する外ケース４と、を有するケース一体型知育玩具であって、
前記副ピース３として、端面の面積が前記主ピース１１の１／２で高さが前記主ピース１１と同一の直角三角柱形状のピース３１を少なくとも有し、
前記ピース収容部２０の深さを前記主ピース１１の高さと同一又はその倍数と成し、
前記ケース収容部４０の深さを前記内ケース２の高さと同一と成し、
前記内ケース２を前記外ケース４に収容したときの外形が直方体形状を成す、
ことを特徴とするケース一体型知育玩具。 [1] Configuration 1
A predetermined number of main pieces 11 each having the same size and forming a regular triangular prism shape, and at least one side surface of each main piece is arranged in close contact with one side surface of an adjacent main piece to form a predetermined contour shape. An inner case 2 that accommodates the main piece assembly 1 in the piece accommodating portion 20, a predetermined number of sub-pieces 3 that are filled in a gap between the inner wall 21 of the piece accommodating portion 20 and the main piece assembly 1, A case-integrated educational toy having an outer case 4 for accommodating the inner case 2 in a case accommodating portion 40;
The sub-piece 3 has at least a right triangular prism-shaped piece 31 having an end face area that is 1/2 of the main piece 11 and the same height as the main piece 11,
The depth of the piece accommodating portion 20 is the same as or a multiple of the height of the main piece 11,
The depth of the case accommodating portion 40 is the same as the height of the inner case 2,
The outer shape when the inner case 2 is accommodated in the outer case 4 forms a rectangular parallelepiped shape,
A case-integrated educational toy.

［２］構成２
構成１に於いて、
前記副ピース３は、全て、端面の面積が前記主ピース１１の１／２で高さが前記主ピース１１と同一の直角三角柱形状のピース３１である、
ことを特徴とするケース一体型知育玩具。
［３］構成３
構成１に於いて、
前記副ピース３として、端面の面積が前記主ピース１１の１／２で高さが前記主ピース１１と同一の直角三角柱形状を成す第１種の副ピース３１と、該第１種の副ピース３１を２個短辺側の側面で背中合わせに一体化した形状を成す第２種の副ピース３２と、を有する、
ことを特徴とするケース一体型知育玩具。
［４］構成４
構成１に於いて、
前記副ピース３として、端面の面積が前記主ピース１１の１／２で高さが前記主ピース１１と同一の直角三角柱形状を成す第１種の副ピース３１と、該第１種の副ピース３１と端面が相似形で高さが前記主ピース１１と同一の直角三角柱形状を成す第３種の副ピース３３と、を有する、
ことを特徴とするケース一体型知育玩具。 [2] Configuration 2
In configuration 1,
The sub-pieces 3 are all right triangular prism-shaped pieces 31 having an end surface area that is ½ of the main piece 11 and the same height as the main piece 11.
A case-integrated educational toy.
[3] Configuration 3
In configuration 1,
The sub-piece 3 has a first-type sub-piece 31 having an end face area that is 1/2 of the main piece 11 and a height of the same right-side triangular prism as the main piece 11, and the first-type sub-piece. A sub-piece 32 of the second type that has a shape in which two pieces 31 are integrated back to back on the side surface on the short side.
A case-integrated educational toy.
[4] Configuration 4
In configuration 1,
The sub-piece 3 has a first-type sub-piece 31 having an end face area that is 1/2 of the main piece 11 and a height of the same right-side triangular prism as the main piece 11, and the first-type sub-piece. 31 and a third type sub-piece 33 having an end face similar shape and a right triangular prism shape having the same height as the main piece 11,
A case-integrated educational toy.

［５］構成５
構成１〜４の何れかに於いて、
前記各主ピース１１は、一方の端面の１の頂角から対向する辺へ下ろした垂線を当該正三角柱の軸線と平行に他方の端面へ向けて延設することにより構成される平面が当該正三角柱の外表面と交差することにより構成される線を境界線とする２領域１１ａ，１１ｂと成し、一方の領域１１ａ／１１ｂと他方の領域１１ｂ／１１ａを相互に異なる色と成すことにより、外表面を相互に異色の２領域１１ａ，１１ｂとされ、
前記副ピース３（３１，３２）は、その外表面を、前記主ピース１１の外表面を区分する２領域中の少なくとも１領域１１ａ／１１ｂとは異なる色とされている、
ことを特徴とするケース一体型知育玩具。
［６］構成６
構成１〜５の何れかに於いて、
前記主ピース１１の高さは、正三角形を成す端面の１辺の長さの１／２以下である、
ことを特徴とするケース一体型知育玩具。
［７］構成７
構成１〜６の何れかに於いて、
前記外ケース４の高さは、前記内ケース２より該内ケース２の底壁部２２の厚みｔ分だけ高い、
ことを特徴とする知育玩具。 [5] Configuration 5
In any one of configurations 1 to 4,
Each main piece 11 has a plane formed by extending a perpendicular line extending from the apex angle of one end face to the opposite side toward the other end face in parallel with the axis of the regular triangular prism. By forming two regions 11a and 11b having a line formed by intersecting the outer surface of the triangular prism as a boundary line, and making one region 11a / 11b and the other region 11b / 11a different from each other, The outer surfaces are two regions 11a and 11b having different colors,
The sub-piece 3 (31, 32) has an outer surface of a color different from at least one region 11a / 11b in two regions dividing the outer surface of the main piece 11.
A case-integrated educational toy.
[6] Configuration 6
In any one of configurations 1 to 5,
The height of the main piece 11 is ½ or less of the length of one side of an end face forming an equilateral triangle.
A case-integrated educational toy.
[7] Configuration 7
In any one of configurations 1 to 6,
The height of the outer case 4 is higher than the inner case 2 by the thickness t of the bottom wall portion 22 of the inner case 2;
An educational toy characterized by that.

