JP6083095B2 - Figure board set - Google Patents

Description

  The present invention relates to a learning graphic board set.

  The graphic board can also be used as a learning material for understanding figures and geometry. By preparing a plurality of graphic boards and changing the combination of arrangements on the plane, various figures with different external shapes can be created. This can be used to understand the nature of the figure.

  For example, the flat figure quadrature guidance blackboard disclosed in Patent Document 1 below includes a plurality of triangular figure boards. By appropriately changing the combination of the arrangement of the graphic boards on the blackboard, the outer shape formed by the plurality of graphic boards can be made into various triangles, rectangular or parallelogram. This not only helps to understand various basic figures, but also helps to understand how to determine the area of each figure.

  Moreover, the figure puzzle disclosed by the following patent document 2 is provided with four triangular cards. Combinations of triangle cards can form shapes such as squares, rectangles, parallelograms, rhombuses, trapezoids, and triangles, which are basic shapes of figures. According to this configuration, the understanding of the basic shape of the figure is deepened by operation and vision.

Japanese Utility Model Publication No. 48-15175 Japanese Utility Model Publication No. 55-34859

  However, the graphic board and the triangular card as described above can be used for the general understanding of the basic graphic, but are not suitable for deepening the geometrical consideration related to the graphic. For example, in order to deepen the understanding of the triangle, it is necessary not only to understand the shape of the triangle but also to understand the relationship between the “side length ratio” and the “angle” as a geometrical consideration. In addition, it is also necessary to understand the positional relationship with the circumscribed circle and the inscribed circle of the triangle. In addition, an understanding related to trigonometric functions is also required.

  An object of the present invention is to solve the conventional problems as described above, and to provide a graphic board set that can deepen geometrical considerations related to a triangle that is a basic shape of a planar graphic.

  To achieve the above object, the graphic board set of the present invention is a learning graphic board set, and includes a first triangular plate having an angle of 45 degrees, an angle of 45 degrees and an angle of 90 degrees, an angle of 30 degrees, A second triangular plate having an angle of 60 degrees and an angle of 90 degrees, and the length of one side of the two orthogonal sides in the first triangular plate and the two orthogonal sides in the second triangular plate The length of one side matches, and a new triangle can be formed by combining the first triangular plate and the second triangular plate.

  In the graphic board set of the present invention, the length of the long side of the two orthogonal sides of the second triangular plate is matched with the length of the one of the two orthogonal sides of the first triangular plate Then, by using the first triangular plate and the second triangular plate in combination, an acute triangle having an angle of 75 degrees can be newly formed. On the other hand, the second triangular plate is a similar triangular plate having a size different from that of the second triangular plate in the above-described configuration, and the length of the short side of the two orthogonal sides of the second triangular plate is set to the first triangular plate. If the configuration is made to match the length of one of the two orthogonal sides of the triangular plate, an obtuse angled triangle having an angle of 105 degrees can be obtained by using a combination of the first triangular plate and the second triangular plate. Newly formed.

  That is, the graphic board set according to the present invention has two configuration modes. If any one of the configuration modes is used, the first triangle plate and the second triangle plate are used in combination to have an angle of 75 degrees. An acute triangle or an obtuse triangle having an angle of 105 degrees can be newly formed. As a result, it can be understood from experience that the angle 75 degrees is the sum of the angles 45 degrees and 30 degrees, or the angle 105 degrees is the sum of the angles 60 degrees and 45 degrees. For a triangle with an angle of 105 degrees, the position of the three angles and the relationship between the “length ratio of sides” and the “angle” can be understood through experience, and the geometrical consideration of the triangle is increased. It is also possible to understand the meaning of the associated angle of 75 degrees or 105 degrees. Moreover, since the first triangular plate and the second triangular plate are plate-like members, they can be easily reversed. This prevents a fixed understanding of the triangle shape and allows a flexible understanding. In addition, the graphic board set can be rotated on a plane, which is also useful for flexible understanding.

