JP5713456B2 - Learning tool for number decomposition and learning system for number decomposition - Google Patents

Description

  The present invention relates to a learning tool for number decomposition and a learning system for number decomposition that are used when an infant or an elementary school child repeatedly practice to learn the concept of number decomposition or composition.

  When learning how to count numbers and the basics of addition and subtraction, it is effective to make the composition and decomposition of numbers visible using an appropriate learning tool. Conventionally, for example, by arranging counting objects such as hajiki and blocks to understand the number, arranging the counting objects, and moving the arranged counting objects appropriately to increase or decrease the number, The concept is learned.

  As such a learning tool, a teaching tool for arithmetic education that is configured more conveniently and effectively is disclosed in Patent Document 1, for example. The teaching tool includes a thin hexahedron opaque case whose both side surfaces in the longitudinal direction are open, a drawer member accommodated in the case, and a plurality of spheres arranged in the drawer member. The drawing member has a box shape with an open top surface, and the inside is divided into left and right regions in the longitudinal direction by the partition portion, and can be drawn from both sides in the longitudinal direction of the case. The partition portion has a communication portion through which the sphere can pass, and the sphere in one region can move into the other region through the communication portion.

  According to this teaching tool, education about the number and the calculation can be performed by pulling out the drawer member from one end side in the longitudinal direction of the case and showing the sphere in the inner region to the child. Specifically, for example, by pulling out the drawer member so that one of the left and right areas of the drawer member comes out of the case, the number of spheres in the area can be understood, or the areas on the left and right sides of the drawer member can be The learning is performed according to a procedure such that the number of spheres in each region and the number of the spheres in each region are understood to be larger or smaller. Thus, it is said that the learning effect can be enhanced because the number and calculation can be learned while being entertained with a sense of play and the child can be strongly interested.

JP 2007-212552 A

  In the case of the learning tool disclosed in Patent Document 1, in order to visually recognize the number of spheres stored in each area of the drawer member or to change the distribution state of the spheres to the left and right areas, one end side of the case An operation for pulling out the pull-out member is required. Such an operation of partially deforming the learning tool is complicated, and may be performed with care so as not to spill the sphere, so that a quick operation is difficult. Therefore, the progress speed of the learning procedure is suppressed. When progress is slowed, it becomes difficult to maintain the interests of the children, which may reduce learning efficiency.

  Further, in order to make it possible to visually recognize the total number of spheres stored in the case, it is necessary to pull out all the drawing members. This also becomes an obstacle to rapid operation, and also causes a decrease in learning efficiency.

  Although the learning tool that can distribute a plurality of spheres to two regions in the case is effective, like the learning tool disclosed in Patent Document 1, the distribution target to be used is limited to the sphere. Absent. That is, it is only necessary to have a granular body that can be easily distributed to two regions and visually recognized, and various forms such as a spheroid, a polyhedron, and a cylindrical body can be employed.

  Accordingly, the present invention is configured so that a plurality of granular materials can be distributed to two regions in the case, and the distribution state of the granular materials to each region can be changed by a simple and quick operation, and the total number of granular materials can be reduced. An object of the present invention is to provide a number of decomposition learning tools that can be visually recognized.

  In order to solve the above problems, the number of learning tools according to the present invention is formed by first and second main surfaces on the front and back sides, and four case end surfaces connecting the main surfaces, and is orthogonal to the main surfaces. A transparent case having a shape of a thin hexahedron whose direction is a thickness direction, and a region in the case viewed from the main surface are visually divided vertically by a main boundary parallel to one side of the main surface. A shielding member disposed in a lower region in the case, a partition plate that forms a sub-boundary orthogonal to the main boundary and spatially partitions the lower region into first and second sub-regions, A plurality of granular materials housed in the case. The shielding member shields the first main surface side and unshields the second main surface side in the first sub region, and shields the second main surface side in the second sub region and shields the first main surface side. The surface side is unshielded, the region of the sub-boundary is shielded, and the case end surface corresponding to the bottom surface of the lower region is shielded. The inside of the case is in communication with the space except that it is partitioned by the partition plate, and the shielding member is in a state that is visually distinguishable between the first sub-region and the second sub-region. Have

