JP6871580B2 - Sliding teaching tools - Google Patents

Description

The present invention relates to sliding teaching tools, and particularly to teaching tools for mastering numbers.

An increasing number of children have poor understanding of numbers. For example, an increasing number of children cannot recognize the difference between a 10-yen coin, a 5-yen coin, and a 1-yen coin, and cannot recognize that two 5-yen coins are 10 yen. Also, an increasing number of children do not know how many 100-yen sweets can be bought for 100 yen. Many children have trouble with simple calculations such as 10 + 30. These are different issues from chanting numbers from 1 to 100 in sequence or chanting multiplication tables. For example, the correspondence between the actual thing and the number, that is, 2 apples are represented by the number 2, 3 sets of 2 apples are included in 6 apples, 100 yen is 20 yen I think this is because the concept of numbers, such as the ability to buy five sweets, that is, the recognition that numbers can not only represent ordinal numbers but also correspond to the number of things, can be synthesized and decomposed, and can represent quantities, has not grown. Be done.
In the IT era, shopping online and cashless shopping are increasing, and children are counting money and things in their lives as they go to life without using real money. It seems that this is because they lack the experience of sharing.

There is an abacus as a tool for mastering numbers. However, since the abacus calculates decimal numbers with nine balls, considerable training is required before it can be used by children in the introductory period of numbers. Therefore, "100 ball abacus" that can be used without special training is attracting attention. The 100-ball abacus consists of 10 balls and 10 balls in one stage, and is basically used for learning to count numbers up to 100 while flipping 100 balls with a finger.
However, although the 100-ball abacus is good for practicing ordinal numbers from 1 to 100, it is not suitable for dealing with things, and for children in the introductory period, the correspondence between concrete objects and abacus balls is good. Hard to understand. Also, since it handles numbers up to 100 at once, it is not suitable for learning up to 10 which is important for introductory children. Also, it is not suitable for calculating money such as two 5-yen coins for 10 yen, two 10-yen coins for 20 yen, and two 100-yen coins for 200 yen, and 100-yen coins are also accommodated. Therefore, it has a large shape and is not suitable for carrying.

The relevant prior art is shown. Patent Document 1 (Japanese Patent Laid-Open No. 2005-292464) proposes a teaching tool having 20 balls and a scale from 1 to 30. This is, so to speak, a one-stage abacus.

Patent Document 2 (Jitsukaihei 6-36066) proposes a teaching tool in which a plurality of blocks are housed in a container and the number of blocks is counted. With this teaching tool, you don't play blocks. Not only is it difficult for small children to remove the block from the container, but it is also difficult to handle because the block is simply housed in the container and is easily scattered or lost.

Japanese Patent Application Laid-Open No. 2005-292464 Real Kaihei 6-36066

An object of the present invention is to provide a teaching tool that can develop a sense of numbers by comparing the number of tiles with a scale while having fun by sliding tiles.

The sliding teaching tool of the present invention is housed in a case and a groove in which the tiles are provided with a slideable groove, preferably a scale for 10 tiles provided from one end of the groove beyond the center of the groove. Consists of at least 10 tiles, suitable for, the groove is longer than 10 tiles, and there is an unscaled area at the other end of the groove.At the same time, the tile is placed on the edge of one end of the groove or the edge of both ends. A removable stopper is provided for putting in and out of the groove... It is preferable to have one groove in order to make the teaching tool suitable for carrying.

When children become accustomed to manipulating tiles one by one using the teaching tools of this invention, they can play two or three tiles at a time to create concepts such as number composition, divisors, and multiples. Can be reached. For example, we can discover that 6 is a composition of 2, 2 and 2, and also a composition of 3 and 3. It can also be found that 6 is a multiple of 2 and 3 and 2 and 3 are divisors of 6. If you display money such as 10 yen or 100 yen on the tile and make the money correspond to the number of scales, you will be able to calculate the money. Children can also slide the tiles in the groove to compare the number of tiles and the scale and become familiar with the number. Children generally like to play (slide) things, and the tiles can be labeled appropriately, so learning is fun. If there is only one groove, the size will be suitable for carrying.

It is preferable to attach a sticker to the surface of the tile in a detachable manner so that the display on the surface of the tile can be changed with one set of tiles. It is preferable that the scale is also detachably configured so that a sticker can be attached or the entire scale can be replaced so that the display of the memory can be changed.

Preferably, a rail that slidably supports the bottom surface of the tile is provided parallel to the bottom surface of the groove so that the tile slides smoothly.

Further, preferably, a plurality of rollers that support the bottom surface of the tile and have a direction perpendicular to the direction from one end to the other end of the groove and the direction of the axis are provided in the groove, and the tile is slid as a roller way.