  The graphic board set of the present invention preferably has the following configurations. When combined, it further comprises a set of graphic boards whose outer shape matches the new triangle, and when the combination of the graphic boards is combined so that the outer shape matches the new triangle, the graphic board It is preferable that a part where all or a part of vertices of the graphic board constituting the set coincide with the outer center of the new triangle. According to this configuration, in addition to combining a plurality of graphic plates constituting the graphic plate set, the circumscribed circle and the outer center of the triangle are obtained through the operation of superimposing the first and second triangular plates on the combined graphic plate set. Can help to understand the relationship.

  The apparatus further comprises a plate member into which the first and second triangular plates and the set of graphic plates are fitted, and the first and second triangular plates and the set of graphic plates are stacked in two stages. The plate member is preferably fitted. According to this configuration, since the triangular plate and the graphic plate can be positioned, the learning work is facilitated and it is useful for storage.

  It is preferable that the new triangular circumscribed circle is displayed on the plate member. According to this configuration, the relationship between the triangle and the circumscribed circle can be empirically understood through the fitting operation of the triangular plate and the graphic plate to the plate member.

  It is preferable that the set of graphic plates is composed of three isosceles triangular plates. This configuration is also suitable for understanding the relationship between the circumferential angle and the central angle.

  The set of graphic plates is composed of five triangular plates, one is an isosceles triangle having an angle of 15 degrees, and two are right angles as half of an equilateral triangle having an angle of 60 degrees and an angle of 30 degrees. The two triangles are preferably right-angled isosceles triangles as half of a square having an angle of 45 degrees. According to this configuration, a new figure can be formed by combining triangular plates selected from five triangular plates, and the number of types of figures formed in combination is increased, so that the learning effect is further enhanced.

  The graphic boards constituting the graphic board set are preferably color-coded according to the shape. This configuration deepens understanding through vision.

  The five triangular plates are color-coded so as to be identified as either a triangular plate having an angle of 15 degrees, a triangular plate having an angle of 60 degrees and an angle of 30 degrees, or a triangular plate having an angle of 45 degrees. It is preferable. According to this configuration, the understanding deepens through vision, and colors and angles can be considered in association with each other even when appropriately selected from the five triangular plates and used in combination, thereby enhancing the learning effect.

  It is preferable that at least one of the first triangular plate and the second triangular plate is provided with a display for recognizing a similar triangle and a display for at least one of an inscribed circle and a circumscribed circle of the similar triangle. . According to this configuration, it is easy to understand the similar shape, and it is also easy to understand the relationship between the triangle, the inscribed circle, and the circumscribed circle.

  Lines that divide the new triangle into a plurality of figures are displayed on the first triangle board and the second triangle board, and all or a part of vertices of the plurality of figures abut each other. Is preferably coincident with the outer center of the new triangle. This configuration also helps to understand the relationship between the circumscribed circle of the triangle and the outer center.

  According to the present invention, with respect to a triangle having an angle of 75 degrees or an angle of 105 degrees, the positions of the three angles and the relationship between the “side length ratio” and the “angle” can be empirically understood, and the geometry of the triangle In addition to increasing the ability to consider, it becomes possible to understand the meaning of the angles of 75 degrees and 105 degrees associated with the trigonometric function.

The top view of the graphic board set which concerns on the 1st Embodiment of this invention. The top view of the state which combined the triangular plate 1 and the triangular plate 2 of FIG. The top view of the state which reversed the figure board set shown in FIG. The figure which shows the exercise example of the geometrical consideration of a triangle. The top view which shows another example of the graphic board set which concerns on the 1st Embodiment of this invention. The top view which shows another example of the graphic board set which concerns on the 1st Embodiment of this invention. The figure explaining the learning example using the graphic board set shown in FIG. The disassembled perspective view of the graphic board set which concerns on the 2nd Embodiment of this invention. FIG. 9 is a plan view showing a state in which the graphic board set 3 shown in FIG. 8 is fitted in the concave portion of the plate member. FIG. 9 is a plan view showing a state in which a triangular plate 1 and a triangular plate 2 are stacked in two stages on the graphic board set 3 shown in FIG. 8. The top view which shows another example of the group 3 of the graphic board which concerns on the 2nd Embodiment of this invention. The figure which shows the application example of learning of the group 3 of the graphic board shown in FIG.