  The use of the number of learning tools having the above-described number of configurations does not require an operation for partial deformation, and only changes the posture of the case. Therefore, it is possible to change the distribution state of the granular material to each sub-region by a simple and quick operation. Further, since the case is transparent, all the particles can be made visible by simply collecting the particles in an area where no shielding member is present, and simple and quick operation is possible. Furthermore, the first sub-region and the second sub-region can be easily identified visually, and the number of granular materials existing in each region can be quickly recognized.

The perspective view which shows the learning tool for the number of decomposition | disassembly in one embodiment of this invention Plan view of the learning tool in cross section The perspective view of the same learning tool seen from the back side of FIG. 1A A developed view showing the shape of the shielding member constituting the learning tool The perspective view which shows the state by which the learning tool was open | released The perspective view which shows operation at the time of use of the learning tool The perspective view of the same learning tool seen from the back side of FIG. 4A Front view showing an example of how to use the learning tool Rear view of the same learning tool viewed from the back side of FIG. 5A Top view of practice paper used with the same learning tool

  The number of learning tools for decomposition of the present invention can take the following modes based on the above configuration.

  That is, preferably, the granular material is a sphere. In that case, the length of the shielding member in the vertical direction is preferably set to be less than ½ of the length of the case in the same direction and larger than twice the diameter of the sphere. Further, the length of the sub-region in the direction along the main boundary can be set to a range of 5 or more and less than 6 of the spheres.

  Further, the shielding member is integrally formed of a material having elasticity, and the partition plate is constituted by a part of the shielding member, and a length of a portion corresponding to the partition plate of the shielding member in the thickness direction of the case. The length of the shielding member is longer than the inner surface dimension between the two main surfaces, and the part of the partition plate is pressed between the inner surfaces of the two main surfaces to be elastically deformed, so that the position in the case is maintained. It can be set as the structure currently made.

  Moreover, it is preferable that the said case has a cover structure which forms the opening which can take in and out the said granular material with respect to the inside so that opening and closing is possible.

  In addition, the number of learning systems for decomposition according to the present invention includes one or a plurality of sets of answer columns each consisting of a learning tool having one of the above-described configurations, one total number field, and two sub-region number fields. A practice sheet provided, the total number column is filled with the total number of the granular materials accommodated in the number of learning tools for disassembly, and the sub-region number column is the first and the first, respectively. The number of the granular materials existing in the two sub-regions can be entered.

  Hereinafter, embodiments of the present invention will be described with reference to the drawings.

<Embodiment>
FIG. 1A is a perspective view showing the number of learning tools for decomposition according to an embodiment of the present invention. A plan view seen in cross section is shown in FIG. 1B. A perspective view seen from the back side of FIG. 1A is shown in FIG. 1C. This learning tool has a transparent case 1 having a thin hexahedron shape. The case 1 is formed by four first and second main surfaces 2 and 3 on the front and back sides and four case end surfaces 4 to 7 connecting the main surfaces 2 and 3, and a direction perpendicular to the main surfaces 2 and 3 is a thickness direction. And

  A shielding member 8 is disposed inside the case 1. The shielding member 8 is arranged on the lower side in the case 1 so as to visually divide the region in the case 1 viewed from the main surfaces 2 and 3 vertically by a main boundary M parallel to one side of the main surfaces 2 and 3. Arranged in the area. As shown in the planar shape of FIG. 1B, the shielding member 8 is bent at the center of the lower region to form a partition plate 8 a that crosses the inside of the case 1 in the thickness direction. The partition plate 8a forms a sub-boundary S orthogonal to the main boundary M, and spatially partitions the lower region into left and right first and second sub-regions A and B. The developed view of the shielding member 8 has a shape as shown in FIG. 2 as an example, and is bent along the folding line 9. The partition plate 8 a is not formed by a part of the shielding member 8, but can be configured separately from the shielding member 8. In that case, the shielding member 8 is also divided into the first sub-region A and the second sub-region B.