［８］構成８
各々が同サイズで正三角柱形状を成す所定数個の主ピース１１と、各主ピースの少なくとも一つの側面をそれぞれ隣接する主ピースの一側面と密接させ所定輪郭形状を成すように配設して成る主ピース集合体１をピース収容部２０に収容する内ケース２と、前記ピース収容部２０の内側壁２１と主ピース集合体１との間隙に充填される所定数個の副ピース３と、前記内ケース２をケース収容部４０に収容する外ケース４と、を有するケース一体型知育玩具を作成するための作成キットであって、
前記外ケース４の上板を構成する第１板材Ｍ１と、
前記外ケース４の中板外枠を切り出すための易切断線を有する第２板材Ｍ２と、
前記主ピース１１、内ケース２の上板外枠、副ピース３、及び、外ケース４の下板外枠を切り出すための易切断線を有する第３板材Ｍ３と、
前記内ケース２の底壁部２２を構成する第４板材Ｍ４と、
を有し、
前記第１板材Ｍ１、第２板材Ｍ２、及び、第３板材Ｍ３は、上面視で同一の外周輪郭形状を成し、
前記第２板材Ｍ２と第４板材Ｍ４とは同一の厚みを成し、
前記第３板材Ｍ３から切り出す内ケース２の上板外枠と第４板材Ｍ４とが上面視で同一の外周輪郭形状を成すとともに、該外周輪郭と前記第２板材Ｍ２から切り出す外ケース４の中板外枠の内周輪郭とが同一形状を成し、
前記副ピース３として、端面の面積が前記主ピース１１の１／２で高さが前記主ピース１１と同一の直角三角柱形状のピース３１を少なくとも有し、
前記ピース収容部２０の深さを前記主ピース１１の高さと同一又はその倍数と成し、
前記ケース収容部４０の深さを前記内ケース２の高さと同一と成し、
前記内ケース２を前記外ケース４に収容したときの外形が直方体形状を成す、
ようにしたことを特徴とするケース一体型知育玩具作成キット。 [8] Configuration 8
A predetermined number of main pieces 11 each having the same size and forming a regular triangular prism shape, and at least one side surface of each main piece is arranged in close contact with one side surface of an adjacent main piece to form a predetermined contour shape. An inner case 2 that accommodates the main piece assembly 1 in the piece accommodating portion 20, a predetermined number of sub-pieces 3 that are filled in a gap between the inner wall 21 of the piece accommodating portion 20 and the main piece assembly 1, A creation kit for creating a case-integrated educational toy having an outer case 4 for accommodating the inner case 2 in a case accommodating portion 40;
A first plate member M1 constituting an upper plate of the outer case 4,
A second plate member M2 having an easy-cut line for cutting out the outer plate frame of the outer case 4;
A third plate M3 having an easy-cut line for cutting out the main plate 11, the upper plate outer frame of the inner case 2, the sub-piece 3, and the lower plate outer frame of the outer case 4;
A fourth plate material M4 constituting the bottom wall portion 22 of the inner case 2,
Have
The first plate member M1, the second plate member M2, and the third plate member M3 have the same outer peripheral contour shape in a top view,
The second plate member M2 and the fourth plate member M4 have the same thickness,
The upper plate outer frame of the inner case 2 cut out from the third plate member M3 and the fourth plate member M4 form the same outer peripheral contour shape when viewed from above, and the outer case 4 cut out from the outer peripheral contour and the second plate member M2 The inner peripheral contour of the outer plate frame has the same shape,
The sub-piece 3 has at least a right triangular prism-shaped piece 31 having an end face area that is 1/2 that of the main piece 11 and the same height as the main piece 11,
The depth of the piece accommodating portion 20 is the same as or a multiple of the height of the main piece 11,
The depth of the case accommodating portion 40 is the same as the height of the inner case 2,
The outer shape when the inner case 2 is accommodated in the outer case 4 forms a rectangular parallelepiped shape,
A case-integrated educational toy creation kit characterized by the above.

構成１は、各々が同サイズで正三角柱形状を成す所定数個の主ピース１１と、各主ピースの少なくとも一つの側面をそれぞれ隣接する主ピースの一側面と密接させ所定輪郭形状を成すように配設して成る主ピース集合体１をピース収容部２０に収容する内ケース２と、前記ピース収容部２０の内側壁２１と主ピース集合体１との間隙に充填される所定数個の副ピース３と、前記内ケース２をケース収容部４０に収容する外ケース４と、を有するケース一体型知育玩具であって、前記副ピース３として、端面の面積が前記主ピース１１の１／２で高さが前記主ピース１１と同一の直角三角柱形状のピース３１を少なくとも有し、前記ピース収容部２０の深さを前記主ピース１１の高さと同一又はその倍数と成し、前記ケース収容部４０の深さを前記内ケース２の高さと同一と成し、前記内ケース２を前記外ケース４に収容したときの外形が直方体形状を成すことを特徴とするケース一体型知育玩具であるため、複数個のピースを自由自在に組み合わせて配設することにより所望の絵柄や図柄を無数に創造できすることができる。また、遊び終わって各ピースを内ケース２内に収容するときには、簡単に収容することができる。また、そのケースを、あまり場所をとらずに収納できるようにすることができる。 In the configuration 1, a predetermined number of main pieces 11 each having the same size and forming a regular triangular prism shape, and at least one side surface of each main piece are in close contact with one side surface of an adjacent main piece so as to form a predetermined contour shape. A predetermined number of sub-fills filled in a gap between the inner case 2 for accommodating the main piece assembly 1 arranged in the piece accommodating portion 20 and the inner wall 21 of the piece accommodating portion 20 and the main piece assembly 1. A case-integrated educational toy having a piece 3 and an outer case 4 for accommodating the inner case 2 in a case accommodating portion 40, wherein the sub-piece 3 has an end surface area that is ½ of the main piece 11. And at least the right triangular prism-shaped piece 31 having the same height as the main piece 11, the depth of the piece accommodating portion 20 is the same as or a multiple of the height of the main piece 11, and the case accommodating portion 40 depths Since the inner case 2 is the same height as the inner case 2 and the outer shape when the inner case 2 is accommodated in the outer case 4 is a rectangular parallelepiped shape, it is a case-integrated educational toy. By freely combining and arranging, it is possible to create innumerable desired pictures and designs. Further, when each piece is accommodated in the inner case 2 after play, it can be easily accommodated. Further, the case can be stored without taking up much space.