Preferably one end of the grooveOn the edge of or at the edges of both endsFor putting tiles in and out of groovesDetachable self Be presentA stopper will be provided so that the tile can be removed from the groove and the seal replaced and returned to the groove.

Top view of the sliding teaching tool of the embodiment A modified example of the sliding teaching tool shown in FIG. 1 is shown, A) displays a concrete object on a tile, B) displays 10 on a tile, C) displays 3 steps in multiplication tables, and D) displays 3 steps. Display a five-yen coin. Section III-III (vertical direction) cross-sectional view of the sliding teaching tool of FIG. Vertical sectional view of the sliding teaching tool of the modified example Vertical sectional view of the sliding teaching tool of the second modification Top view of the sliding teaching tool of the third modification

1 to 3 show slide-type teaching tools of the embodiment, and 4 to 6 show three types of modifications.

FIG. 1 shows a slide-type teaching tool 2, and in this specification, the directions of up, down, left, and right are determined as shown in the lower left of FIG. Further, the slide type teaching tool 2 is used with the surface (upper surface) appearing in FIG. 1 facing up. In the figure, reference numeral 4 denotes a horizontally long case that is long to the left and right, and the central groove 10 is surrounded by edges 5 to 8 on all sides. The material of the case 4 is arbitrary, but is preferably made of plastic. The upper edge 5 of the groove 10 is wider than the lower edge 6, and a sticker 9 (scale) made of plastic or the like is detachably attached to the surface of the edge 5, and numbers 1 to 10 are displayed, for example. A sticker 9 may be attached to the lower edge 6, or a sticker 9 may be attached to both the upper and lower edges 5 and 6. Further, it is preferable that the edge on the side where the sticker 9 is attached has a larger vertical width than the edge on the side where the sticker 9 is not attached.

In the embodiment, as an example, a sticker 9 that is detachably attached to the scale is used, but in addition to this, the entire scale may be a detachable plastic plate or the like. At this time, for example, the entire edge 5 facing the groove 10 may be replaced, or a number of portions may be replaced.

The groove 10 accommodates 10 rectangular to square sliding tiles 11 in a plan view, and is slidable in the groove 10. Further, the length of the groove 10 in the left-right direction is longer than the length of 10 tiles 11, and in the embodiment, the length of the tile 11 is 3 to 6 tiles longer. However, how long it should be is arbitrary. The seal 9 is attached from the left end of the groove 10 beyond the center, and the tile 11 not facing the seal 9 is on the right side of the groove 10. The seal 9 may be arranged from the right end of the groove 10 beyond the center, and may be indicated as 1 at the right end of the seal 9 and 10 at the left end of the seal 9.

Add the tiles with the scale to the tiles without the scale. In addition, subtraction is performed by taking out a part from the tile of the graduated part and moving it to the right side. For example, with 3 tiles and 2 tiles, 3 + 2 = 5, and if 1 tile is removed from 5 tiles, 5-1 = 4. There are two sets of two tiles each, 2 + 2 = 4 or 2 × 2 = 4.

The tile 11 is made of, for example, plastic, and the tile 11 is, for example, removable and slidable with respect to the groove 10. The stopper 12 is detachably engaged with the edge 7, and when the stopper 12 is set, the tile 11 does not fall out of the groove 10, and when the stopper 12 is removed, the tile 11 can be taken out from the groove 10. When the sticker 9 is attached to the edge 5, it is preferable that the upper surface of the sticker 9 is at the same or slightly higher position than the upper surface of the tile 11 in order to make the display of the sticker 9 easier to see.

It should be noted that two edges 7 may be connected. For example, stoppers 12 are provided at both left and right ends of the edge 7, and the lower left and lower right of the edge 7 are detachable. Then, two edges 7 can be connected. Then, a sticker 9 representing the scale from 1 to the capacity of the tile 11 of the groove 10 and a sticker 9'representing the scale from the capacity +1 to 20 are prepared. Then, by connecting two edges 7, it is possible to learn the carry-up of 7 + 5 etc. and the carry-down of 12-5 etc. using 20 tiles 11.

FIG. 2 shows an example of the display of the sticker 9 and the display on the tile 11. In FIG. 2A), a specific object (here, a beetle insect) is displayed on the tile 11, and the number of specific objects such as the number of insects is counted. In B), the number 10 is displayed on the tile 11, and the seal 9 is displayed as 10, 20, 30, ..., 100 so that the tile 11 becomes accustomed to a multiple of 10. In C), both the sticker 9 and the tile 11 are displayed in units of 3, so that they are accustomed to multiples of 3 and accustomed to the multiplication table. In D), a 5-yen coin is displayed on the tile 11, and the number in 5-yen units is also displayed on the sticker 9.

Similarly, when a removable plastic plate or the like is used for the scale, the sticker 9 is attached to the plastic plate so as to correspond to the tile 11. Alternatively, a plurality of types of plastic plates on which numbers are printed in advance may be prepared and attached / detached according to the type of tile 11 to be used.