  The shielding member 8 in the first sub-region A shields the second main surface 3 side and does not shield the first main surface 2 side. On the other hand, the shielding member 8 in the second sub-region B shields the first main surface 2 side and does not shield the second main surface 3 side. The shielding member 8 (partition plate 8a) is also configured to shield the sub-boundary S region. The shielding member 8 is further configured to shield the case end surface 6 corresponding to the bottom surface of the lower region, as shown in FIG. 1B.

  A plurality of spheres 10 are accommodated in the case 1. Although the figure shows a state in which ten spheres 10 are accommodated, the number can be appropriately selected. The space inside the case 1 is communicated except that it is partitioned by a partition plate 8a, and the sphere 10 can be moved between the first sub-region A and the second sub-region B. The shielding member 8 is different in color between the first sub-region A and the second sub-region B. In the drawing, a point group is assigned only to a portion corresponding to the first sub-region A of the shielding member 8 to indicate that the colors are different. Thereby, the first sub-region A and the second sub-region B can be easily identified visually, and the number of the spheres 10 existing in each region can be quickly recognized. Note that the configuration for visually distinguishing the first sub-region A and the second sub-region B is not limited to different colors. For example, it can be made visually identifiable by changing the lightness or adding different patterns or characters. In other words, it is only necessary that some different visually identifiable state is given between the first sub-region A and the second sub-region B.

  The case 1 has a lid structure in which an opening that allows the spherical body 10 to be taken in and out can be opened and closed. That is, the case 1 is divided by the dividing line 11 into the front and rear case halves in the figure. FIG. 3 shows a state in which the case 1 is opened by moving both case halves together. As shown in FIG. 3, the front and rear case halves 1 a and 1 b are coupled by the left and right engaging protrusions 12, and can be relatively rotated around the engaging protrusion 12. Both case halves overlap at the overlapping portion 13, and the engagement protrusion 12 is provided here.

  The length (height) h (FIG. 1A) in the vertical direction of the shielding member 8 is set to be less than ½ of the length of the case 1 in the same direction and larger than twice the diameter of the sphere 10. In addition, each of the first and second sub-regions A and B is set to have a length in the horizontal direction, that is, in the direction along the main boundary M, in a range of 5 or more of the spheres 10 and less than 6 pieces. .

  The shielding member 8 is integrally formed of a material having elasticity. In the thickness direction of the case 1, the length of the portion corresponding to the partition plate 8 a of the shielding member 8 is longer than the dimension between the inner surfaces of both the main surfaces 2 and 3. Accordingly, the position of the shielding member 8 in the case 1 is maintained by the portion of the partition plate 8a being sandwiched between the inner surfaces of the two main surfaces 2 and 3 and elastically deforming. Therefore, the material having elasticity means that the material has sufficient elasticity to obtain such an effect, and even such paper can obtain such an effect. Thereby, the shielding member 8 can be fixed in the case 1 without using other members or the like, and the operation of mounting the shielding member 8 in the case 1 is facilitated in the manufacturing process. In addition, the part corresponding to the end part 6 of the shielding member 8 may be set to the same length as the part corresponding to the partition plate 8a to obtain the same holding effect.

  A mode of using the number of learning tools having the above-described configuration will be described with reference to FIGS. 4A and 4B. FIG. 4A is a perspective view showing an operation when the learning tool is used. FIG. 4B is a perspective view of the learning tool viewed from the back side of FIG. 4A.

  The operation with respect to the learning tool is performed by turning the case 1 upside down and swinging appropriately from the state shown in FIG. 1A and then returning to the original posture. Thereby, the number of the spheres 10 accommodated in the first and second sub-regions A and B can be changed. An example is shown in FIGS. 4A and 4B. In this case, three spheres 10 are accommodated in the first sub-region A, and seven spheres 10 are accommodated in the second sub-region B. As described above, since the shielding member 8 is colored in different colors in the first and second sub-regions A and B (or provided with other visually distinguishable different states), each region can be easily formed. It is possible to identify and recognize the number of existing spheres 10 in correspondence.