構成２は、構成１に於いて、前記副ピース３は、全て、端面の面積が前記主ピース１１の１／２で高さが前記主ピース１１と同一の直角三角柱形状のピース３１であることを特徴とするケース一体型知育玩具であるため、所望の絵柄や図柄を想像する際に、副ピース３１を主ピース１１に適宜に加えて遊ぶことができる。
構成３は、構成１に於いて、前記副ピース３として、端面の面積が前記主ピース１１の１／２で高さが前記主ピース１１と同一の直角三角柱形状を成す第１種の副ピース３１と、該第１種の副ピース３１を２個短辺側の側面で背中合わせに一体化した形状を成す第２種の副ピース３２と、を有することを特徴とするケース一体型知育玩具であるため、所望の絵柄や図柄を想像する際に、第１種と第２種の副ピース３１，３２を主ピース１１に適宜に加えて遊ぶことができる。
構成４は、構成１に於いて、前記副ピース３として、端面の面積が前記主ピース１１の１／２で高さが前記主ピース１１と同一の直角三角柱形状を成す第１種の副ピース３１と、該第１種の副ピース３１と端面が相似形で高さが前記主ピース１１と同一の直角三角柱形状を成す第３種の副ピース３３と、を有することを特徴とするケース一体型知育玩具であるため、所望の絵柄や図柄を想像する際に、第１種と第２種の副ピース３１，３３を主ピース１１に適宜に加えて遊ぶことができる。 Configuration 2 is Configuration 1 in which all the sub-pieces 3 are right triangular prism-shaped pieces 31 having an end surface area that is 1/2 of the main piece 11 and the same height as the main piece 11. Since the case-integrated educational toy is characterized by the above, the sub-piece 31 can be appropriately added to the main piece 11 and played when imagining a desired pattern or pattern.
Configuration 3 is the first type of secondary piece having the same right triangular prism shape as the secondary piece 3 in the configuration 1, wherein the area of the end face is ½ of the primary piece 11 and the height is the same as that of the primary piece 11. A case-integrated educational toy characterized by comprising a first sub-piece 31 and a second sub-piece 32 having a shape in which the two sub-pieces 31 of the first type are integrated back to back on the side of the short side. Therefore, when imagining a desired pattern or design, the first type and the second type sub-pieces 31 and 32 can be added to the main piece 11 as appropriate and played.
Configuration 4 is the first type of secondary piece having the right triangular prism shape in which the end face area is 1/2 of the main piece 11 and the height is the same as that of the main piece 11 as the secondary piece 3 in Configuration 1. 31 and a third type sub-piece 33 having an end face similar to that of the first type sub-piece 31 and having the same right triangular prism shape as the main piece 11 in the end face. Since it is a physical education toy, when imagining a desired picture and design, it is possible to play by adding the first type and second type sub-pieces 31 and 33 to the main piece 11 as appropriate.

構成５は、構成１〜４の何れかに於いて、前記各主ピース１１は、一方の端面の１の頂角から対向する辺へ下ろした垂線を当該正三角柱の軸線と平行に他方の端面へ向けて延設することにより構成される平面が当該正三角柱の外表面と交差することにより構成される線を境界線とする２領域１１ａ，１１ｂと成し、一方の領域１１ａ／１１ｂと他方の領域１１ｂ／１１ａを相互に異なる色と成すことにより、外表面を相互に異色の２領域１１ａ，１１ｂとされ、前記副ピース３（３１，３２）は、その外表面を、前記主ピース１１の外表面を区分する２領域中の少なくとも１領域１１ａ／１１ｂとは異なる色とされていることを特徴とするケース一体型知育玩具であるため、所望の絵柄や図柄を幾何学的なパターンで適宜に想像することができる。
構成６は、構成１〜５の何れかに於いて、前記主ピース１１の高さは、正三角形を成す端面の１辺の長さの１／２以下であることを特徴とするケース一体型知育玩具であるため、遊ぶ際の取り扱いが容易である。
構成７は、構成１〜６の何れかに於いて、前記外ケース４の高さは、前記内ケース２より該内ケース２の底壁部２２の厚みｔ分だけ高いことを特徴とする知育玩具であるため、内ケース２を前記外ケース４のケース収容部内にピッタリと収容でき、そのときの外形を直方体形状と成すことができる。 Configuration 5 is any one of Configurations 1 to 4, wherein each main piece 11 has a perpendicular line extending from one apex angle of one end surface to the opposite side and the other end surface parallel to the axis of the regular triangular prism. The two planes 11a and 11b have a plane formed by extending toward the outer surface of the regular triangular prism as a boundary line, and one area 11a / 11b and the other By forming the regions 11b / 11a in different colors from each other, the outer surface is made two regions 11a and 11b having different colors, and the sub-piece 3 (31, 32) has the outer surface as the main piece 11 Since it is a case-integrated educational toy characterized in that it has a color different from at least one of the two regions that divide the outer surface of the region 11a / 11b, a desired pattern or pattern is a geometric pattern. I can imagine it That.
Configuration 6 is any of Configurations 1 to 5, wherein the height of the main piece 11 is ½ or less of the length of one side of an end surface forming an equilateral triangle. Because it is an educational toy, it is easy to handle when playing.
Configuration 7 is any one of Configurations 1 to 6, wherein the height of the outer case 4 is higher than the inner case 2 by the thickness t of the bottom wall portion 22 of the inner case 2. Since it is a toy, the inner case 2 can be perfectly accommodated in the case accommodating portion of the outer case 4, and the outer shape at that time can be formed into a rectangular parallelepiped shape.