  Hereinafter, an embodiment of the present invention will be described with reference to the drawings. FIG. 1 is a plan view of a graphic board set 10 according to the first embodiment of the present invention. The graphic board set 10 includes a triangular board 1 and a triangular board 2. The triangular plate 1 is a right-angled isosceles triangle having an angle at the vertex 4 of 45 degrees, an angle at the vertex 5 of 45 degrees, and an angle at the vertex 6 of 90 degrees. The ratio of the lengths of the side 7, the side 8, and the side 9 is 1: 1: route 2.

  The triangular plate 2 is a right triangle having an angle at the vertex 11 of 30 degrees, an angle at the vertex 12 of 60 degrees, and an angle at the vertex 13 of 90 degrees. The ratio of the lengths of the side 14, the side 15, and the side 16 is 1: 2: route 3. Although the triangular plate 1 and the triangular plate 2 in FIG. 1 display the angles at the respective vertices, they may not be displayed.

  In the triangular plate 1, sides 7 and 8 having the same length are orthogonal to each other to form a right angle at the vertex 6. In the triangular plate 2, the long side 16 and the short side 14 are orthogonal to form a right angle at the vertex 13. The length of the side 7 and the side 8 of the triangular plate 1 and the length of the side 16 of the triangular plate 2 coincide. For this reason, if the side 8 and the side 16 are abutted and the triangular plate 1 and the triangular plate 2 are combined, a new triangle can be formed. FIG. 2 is a plan view showing a state in which the triangular plate 1 and the triangular plate 2 are combined. In FIG. 2, the angle α is 75 degrees, which is the sum of 45 degrees and 30 degrees.

  In order to effectively advance learning using the graphic board set 10, it is preferable to create a guide describing a learning procedure using the graphic board set 10. In the guide, information useful for geometrical consideration using the triangular plate 1 and the triangular plate 2 is described. For example, the meaning of each shape of the triangular plate 1 and the triangular plate 2, the relationship between the “side length ratio” and the “angle”, and the method for calculating the side length are described. Similarly, the meaning of the shape of a new triangle formed by combining the triangular plate 1 and the triangular plate 2 will be described.

  By using the above-mentioned guidance together, the learner is aware that the triangular plate 1 is a half of a square, and the positions of 45 degrees and 90 degrees and the “side length ratio” And understand the relationship between "angle" and experience. Similarly, the triangular plate 2 is conscious of being a half of a regular triangle, and the positions of the angles of 30 degrees, 60 degrees, and 90 degrees, and the “side length ratio” and “angle” You can understand the relationship through experience.

  In the present embodiment, the triangular plate 1 and the triangular plate 2 are used in combination, which can be used for geometrical consideration of the triangle. Through the combination of the triangular plate 1 and the triangular plate 2, the acute triangle having the angle of 75 degrees shown in FIG. 2 can be formed, so it is experientially that the angle of 75 degrees is the sum of the angle of 45 degrees and the angle of 30 degrees. Understandable.

  In addition, it can be understood experientially that a triangle having an angle of 75 degrees is configured by combining half a square (triangle plate 1) and half a regular triangle (triangle plate 2). Accordingly, for a triangle having an angle of 75 degrees, the positions of the angle of 75 degrees, the angle of 60 degrees, and the angle of 45 degrees and the relationship between the “side length ratio” and the “angle” can be understood through experience. As will be described later, the understanding of these triangles increases the geometrical consideration of the triangle, and also makes it possible to understand the meaning of the angle of 75 degrees associated with the trigonometric function.

  FIG. 3 is a plan view showing a state in which the graphic board set 10 shown in FIG. 2 is inverted. Since the triangular plate 1 and the triangular plate 2 are plate-like members, they can be easily reversed. This prevents a fixed understanding of the triangle shape and allows a flexible understanding. Further, the graphic board set 10 can be rotated on a plane, which is also useful for a flexible understanding.

  FIG. 4 is a diagram showing a practice example of triangular geometrical consideration. In the triangle ABC shown in FIG. 4, the angle at the vertex B is 45 degrees, and one angle at the point P is 60 degrees. The points P and Q are points that divide the side BC into three equal parts. The practice example shown in FIG. 4 is to obtain the angle at the vertex C under the given condition. It can be directly determined that the angle α is 120 degrees and the angle β is 15 degrees. However, this alone cannot determine the angle at the vertex C, and it is necessary to draw a perpendicular CR that is orthogonal to the line AP.