  Further, if the case halves 1a and 1b are relatively rotatable about the engaging projections 12 and the case 1 is opened, the number of the spheres 10 in the case 1 can be changed. However, it may be better to configure the case 1 so that it cannot be opened in consideration of safety when a child is used alone.

  When this learning tool is used for learning of a child, as shown in FIGS. 5A and 5B, the learning tool is shown facing the front. FIG. 5A is a front view showing an example of how to use the learning tool, and FIG. 5B is a rear view. 4A and 4B, the sphere 10 is indicated by a broken line. However, since the shielding member 8 shields light, in fact, as shown in FIGS. 5A and 5B, one side of the main surfaces 2 and 3 of the case 1 is used. When observing, only the sphere 10 existing in one of the first and second sub-regions A and B is visible. As described above, it is possible to perform learning while appropriately performing operations such as upside down on the case 1 and changing the number of the spheres 10 that fit in the first and second sub-regions A and B.

  As a learning method, first, the total number of the spheres 10 stored in the case 1 is visually recognized. For this purpose, with the case 1 turned upside down, the total number of the spheres 10 is collected on the upper part of the case 1 that is not shielded by the shielding member 8, and the number is confirmed. Next, the sphere 10 is distributed to the first and second sub-regions A and B by appropriately operating the posture of the case 1.

  In that state, the learning tool is shown to the child as shown in FIGS. 5A and 5B, and the number of the spheres 10 existing in the visible one of the first and second sub-regions A and B is counted. Let Then, the number of spheres 10 present in the region that cannot be visually recognized is estimated. Thereafter, by turning the learning tool upside down, it is possible to confirm the correctness of the estimated number of regions that cannot be visually recognized.

  Thus, according to the learning tool of the present embodiment, it is easy to visually understand the concept of number decomposition, and high learning efficiency can be obtained. In addition, the child's interest can be attracted with a game sensation of hitting the number of the spheres 10 hidden in one of the first and second sub-regions A and B. Furthermore, by opening the case 1 and changing the total number of the spheres 10, it is possible to diversify the types of states related to the spheres 10, further increase the interest of the children, and improve the learning efficiency.

  In the learning tool of the present embodiment, since the case 1 is transparent, the entire number of the spheres 10 can be made visible with a simple operation. Accordingly, learning can be promoted by prompt operation and the child's thinking can be promoted, which is effective in maintaining interest and obtaining a high learning effect. Further, the length h of the shielding member 8 in the vertical direction is set to be less than ½ of the length of the case 1 in the same direction and larger than twice the diameter of the sphere 10. It is easy to move the sphere 10 beyond. This is also a configuration that contributes to quick operation.

  Further, the lateral lengths of the first and second sub-regions A and B are set to a range of not less than five and less than six of the spheres 10 respectively, so that the first and second sub-regions A and B In the regions A and B, the number of the spheres 10 arranged in a row horizontally is limited to five. Therefore, when it exceeds five, it arranges in 2 steps | paragraphs and it is easy to recognize a number by visual recognition.

  In addition, it can replace with the spherical body 10 and can use the granular material of another various form. That is, a granular material such as a spheroid, a polyhedron, or a cylindrical body that can be easily distributed to the first and second sub-regions A and B and the number can be visually recognized may be adopted.

  The learning effect can be further improved by adopting a learning system that uses a practice sheet as shown in FIG. This practice sheet is provided with one or more answer columns 14. The answer column 14 includes one total number column 15 and two sub-region number columns 16.

  According to the learning procedure described above, first, when the total number of the spheres 10 is visually recognized, the number is entered in the total number column 15. Next, after performing operations such as upside down on the case 1, the number of the spheres 10 existing in one of the first or second subregions A and B is counted in the state shown in FIGS. 5A and 5B. , One of the sub-region number columns 16 is entered. Further, the number of spheres 10 estimated for the other region is entered in the remaining subregion number column 16.