構成８は、各々が同サイズで正三角柱形状を成す所定数個の主ピース１１と、各主ピースの少なくとも一つの側面をそれぞれ隣接する主ピースの一側面と密接させ所定輪郭形状を成すように配設して成る主ピース集合体１をピース収容部２０に収容する内ケース２と、前記ピース収容部２０の内側壁２１と主ピース集合体１との間隙に充填される所定数個の副ピース３と、前記内ケース２をケース収容部４０に収容する外ケース４と、を有するケース一体型知育玩具を作成するための作成キットであって、前記外ケース４の上板を構成する第１板材Ｍ１と、前記外ケース４の中板外枠を切り出すための易切断線を有する第２板材Ｍ２と、前記主ピース１１、内ケース２の上板外枠、副ピース３、及び、外ケース４の下板外枠を切り出すための易切断線を有する第３板材Ｍ３と、前記内ケース２の底壁部２２を構成する第４板材Ｍ４とを有し、前記第１板材Ｍ１、第２板材Ｍ２、及び、第３板材Ｍ３は、上面視で同一の外周輪郭形状を成し、前記第２板材Ｍ２と第４板材Ｍ４とは同一の厚みを成し、前記第３板材Ｍ３から切り出す内ケース２の上板外枠と第４板材Ｍ４とが上面視で同一の外周輪郭形状を成すとともに、該外周輪郭と前記第２板材Ｍ２から切り出す外ケース４の中板外枠の内周輪郭とが同一形状を成し、前記副ピース３として、端面の面積が前記主ピース１１の１／２で高さが前記主ピース１１と同一の直角三角柱形状のピース３１を少なくとも有し、前記ピース収容部２０の深さを前記主ピース１１の高さと同一又はその倍数と成し、前記ケース収容部４０の深さを前記内ケース２の高さと同一と成し、前記内ケース２を前記外ケース４に収容したときの外形が直方体形状を成す、ようにしたことを特徴とするケース一体型知育玩具作成キットであるため、構成１のケース一体型知育玩具が持つ効果に加えて、さらに、そのような知育玩具を作成する時点から楽しむことができる効果がある。 In the configuration 8, a predetermined number of main pieces 11 each having the same size and having a regular triangular prism shape, and at least one side surface of each main piece are in close contact with one side surface of an adjacent main piece so as to form a predetermined contour shape. A predetermined number of sub-fills filled in a gap between the inner case 2 for accommodating the main piece assembly 1 arranged in the piece accommodating portion 20 and the inner wall 21 of the piece accommodating portion 20 and the main piece assembly 1. A production kit for producing a case-integrated educational toy that includes a piece 3 and an outer case 4 that accommodates the inner case 2 in a case accommodating portion 40, and that constitutes an upper plate of the outer case 4 1 plate material M1, a second plate material M2 having an easy cutting line for cutting out the middle plate outer frame of the outer case 4, the main piece 11, the upper plate outer frame of the inner case 2, the sub piece 3, and the outer For cutting out the outer frame of case 4 It has a third plate member M3 having a cutting line and a fourth plate member M4 constituting the bottom wall portion 22 of the inner case 2, and the first plate member M1, the second plate member M2, and the third plate member M3 are: The upper outer frame and the fourth plate material of the inner case 2 cut out from the third plate material M3 have the same outer peripheral contour shape as viewed from above, the second plate material M2 and the fourth plate material M4 have the same thickness. M4 has the same outer peripheral contour shape in a top view, and the outer peripheral contour and the inner peripheral contour of the intermediate plate outer frame cut out from the second plate material M2 have the same shape, and the sub-piece 3 And having at least a right triangular prism-shaped piece 31 having an end face area that is ½ of the main piece 11 and having the same height as the main piece 11, and the depth of the piece accommodating portion 20 is set to It is the same as the height or a multiple thereof, and the depth of the case housing portion 40 is A case-integrated educational toy making kit characterized in that it has the same height as the inner case 2 and the outer shape when the inner case 2 is accommodated in the outer case 4 forms a rectangular parallelepiped shape. For this reason, in addition to the effect of the case-integrated educational toy of configuration 1, there is an effect that can be enjoyed from the time of creating such an educational toy.

第１の実施の形態のケース一体型知育玩具を示し、（ａ）〜（ｃ）はそれぞれ外ケース４の上面図、右側面図、正面図であり、（ｄ）〜（ｆ）はそれぞれ主ピース１１及び副ピース３１を収容した内ケース２の上面図、右側面図、正面図である。The case integrated education toy of 1st Embodiment is shown, (a)-(c) is the upper side figure of the outer case 4, a right view, and a front view, respectively, (d)-(f) is respectively main. It is a top view, a right side view, and a front view of the inner case 2 in which the piece 11 and the subpiece 31 are accommodated. 第２の実施の形態のケース一体型知育玩具を示し、（ａ）〜（ｃ）はそれぞれ外ケース４の上面図、右側面図、正面図であり、（ｄ）〜（ｆ）はそれぞれ主ピース１１及び副ピース３１，３２を収容した内ケース２の上面図、右側面図、正面図である。The case integrated education toy of 2nd Embodiment is shown, (a)-(c) is the upper side figure of the outer case 4, a right view, and a front view, respectively, (d)-(f) is respectively main. It is the upper side figure of the inner case 2 which accommodated the piece 11 and the subpieces 31 and 32, a right view, and a front view. 第２の実施の形態とその変形例に於いて内ケース２／２−ａ／２−ｂに主ピース１１と副ピース３１，３２を収容した状態を示し、（ａ）は共通の上面図、（ｂ１）は主ピース及び副ピースを１段とした場合、（ｂ２）は２段重ねとした場合、（ｂ３）は３段重ねとした場合をそれぞれ示す（ａ）内矢視Ｂ−Ｂ線断面図である。In the second embodiment and its modification, the inner case 2-2-a / 2-b shows a state in which the main piece 11 and the sub-pieces 31, 32 are accommodated, (a) is a common top view, (B1) shows the case where the main piece and the sub-piece are one stage, (b2) shows the case where the two stages are stacked, and (b3) shows the case where the three stages are stacked (a) Inner BB line It is sectional drawing. 第３の実施の形態に於いて内ケース２−ｃに主ピース１１と副ピース３１を収容した状態を示し、（ａ）は上面図、（ｂ）は正面図である。The state which accommodated the main piece 11 and the subpiece 31 in the inner case 2-c in 3rd Embodiment is shown, (a) is a top view, (b) is a front view. 主ピース１１とその異色領域１１ａ，１１ｂを説明する、背面図（ａ）、平面図（ｂ）、正面図（ｃ）、左側面図（ｄ）、右側面図（ｅ）、及び、底面図（ｆ）。Rear view (a), plan view (b), front view (c), left side view (d), right side view (e), and bottom view for explaining the main piece 11 and its different color regions 11a and 11b (F). 実施の形態のケース一体型知育玩具作成キットの説明図。Explanatory drawing of the case integral type educational toy preparation kit of embodiment. 主ピース１１を組み合わせて配設した例を示す上面図。The top view which shows the example arrange | positioned combining the main piece 11. FIG.