  On the other hand, the triangle APC is a triangle having an angle of 60 degrees, and this is the same as the triangle shown in FIG. Therefore, if the triangle shown in FIG. 2 is empirically understood as described above, the graphic board set 10 shown in FIG. 2 is combined with the triangular board 1 and the triangular board 2 in FIG. Similar to forming a perpendicular line, the association with drawing a perpendicular line CR in FIG. 4 works. That is, the geometrical consideration power of the triangle is enhanced by learning with the graphic board set 10.

  The angle of 75 degrees is handled by the trigonometric addition theorem acquired in high school mathematics. For example, if the value of sin (75 °) is transformed into sin (45 ° + 30 °), the value can be obtained by the addition theorem. As described above, the graphic board set 10 can be understood empirically and visually that the angle of 75 degrees is the sum of the angles of 45 degrees and 30 degrees. If this is understood in association with sin (45 ° + 30 °), the geometrical consideration of the triangle can be further deepened in association with the trigonometric function.

  1 and 2 are examples in which the side 8 of the triangular plate 1 and the side 16 which is the long side of the triangular plate 2 coincide. The present invention is not limited to this example, and another example of the graphic board set 10 is shown in FIG. The triangular plate 2 in FIG. 5 is a separate triangular plate having a size different from that of the triangular plate 2 in FIG. 1, but is similar to the triangular plate 2 in FIG. 1. In the graphic board set 10 shown in FIG. 5, the side 14 which is the short side of the triangular plate 2 is matched with the side 8 of the triangular plate 1. According to this configuration, an obtuse triangle having an angle of 105 degrees can be newly formed by using the triangular plate 1 and the triangular plate 2 in combination.

  This configuration can also be used by triangular geometrical considerations. Through the combination of the triangular plate 1 and the triangular plate 2, the obtuse angle triangle having the angle of 105 degrees shown in FIG. 5 can be formed, so that it is experientially that the angle of 105 degrees is the sum of the angle of 45 degrees and the angle of 60 degrees. Understandable. In addition, it can be understood from experience that a triangle having an angle of 105 degrees is configured by combining a half-triangle triangle (triangle plate 1) and a half-triangle triangle (triangle plate 2).

  Thus, for a triangle having an angle of 105 degrees, the positions of the angle of 105 degrees, the angle of 45 degrees, and the angle of 30 degrees and the relationship between the “side length ratio” and the “angle” can be understood through experience. The point that the geometrical consideration power of the triangle is enhanced by these understandings is the same as that of the graphic board set 10 shown in FIGS. That is, if the triangle shown in FIG. 5 is empirically understood, it is easy to associate where the perpendicular should be drawn in the example of the geometrical consideration of the triangle related to the angle of 105 degrees. . Similar to the graphic board set 10 shown in FIGS. 1 to 3, the graphic board set 10 can be reversed or rotated on a plane to facilitate flexible understanding.

  Furthermore, the angle of 105 degrees is handled by the trigonometric addition theorem acquired in high school mathematics. For example, if the value of sin (105 °) is transformed into sin (60 ° + 45 °), the value can be obtained by the addition theorem. As described above, it can be understood experientially and visually that the angle 105 degrees is the sum of the angles 60 degrees and 45 degrees by the graphic board set 10 shown in FIG. If this is understood in association with sin (60 ° + 45 °), the geometrical consideration of the triangle can be further deepened in association with the trigonometric function.

  FIG. 6 shows still another example of the graphic board set 10. The triangular plate 1 and the triangular plate 2 shown in this figure are the same in shape as the triangular plate 1 and the triangular plate 2 shown in FIG. 1, and are added with indications such as scales and lines. In FIG. 6, on the triangular plate 1, scales 21 are displayed on two orthogonal sides, and vertical lines 22 and horizontal lines 23 are displayed at regular intervals. Further, an inscribed circle 25 and a circumscribed circle 26 of the triangle 24 are displayed. The same applies to the triangular plate 2 in FIG. The display content such as the scale 21 is an example, and a necessary display may be adopted as appropriate.