  In the above configuration, the first and second sub-regions A and B can observe the sphere 10 when positioned on the left side, but the basic utility is the same even if the sphere 10 is reversed. . However, it is more convenient for right-handed children to be able to observe when located on the left side. This is because if the left side is visible, it is easy to write on the practice sheet. That is, while looking at the learning tool, first, the number of the left side visible can be described on the print, and the number of the hidden spheres 10 on the right side can be estimated based on the number. In the opposite case, when the number of hidden spheres 10 on the left side is estimated, the numbers written in the right frame are hidden in the right hand holding the pencil.

  As described above, it is possible to obtain a clearer and more accurate recognition by learning to understand the concept of the decomposition of numbers in combination with a linguistic expression in combination with practice sheets.

  The number of learning tools according to the present invention can easily and quickly perform an operation for changing the distribution state of the spheres to the two regions in the case and making the total number of the spheres visible. It is suitable as a learning tool for etc.

DESCRIPTION OF SYMBOLS 1 Case 1a, 1b Case half 2 1st main surface 3 2nd main surface 4-7 Case end surface 8 Shielding member 8a Partition plate 10 Bending line 10 Sphere 11 Dividing line 12 Engaging protrusion 13 Overlapping part 14 Answer column 14
15 Total number field 16 Sub area number field A 1st sub area B 2nd sub area M Main boundary S Sub boundary

Claims (7)

A transparent case having a shape of a thin hexahedron formed by first and second main surfaces on the front and back sides and four case end surfaces connecting the main surfaces and having a thickness direction in a direction perpendicular to the main surfaces;
A shielding member disposed in a lower region in the case so as to visually divide the region in the case viewed from the main surface vertically into a main boundary parallel to one side of the main surface;
A partition plate that forms a sub-boundary orthogonal to the main boundary and spatially partitions the lower region into first and second sub-regions;
A plurality of granules housed in the case;
The shielding member shields the first main surface side and unshields the second main surface side in the first sub region, and shields the second main surface side in the second sub region and shields the first main surface side. The surface side is unshielded, the sub-boundary region is shielded, and the case end surface corresponding to the bottom surface of the lower region is shielded.
The interior of the case is in communication with the space except that it is partitioned by the partition plate,
The number of learning tools for decomposition according to claim 1, wherein the shielding member has different states visually distinguishable between the first sub-region and the second sub-region.   The number of learning tools for decomposition according to claim 1, wherein the granular material is a sphere.   3. The number decomposition according to claim 2, wherein the length of the shielding member in the vertical direction is set to be less than ½ of the length of the case in the same direction and larger than twice the diameter of the sphere. Learning tool.   The number of learning tools for decomposition according to claim 2 or 3, wherein a length of the sub-region in the direction along the main boundary is set to be not less than five and less than six of the spheres. . The shielding member is integrally formed of a material having elasticity, and the partition plate is constituted by a part of the shielding member.
In the thickness direction of the case, the length of the portion corresponding to the partition plate of the shielding member is longer than the inner surface dimension between the two main surfaces,
The said shielding member is the position in the said case, when the part of the said partition plate is pressed between the inner surfaces of both said main surfaces, and is elastically deformed, The position in any one of Claims 1-4 is hold | maintained. Number of learning tools for decomposition. The number of learning tools for decomposition | disassembly of any one of Claims 1-5 in which the said case has a cover structure which forms the opening which can take in and out the said granular material with respect to the inside so that opening and closing is possible. The number of learning tools for decomposition according to any one of claims 1 to 6,
A practice sheet provided with one or more answer fields each consisting of one total number field and two sub-area number fields,
In the total number column, enter the total number of the granular materials accommodated in the number of learning tools for decomposition, and in the sub-region number column, the granular materials existing in the first and second sub-regions, respectively. A learning system for number decomposition configured to fill in the number of pieces.

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