図面を参照して、本考案の実施の形態を説明する。
図に於いて、４は外ケース、２は内ケース、１は主ピース１１を配設して成る主ピース集合体、３，３１，３２，３３は副ピースである。 Embodiments of the present invention will be described with reference to the drawings.
In the figure, 4 is an outer case, 2 is an inner case, 1 is a main piece assembly in which a main piece 11 is disposed, and 3, 31, 32 and 33 are sub-pieces.

外ケース４は、図１・図２（ｃ）や図６に示すように、上板と、該上板の下面に接合される中板外枠と、該中板外枠の下面に接合される下板外枠から成る。
上板は、上面視で方形の第１板材Ｍ１をそのまま用いて構成される蓋板部分である。
中板外枠は、上面視で方形の第２板材Ｍ２の外周縁部分で構成される「口」の字形状の部分である。即ち、第２板材Ｍ２の内側方形部分を切り抜いて構成される残部である。
下板外枠は、上面視で方形の第３板材Ｍ３の外周縁部分で構成される「口」の字形状の部分である。即ち、第３板材Ｍ３の内側方形部分を切り抜いて構成される残部である。
これらが、図６に示すように、第１板材Ｍ１（上板）の下面の外周縁に中板外枠の上面を接合し、該中板外枠の下面に下板外枠の上面を接合して、構成される。 The outer case 4 is joined to the upper plate, the middle plate outer frame joined to the lower surface of the upper plate, and the lower surface of the middle plate outer frame, as shown in FIGS. It consists of a lower plate outer frame.
The upper plate is a lid plate portion that is configured using the first plate member M1 that is square as viewed from above.
The middle plate outer frame is a “mouth” -shaped portion formed by the outer peripheral edge portion of the second plate member M2 that is square in a top view. In other words, it is a remaining portion formed by cutting out the inner rectangular portion of the second plate member M2.
The lower plate outer frame is a “mouth” -shaped portion formed by the outer peripheral edge portion of the third plate member M3 that is square in a top view. That is, it is a remaining portion formed by cutting out the inner rectangular portion of the third plate member M3.
As shown in FIG. 6, the upper surface of the middle plate outer frame is joined to the outer peripheral edge of the lower surface of the first plate member M1 (upper plate), and the upper surface of the lower plate outer frame is joined to the lower surface of the middle plate outer frame. Configured.

内ケース２は、図１・図２（ｄ）や図６に示すように、上板外枠と、該上板外枠の下面に接合される底壁部から成る。
上板外枠は、上面視で方形の第３板材Ｍ３からその外周縁部分（＝外ケース４の下板外枠を構成する部分）を取り除いた残部から、さらに、その内側の上面視方形の部分（＝主ピースと副ピースの材料部分）を切り抜いて構成される「口」の字形状の残部である。
底壁部は、上面視で方形の第４板材Ｍ１をそのまま用いて構成される底板である。
これらが、図６に示すように、上板外枠の下面に底壁部の上面の外周縁を接合して、構成される。 As shown in FIGS. 1, 2 (d) and 6, the inner case 2 includes an upper plate outer frame and a bottom wall portion joined to the lower surface of the upper plate outer frame.
The upper plate outer frame has a rectangular shape when viewed from above, from the remaining portion obtained by removing the outer peripheral edge portion (= the portion constituting the lower plate outer frame of the outer case 4) from the third plate member M3 that is square when viewed from above. This is the remainder of the “mouth” shape formed by cutting out a portion (= material portion of the main piece and the sub-piece).
The bottom wall portion is a bottom plate configured using the fourth plate member M1 that is square as viewed from above.
As shown in FIG. 6, these are configured by joining the outer peripheral edge of the upper surface of the bottom wall portion to the lower surface of the upper plate outer frame.

外ケース４と内ケース２とが上記の如く構成されているため、内ケース２を外ケース４のケース収容部４０内にピッタリと収容することができる。 Since the outer case 4 and the inner case 2 are configured as described above, the inner case 2 can be perfectly accommodated in the case accommodating portion 40 of the outer case 4.