  According to the graphic board set 10 shown in FIG. 6, since the scale 21 is displayed, it is easy to understand the dimensional relationship between the sides of the triangle. By displaying the vertical line 22 and the horizontal line 23, for example, a similar triangle such as the triangle 24 can be recognized, and the similarity can be easily understood. In the example of FIG. 6, the portion forming the triangle 24 is colored (shaded portion), so that it is easier to recognize the similar triangle.

  In the example of FIG. 6, since the inscribed circle 25 and circumscribed circle 26 of the triangle 24 are displayed, it becomes easy to understand the relationship between the triangle and the inscribed circle and circumscribed circle. Since the triangle 24 is a triangle similar to the triangle plate 1, it is possible to understand substantially the relationship between the triangle plate 1, the inscribed circle, and the circumscribed circle with a single triangle plate 1 without any external display. . The same applies to the triangular plate 2.

  In FIG. 6, if the outer center 27 and the inner center 28 of the triangle 24 are displayed with dots or the like, the learning effect is further enhanced. The same applies to the triangular plate 2. The outer center is the center of the circumscribed triangle, and the inner center is the center of the inscribed triangle. In the triangular plate 1 of FIG. 6, a line 30 connecting the outer center 27 and the vertex 6 is also displayed. The outer core 27 is also at the position of “similar center” between the triangular plate 1 and the triangle 24. As a result, as shown in FIG. 7, a congruent triangle 31 (shaded portion) or triangle 32 (shaded portion) having a different positional relationship from the triangle 24 can be recognized, and the triangular plate 1 having a similar relationship can be recognized. This helps to understand that the shape of the half is half of a square. Similarly, the triangular plate 2 is useful for understanding similar triangles of the triangular plate 2 and for understanding that the shape of the triangular plate 2 is half of a regular triangle.

  FIG. 8 shows an exploded perspective view of the graphic board set 20 according to the second embodiment of the present invention. In FIG. 8, the graphic board set 20 includes a graphic board set 3 in addition to the triangular board 1 and the triangular board 2. The triangular plate 1 and the triangular plate 2 have the same configuration as the triangular plate 1 and the triangular plate 2 shown in FIG. 1 according to the first embodiment. Further, as in the triangular plate 1 and the triangular plate 2 shown in FIG. 6, indications such as scales and lines may be added.

  The graphic board set 3 is composed of three triangular plates 41 to 43. The outer shape of the triangle formed by combining the triangular plates 41 to 43 matches the outer shape of a new triangle formed by combining the triangular plate 1 and the triangular plate 2. In FIG. 9, the coincidence point where the vertices of the three triangular plates 41 to 43 coincide with each other is formed by combining the triangular plates 41 to 43, that is, the triangular plate 1 and the triangular plate 2. A new triangular outer center 48.

  In FIG. 8, the plate member 35 is formed with a recess 36 into which the set 3 of the triangular plate 1, the triangular plate 2, and the graphic plate is fitted. In order to facilitate the removal of the fitted triangular plate, the recess 36 is provided with a take-out port 37.

  FIG. 9 is a plan view showing a state in which a set 3 of three graphic boards is fitted in the recess 36 of the plate member 35. FIG. 10 is a plan view showing a state in which the triangle plate 1 and the triangle plate 2 are stacked on the graphic board set 3 in two stages. When the figure board set 3 is fitted into the recess 36 in a state where the sides of the three triangular plates 41 to 43 are butted, the state shown in FIG. 9 is obtained. From the state of FIG. 9, the triangular plate 1 and the triangular plate 2 are stacked on the set 3 of graphic plates and fitted into the recesses 36, resulting in the state of FIG. 10. Therefore, in the state of FIG. 10 in which the plate member 35 accommodates the triangular plate 1, the triangular plate 2 and the graphic plate set 3 from the state of FIG. 8, the triangular plate 1 and the triangular plate 2 are 2 on the graphic plate set 3. They are stacked in layers.