主ピース集合体１は、所定数個の主ピース１１を所定の位置に配設して構成される。
図１に於いて、各主ピース１１と各副ピース３１は、上面視で方形の第３板材Ｍ３からその外周縁部分（＝「口」の字形状を成し、外ケース４の下板外枠を構成する部分）を取り除いた残部から、さらに、外周縁部分（＝「口」の字形状を成し、内ケース２の上板外枠を構成する部分）を取り除いた残部を、図示の形状（＝上面視で正三角形の主ピース１１の形状と、上面視で直角三角形の副ピース３１の形状）に切り離して構成される。 The main piece assembly 1 is configured by arranging a predetermined number of main pieces 11 at predetermined positions.
In FIG. 1, each main piece 11 and each sub-piece 31 are formed from a third plate member M <b> 3 that is rectangular in a top view, and its outer peripheral edge portion (= “mouth” shape). The remaining part from which the outer peripheral part (= "mouth" -shaped part constituting the upper outer frame of the inner case 2) is further removed from the remaining part from which the frame) is removed. The shape is divided into a shape (= the shape of the main piece 11 having a regular triangle as viewed from above and the shape of the sub-piece 31 having a right triangle as viewed from above).

主ピース１１と副ピース３１とが上記の如く内ケース２と関連づけて構成されているため、主ピース１１と副ピース３１を内ケース２のピース収容部２０内にピッタリと収容することができる。また、その際、各主ピース１１が同形状であり、且つ、各副ピース３１も同形状であるため、収容に手間取ることがない。 Since the main piece 11 and the subpiece 31 are configured to be associated with the inner case 2 as described above, the main piece 11 and the subpiece 31 can be perfectly accommodated in the piece accommodating portion 20 of the inner case 2. Further, at that time, since each main piece 11 has the same shape and each sub-piece 31 has the same shape, it does not take time for accommodation.

また、底壁部２２を構成する第４板材Ｍ４の厚さｔは、外ケース４の中板外枠の構成材料である第２板材Ｍ２の厚さと同じである。
このため、内ケース２を外ケース４のケース収容部４０内に収容すると、内ケース２の底壁部２２の下面（外表面）と、ケース４の下板外枠の下面（外表面）とが同一平面を成し、結果、全体の外形が直方体形状を成す。
このため、あまり場所をとらずに収納可能となる。 In addition, the thickness t of the fourth plate member M4 constituting the bottom wall portion 22 is the same as the thickness of the second plate member M2 that is a component material of the middle plate outer frame of the outer case 4.
For this reason, when the inner case 2 is accommodated in the case accommodating portion 40 of the outer case 4, the lower surface (outer surface) of the bottom wall portion 22 of the inner case 2 and the lower surface (outer surface) of the lower plate outer frame of the case 4 Form the same plane, and as a result, the entire outer shape forms a rectangular parallelepiped shape.
For this reason, it can be stored without taking up much space.

図２は、第２の実施の形態を示す。
図２は図１と略同様である。異なる点は、図１では副ピースの形状が全て同じ形状（端面の面積が主ピース１１の１／２で高さが主ピース１１と同一の直角三角柱形状）であったのに対して、図２の例では、第１種の副ピース３１（図１の副ピース３１と同一）と第２種の副ピース３２があり、第２種の副ピース３２の形状が、第１種の副ピース２個を短辺側の側面で背中合わせに一体化した形状を成す、という点である。
図１と同じ部分には同じ符号を付して示し、説明は省略する。 FIG. 2 shows a second embodiment.
FIG. 2 is substantially the same as FIG. The difference is that in FIG. 1, the shape of all the sub-pieces is the same (the shape of a right triangular prism having an end face area that is ½ of the main piece 11 and the same height as the main piece 11). In the example of 2, the first type subpiece 31 (same as the subpiece 31 in FIG. 1) and the second type subpiece 32 are provided, and the shape of the second type subpiece 32 is the first type subpiece. The point is that the two are integrated back to back on the side of the short side.
The same parts as those in FIG. 1 are denoted by the same reference numerals, and description thereof is omitted.

図４は、第３の実施の形態を示す。
図４は図１と略同様である。異なる点は、図１では副ピースの形状が全て同じ形状（端面の面積が主ピース１１の１／２で高さが主ピース１１と同一の直角三角柱形状）であったのに対して、図４の例では、第１種の副ピース３１（図１の副ピース３１と同一）と第３種の副ピース３３があり、第３種の副ピース３２の形状が、第１種の副ピース３１と端面が相似形で高さが主ピース１１と同一の直角三角柱形状を成す、という点である。
図１と同じ部分には同じ符号を付して示し、説明は省略する。 FIG. 4 shows a third embodiment.
4 is substantially the same as FIG. The difference is that in FIG. 1, the shape of all the sub-pieces is the same (the shape of a right triangular prism having an end face area that is ½ of the main piece 11 and the same height as the main piece 11). In the example of FIG. 4, there is a first type subpiece 31 (same as the subpiece 31 in FIG. 1) and a third type subpiece 33, and the shape of the third type subpiece 32 is the first type subpiece. 31 and the end face are similar in shape and have the same right triangular prism shape as the main piece 11 in height.
The same parts as those in FIG. 1 are denoted by the same reference numerals, and description thereof is omitted.

図３は、第１や第２の実施の形態の変形例を示す。
図１や図２の例では、主ピース１１や副ピース３１（３２）は、図３（ｂ１）に示すように内ケース２のピース収容部２０内に一段に収容されていたが、図３の例では、２段重ね（図３（ｂ２））や、３段重ね（図３（ｂ３））に収容されており、これに伴い、内ケース２−ａ／２−ｂの高さ（ピース収容部の深さ）も、図１や図２よりも高く（深く）構成されている。 FIG. 3 shows a modification of the first and second embodiments.
In the example of FIG. 1 and FIG. 2, the main piece 11 and the subpiece 31 (32) are accommodated in the piece accommodating portion 20 of the inner case 2 as shown in FIG. 3 (b1). In the example shown in FIG. 3, it is housed in a two-tiered stack (FIG. 3 (b2)) or a three-tiered stack (FIG. 3 (b3)), and accordingly, the height (piece) of the inner case 2-a / 2-b. The depth of the accommodating portion is also higher (deeper) than those in FIGS. 1 and 2.

上記では、ケース一体型知育玩具が完成品であるとして説明したが、これらを未完成状態の作成キットとして提供することもできる。
即ち、図６のような第１板材Ｍ１〜第４Ｍ４として提供し、それぞれに予め設けておいた易切断線（容易に切り離し得るように予め所定の切れ目を入れた線；切れ目は上記で説明した各構成と同様）に沿って切離して、ケース一体型知育玩具を作成するようにしてもよい。この場合、素材としては、例えば、合成樹脂を用いることができる。
また、その場合、各主ピース１１の各領域１１ａ，１１ｂや、各副ピース３１（３２，３３）を、所望の色に彩色できるようにしてもよい。 In the above description, the case-integrated educational toy has been described as a finished product, but these can be provided as an unfinished production kit.
That is, the first plate materials M1 to 4M4 as shown in FIG. 6 are provided as easy cutting lines (lines with predetermined cuts so that they can be easily separated; the cuts are described above). It is also possible to create a case-integrated educational toy by cutting along the same as each configuration. In this case, for example, a synthetic resin can be used as the material.
In that case, each region 11a, 11b of each main piece 11 and each subpiece 31 (32, 33) may be colored to a desired color.

次に、主ピース１１について説明する。
図５に於いて、１１ａと１１ｂは、それぞれ色彩を示す。なお、図５では、１１ａを白で、１１ｂを黒で表しているが、２色の組合せは任意であり、例えば需要の大きい色の組合せを採用してよい。また、１セットのケース一体型知育玩具中に、色の組合せが異なる主ピースを混在させて創造可能な絵柄／図柄を更に増やしてもよい。例えば、赤と青で２分割・彩色した主ピース、緑とピンクで２分割・彩色した主ピース、黄と紫で２分割・彩色した主ピース、及び、これらと異なる色で又は何れか１以上の主ピースの１領域と同じ色で彩色した副ピースというセットで、ケース一体型知育玩具を構成してもよい。 Next, the main piece 11 will be described.
In FIG. 5, 11a and 11b indicate colors. In FIG. 5, 11a is represented by white and 11b is represented by black. However, the combination of two colors is arbitrary, and for example, a combination of colors having a large demand may be adopted. In addition, in one set of case-integrated educational toys, the number of patterns / designs that can be created by mixing main pieces with different color combinations may be further increased. For example, a main piece that is divided and colored in red and blue, a main piece that is divided and colored in green and pink, a main piece that is divided and colored in yellow and purple, and a different color or one or more of them The case-integrated educational toy may be configured with a set of sub-pieces colored in the same color as one region of the main piece.

主ピース１１は各々が同サイズの正三角柱形状を成し、図５に示すように、一方の端面の１の頂角から対向する辺へ下ろした垂線を当該正三角柱の軸線と平行に他方の端面へ向けて延設することにより構成される平面が当該正三角柱の外表面と交差することにより構成される線を境界線として、一方の領域１１ａと他方の領域１１ｂを相互に異なる色と成すことにより、外表面を異色の２領域に分割されている。 Each of the main pieces 11 has a regular triangular prism shape of the same size, and as shown in FIG. 5, a perpendicular line extending from one apex angle of one end face to the opposite side is parallel to the axis of the regular triangular prism and the other One region 11a and the other region 11b have different colors, with a line formed by a plane formed by extending toward the end surface intersecting the outer surface of the regular triangular prism as a boundary line. Thus, the outer surface is divided into two regions of different colors.

正三角柱の高さは、使用するときの扱いやすさ（安定性，手で持つ際の容易さ等）を考慮すると、正三角形を成す端面（上面／底面）の１辺の長さの１／２以下であることが望ましい。この望ましい高さ（厚さ）は材質によっても異なり、例えば、木製の場合は、積木と略同様であり、比較的厚い方が扱い易い。また、合成樹脂製の場合は、比較的薄い方が、軽快に扱うことができるため好ましい。紙製の場合は、更に薄くてもよい。 The height of the regular triangular prism is 1 / of the length of one side of the end face (upper surface / bottom surface) forming the equilateral triangle in consideration of ease of handling (stability, ease of holding by hand, etc.). It is desirable that it is 2 or less. This desirable height (thickness) varies depending on the material. For example, in the case of wood, it is substantially the same as a building block, and the thicker one is easier to handle. In the case of a synthetic resin, a relatively thin one is preferable because it can be handled lightly. In the case of paper, it may be thinner.

主ピース１１を組み合わせて配設した例を、図７に上面視で示す。
図から分かるように、各主ピースは各々上面視で正三角形状を成し、それぞれが１／２の異色領域１１ａ，１１ｂに分割されているという極めて単純な形状・パターンであるにもかかわらず、その組合せから、極めて複雑なパターンを無数に構成可能である。
図７では主ピース１１のみを配設した様子を示しているが、これに、副ピース３１，３２，３３（図１，２，４参照）を適宜に組み合わせても良い。
主ピース１１や副ピース３１，３２，３３の数を増やすことにより構成可能なパターン数も増えるため、使用者の所望の種々のパターンを創造可能である。例えば、自然物（動植物，山／丘／海岸の景観等）や人工物（乗り物等）に似せた絵柄／図柄を構成することも可能である。このため、幼児や児童の創造性の育成に寄与するところ大である。 An example in which the main pieces 11 are disposed in combination is shown in FIG.
As can be seen from the figure, each main piece has an equilateral triangle shape when viewed from the top, and each of the main pieces is divided into ½ different color regions 11a and 11b. From the combinations, an infinite number of extremely complicated patterns can be configured.
Although FIG. 7 shows a state in which only the main piece 11 is disposed, sub-pieces 31, 32, and 33 (see FIGS. 1, 2, and 4) may be appropriately combined therewith.
Since the number of patterns that can be configured increases by increasing the number of main pieces 11 and sub-pieces 31, 32, and 33, various patterns desired by the user can be created. For example, it is also possible to configure a pattern / similar to a natural object (animals and plants, mountain / hill / coast landscape, etc.) or an artificial object (vehicle, etc.). For this reason, it contributes greatly to fostering the creativity of infants and children.