  In this configuration, the combination of the triangular plate 1 and the triangular plate 2 having the same outer shape as the combination 3 of the graphic plate that can visually confirm the outer core 48 (FIG. 9) for the first time in combination is two-tiered. Become. This increases the awareness that the three triangular plates 41 to 43 are triangles obtained by dividing the triangular plate 1 and the triangular plate 2 in combination with the outer center as a reference, so that the outer periphery of the triangle can be understood. Rise. That is, in addition to combining the three triangular plates 41 to 43, the triangular plate 1 and the triangular plate 2 can be overlapped with each other to help understand the relationship between the circumscribed circle and the outer center of the triangle.

  In the example of FIG. 9, the angle at each vertex is displayed on the three triangular plates 41 to 43. On the plate member 35, a circumscribed circle 47 of the set 3 of graphic boards is displayed. According to this configuration, since the circumscribed circle 47 can be visually confirmed, it is further useful for understanding the relationship between the triangular circumscribed circle and the outer center. In addition, the triangular plate 1, the triangular plate 2, and the graphic plate set 3 can be fitted into the concave portion 36 of the plate member 35, so that the three triangular plates 41 to 43, the triangular plate 1 and the triangular plate 2 are positioned. You can combine them. This facilitates learning work and is useful for storage.

  In addition, it helps to understand the relationship between the circumferential angle and the central angle. Specifically, in FIG. 9, it can be seen that the circumferential angle α1 at the apex 44 is 75 degrees, which is the sum of 30 degrees and 45 degrees. It can also be seen that the central angle α2 corresponding to the circumferential angle α1 is 150 degrees. This also confirms that the center angle α2 is twice the circumferential angle α1. The same applies to the relationship between the circumferential angle β1 and the central angle β2 at the vertex 45 and the relationship between the circumferential angle γ1 and the central angle γ2 at the vertex 46.

  When learning the relationship between the circumferential angle and the central angle as described above, as shown in FIG. 9, it involves the work of combining the three triangular plates 41 to 43, enabling experiential learning through the work of combination. Become. In addition, understanding of the relationship between the circumferential angle and the central angle as described above is easy if an angle is displayed in the vicinity of each vertex of the triangular plates 41 to 43. However, as described above even without an angle display. It will be easier if you use a simple guide.

  FIG. 10 shows a state in which the triangle plate 1 and the triangle plate 2 are overlapped on the figure board set 3, but the two-tier arrangement is reversed upside down, and the figure is placed on the triangle plate 1 and the triangle plate 2. The set 3 of plates may be stacked. If the triangular plate 1 and the triangular plate 2 are made transparent or semi-transparent, the dividing line of the graphic board set 3 can be confirmed from above the triangular plate 1 and the triangular plate 2. Thereby, the relationship between the circumscribed circle of the triangle and the outer center can be confirmed without removing the triangular plate 1 and the triangular plate 2 from the plate member 35. Further, since the positional relationship between the dividing line 49 of the triangular plate 1 and the triangular plate 2, that is, the vertical line and the outer core 48 can be visually confirmed, the understanding of the position of the outer core 48 is deepened.

  FIG. 11 shows another example of the set 3 of graphic boards. The graphic board set 3 shown in the figure is composed of five triangular plates 51 to 55. The triangular plate 51 and the triangular plate 52 are obtained by dividing the triangular plate 41 of FIG. 8 into two, and are right-angled triangles that are halves of regular triangles having an angle of 60 degrees and an angle of 30 degrees.

  The triangular plate 53 and the triangular plate 54 are obtained by dividing the triangular plate 42 of FIG. 8 into two, and are right-angled isosceles triangles as a half of a square having an angle of 45 degrees. The triangular plate 55 is the same as the triangular plate 43 of FIG. As for the graphic board set 3 in FIG. 11, as in the graphic board set 3 shown in FIGS. 8 and 9, the coincidence points at which the vertices of the five triangular plates 51 to 55 coincide with each other are the graphic board set. 3 is a triangular outer center formed by combining three. FIG. 11 shows an example with an angle display, but the angle display does not have to be provided. For example, if the guidance as described above is used together, learning with an awareness of the angle can be performed.