このように、各々主ピースや副ピースは極めて単純な形状で且つ極めて単純な模様であるにもかかわらず、創造可能なパターンが多い。このため、幼児や児童等の創造性の育成に寄与するところ大である。また、組み合わせるべき主ピースや副ピース数を増加させたり、主ピースや副ピースの色の組合せを異ならせることにより、創造可能なパターン数を更に増大させることができる。 As described above, there are many patterns that can be created even though each of the main piece and the sub-piece has a very simple shape and a very simple pattern. For this reason, it greatly contributes to the development of creativity for infants and children. Moreover, the number of patterns that can be created can be further increased by increasing the number of main pieces and sub-pieces to be combined, or by changing the color combinations of the main pieces and sub-pieces.

１ピース集合体
１１主ピース
１１ａ，１１ｂ主ピースの外表面の異色領域
２内ケース
２−ａ内ケース
２−ｂ内ケース
２−ｃ内ケース
２０ピース収容部
２１ピース収容部の内壁部
２２ピース収容部の底壁部
３副ピース
３１第１種の副ピース
３２第２種の副ピース
３３第３種の副ピース
４外ケース
４０ケース収容部
ｔピース収容部の底壁部の厚み
Ｍ１第１板材
Ｍ２第２板材
Ｍ３第３板材
Ｍ４第４板材 1 piece assembly 11 main piece 11a, 11b different color area 2 on outer surface of main piece inner case 2-a inner case 2-b inner case 2-c inner case 20 piece accommodating portion 21 inner wall portion 22 of piece accommodating portion piece accommodating Bottom wall portion 3 sub-piece 31 first-type sub-piece 32 second-type sub-piece 33 third-type sub-piece 4 outer case 40 case housing portion t piece housing portion bottom wall thickness M1 first plate member M2 Second plate member M3 Third plate member M4 Fourth plate member

Claims

A predetermined number of main pieces each having the same size and a regular triangular prism shape, and at least one side surface of each main piece is arranged in close contact with one side surface of an adjacent main piece to form a predetermined contour shape. An inner case for accommodating the main piece assembly in the piece accommodating portion, a predetermined number of sub-pieces filled in a gap between the inner wall of the piece accommodating portion and the main piece assembly, and the inner case as the case accommodating portion A case-integrated educational toy having an outer case for housing,
The sub-piece has at least a right triangular prism-shaped piece having an end face area of ½ of the main piece and the same height as the main piece,
The depth of the piece accommodating portion is the same as or a multiple of the height of the main piece,
The depth of the case housing portion is the same as the height of the inner case,
The outer shape when the inner case is accommodated in the outer case forms a rectangular parallelepiped shape,
A case-integrated educational toy.

In claim 1,
All of the sub-pieces are right triangular prism-shaped pieces having an end face area of 1/2 of the main piece and the same height as the main piece.
A case-integrated educational toy.

In claim 1,
As the sub-piece, a first-type sub-piece having a right triangular prism shape whose end surface area is 1/2 of the main piece and whose height is the same as that of the main piece, and the two sub-pieces of the first type are short. A second type sub-piece having a shape integrated back to back on the side surfaces of the sides, and
A case-integrated educational toy.

In claim 1,
As the sub-piece, a first-type sub-piece having an end face area of 1/2 of the main piece and a height of the same right-sided triangular prism shape as the main piece, and the first-type sub-piece and the end face are similar. A third sub-piece having a right triangular prism shape that is identical in shape and height to the main piece,
A case-integrated educational toy.

In any one of Claims 1-4,
Each of the main pieces has a plane formed by extending a perpendicular line extending from one apex angle of one end face to the opposite side toward the other end face in parallel with the axis of the equilateral triangular prism. By forming a line formed by intersecting with the outer surface of the two regions as a boundary line, and forming one region and the other region with different colors, the outer surface is divided into two regions with different colors. And
The sub-piece has an outer surface of a color different from at least one of the two regions dividing the outer surface of the main piece.
A case-integrated educational toy.

In any one of Claims 1-5,
The height of the main piece is ½ or less of the length of one side of the end face forming an equilateral triangle.
A case-integrated educational toy.

In any one of Claims 1-6,
The height of the outer case is higher than the inner case by the thickness of the bottom wall portion of the inner case,
An educational toy characterized by that.

A predetermined number of main pieces each having the same size and a regular triangular prism shape, and at least one side surface of each main piece is arranged in close contact with one side surface of an adjacent main piece to form a predetermined contour shape. An inner case for accommodating the main piece assembly in the piece accommodating portion, a predetermined number of sub-pieces filled in a gap between the inner wall of the piece accommodating portion and the main piece assembly, and the inner case as the case accommodating portion A creation kit for creating a case-integrated educational toy having an outer case for housing;
A first plate constituting the upper plate of the outer case;
A second plate material having an easy-cut line for cutting out the middle plate outer frame of the outer case;
A third plate member having an easy-cut line for cutting out the main piece, the upper plate outer frame of the inner case, the sub-piece, and the lower plate outer frame of the outer case;
A fourth plate constituting the bottom wall of the inner case;
Have
The first plate member, the second plate member, and the third plate member have the same outer peripheral contour shape in a top view,
The second plate and the fourth plate have the same thickness,
The upper plate outer frame and the fourth plate material of the inner case cut out from the third plate material have the same outer peripheral contour shape in a top view, and the inner case outer frame of the outer case cut out from the outer peripheral contour and the second plate material. The circumferential contour has the same shape,
The sub-piece has at least a right triangular prism-shaped piece having an end face area of ½ of the main piece and the same height as the main piece,
The depth of the piece accommodating portion is the same as or a multiple of the height of the main piece,
The depth of the case housing portion is the same as the height of the inner case,
The outer shape when the inner case is accommodated in the outer case forms a rectangular parallelepiped shape,
A case-integrated educational toy creation kit characterized by the above.