  The graphic board set 3 in FIG. 11 has a wider application range of learning utilization by increasing the number of constituents from three to five. FIG. 12 shows an application example of the graphic board set 3 in FIG. The triangle shown in FIG. 12 is a combination of the triangle plate 55 and the triangle plate 51 of the graphic board set 3 in FIG. By this combination, triangles having angles of 15 degrees, 75 degrees, and 90 degrees at the vertices are formed. While confirming the angle and size of the triangle, the positional relationship of the length of the sum of the route 6 and the route 2 used in the trigonometric function can be learned. The length of the sum of route 6 and route 2 cannot be directly derived from the shape of the triangular plate, but should be understood together with the guidance describing the characteristics of the triangle shown in FIG. .

  Further, the five triangular plates 51 to 55 are a triangular plate 55 having an angle of 15 degrees, a triangular plate 51 and a triangular plate 52 having an angle of 60 degrees and an angle of 30 degrees, and a triangular plate 53 and a triangular plate 54 having an angle of 45 degrees. It may be color-coded so that it can be identified. According to this configuration, the understanding is deepened visually, and when the five triangular plates 51 to 55 are used in appropriate combinations, colors and angles can be considered in association with each other, and the learning effect is enhanced. It is the same for the three triangular plates 41 to 43 shown in FIG. 8 that visual understanding deepens by color-coding according to the shape.

  As described above, the learning using the triangular plate has been described. However, the basis of the plane figure is a triangle, and by understanding this structure, it can be applied to a figure having a square shape or more. For example, the graphic board set 3 in FIG. 11 can also form a square by combining the oblique sides of the triangular plate 53 and the triangular plate 54.

  In the above-described embodiment, the number of triangular plates constituting the graphic board set 3 has been described as an example of 3 or 5. However, the number may be 4 or 6 or more. Moreover, the graphic board which comprises the graphic board group 3 should just combine, and a triangle may be formed, and graphic boards, such as squares other than a triangle, may be contained. Further, when the combination of the graphic boards 3 forms a triangle by combining them, it suffices that the outer center of the triangle can be visually confirmed, and the outer center does not have to be a portion where all the vertices of the graphic board are abutted with each other. The part where the vertices of a part of the graphic board face each other may be used.

  Further, a triangular dividing line formed by combining the graphic board group 3 may be displayed on the triangular board 1 and the triangular board 2. In this case, the graphic board set 3 may be omitted from the graphic board set of FIG.

  In the second embodiment, as shown in FIG. 8, only the triangular plate is fitted into the plate member 35, but a protractor, a straight plate is provided at a location different from the fitting location of the triangular plate. A compass or the like may be further fitted. The material of the triangular plate 1, the triangular plate 2, and the graphic board set 3 is not particularly limited, and is, for example, a resin material or a paper material.

DESCRIPTION OF SYMBOLS 1 1st triangular board 2 2nd triangular board 3 Graphic board set 10, 20 Graphic board set 25 Inscribed circle 26, 47 circumscribed circle 27 Outer center (similar center)
28 Inner core 35 Plate member 36 Recess 41, 42, 43, 51, 52, 53, 54, 55 Triangular plate 48 Outer core

Claims (2)

A learning board set for learning,
A first triangular plate having an angle of 45 degrees, an angle of 45 degrees and an angle of 90 degrees;
A second triangular plate having an angle of 30 degrees, an angle of 60 degrees and an angle of 90 degrees,
The length of one side out of two orthogonal sides in the first triangular plate coincides with the length of one side out of two orthogonal sides in the second triangular plate,
A new triangle can be formed by combining the first triangular plate and the second triangular plate,
At least one of the first triangular plate and the second triangular plate displays a plurality of vertical lines and a plurality of horizontal lines that cross the first triangular plate or the second triangular plate at regular intervals, respectively . And a display for recognizing a plurality of similar triangles, or a display for the similar triangles and at least one of an inscribed circle and a circumscribed circle for the similar triangles. Lines that divide the new triangle into a plurality of figures are displayed on the first triangle board and the second triangle board, and all or a part of vertices of the plurality of figures abut each other. The graphic board set according to claim 1, which corresponds to an outer center of the new triangle.

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