It is preferable that various displays are displayed on the tile 11, the tile 11 can be detached from the groove 10, and the display of the tile 11 can be changed. Therefore, as shown in FIG. 3, a plastic sticker 21 is detachably attached to the upper surface of the tile 11 by the adhesive layer 22. Further, in order to make the display of the sticker 9 changeable, the sticker 9 is made detachable from the edge 5 by the adhesive layer 30 (see the upper left of FIG. 3). Such an adhesive layer itself is known.

It is difficult to replace the seal 21 with the tile 11 still in the groove 10. Therefore, the stopper 12 is removed, and the tile 11 is taken out from the groove 10. Then, after replacing the seal 21, the seal 21 is returned to the groove 10 and the stopper 12 is fixed to the edge 7. In this way, one case 4 and one set of 10 tiles 11 can be used to change the display in various ways. The display of the tile 11 may be made immutable, and a plurality of sets of tiles 11 may be used.

In the sliding teaching tool 2, it is important to slide the tile 11 smoothly to the left and right. Children like to play things. In the present invention, while playing the tile 11, the sense of numbers is cultivated. Therefore, a mechanism for smoothly sliding the tile 11 is required. In Patent Document 2, a magnet is embedded in the tile and an iron plate is embedded in the case to make the tile difficult to move. In the present invention, such an idea is not adopted.

As shown in FIG. 3, a pair of elongated grooves 25 are provided above and below the groove 10 (up and down in the direction of FIG. 1), and a pair of protrusions 24 are also provided above and below the tile 11 (up and down in the direction of FIG. 1). The bottom of the protrusion 24 is supported by a guide surface 26 (rail) at the bottom of the elongated groove 25. Further, the bottom surface 28 of the groove 10 is arranged at a position lower than the bottom surface of the tile 11, and a gap is provided between them so that the tile 11 can slide even if dust, sand or the like intrudes. Since both sides of the tile 11 are supported by the narrow guide surface 26, the tile 11 slides smoothly. Then, the pair of protrusions 24 prevents the tile 11 from falling off. Note that the arrangement of the grooves and the protrusions is reversed from that of FIG. 3, grooves are provided above and below the tile 11 (up and down in the direction of FIG. 1), and long protrusions (rails) are provided above and below the groove 10, and the tiles 11 are provided by these protrusions. The bottom of the groove may be supported.

FIG. 4 shows a slide mechanism of the modified example, which is the same as that of the embodiment except for the points particularly pointed out. 42 is a new sliding teaching tool, 44 is a case, and 45 is a tile. The rail 46 is erected from the center of the bottom surface of the case 44 to support the groove 47 at the bottom of the tile 45. In this example, in addition to the groove 25 and the protrusion 24, the rail 46 and the groove 47 are required.

FIG. 5 shows the slide mechanism in the second modification, which is the same as that in the embodiment except for the points particularly pointed out. Reference numeral 52 denotes a new sliding teaching tool, which includes a lower case 54 and an upper case 55, and arranges the shaft of the roller 56 in the gap between them. The rollers 56 are arranged along the entire length of the groove 10, the direction of the shaft is perpendicular to the longitudinal direction of the groove 10, constitutes a roller way, and slides the tile 11. Since the teaching tool 52 tends to be thick due to the diameter of the roller 56, the tile 58 is made thinner than the tile 11. The tile 58 slides not by sliding in FIGS. 3 and 4, but by the rotation of the roller 56. Therefore, the tile 58 slides smoothly, but the structure of the teaching tool 52 becomes complicated due to the roller 56.

The examples and modifications of FIGS. 1 to 5 are intended to be familiar with numbers from 1 to 10 or multiples thereof. In the slide-type teaching tool 62 of the modified example of FIG. 6, the slide-type teaching tool 2 of FIG. 1 is arranged in 10 upper and lower stages. This makes it possible to handle numbers from 1 to 100, but makes it inconvenient to carry the teaching tool 62. As a compromise between the slide-type teaching tools of FIGS. 1 to 5 and the slide-type teaching tool 62 of FIG. 6, the slide-type teaching tools 2 of FIG. 1 are arranged in two upper and lower stages so that numbers 1 to 20 can be handled. good.

2 Sliding teaching tools 4 Cases 5-8 Edges 9 Stickers (scale)
10 Groove 11 Sliding tile 12 Stopper 21 Seal 22, 30 Adhesive layer 24 Protrusion 25 Long groove 26 Guide surface 28 Bottom 42 Sliding teaching tool 44 Case 45 Tile 46 Rail 47 Groove 52 Sliding teaching tool 54 Lower case 55 Upper case 56 Roller 58 Tile 62 Sliding teaching tools

Claims (3)

A case with a groove in which tiles can slide and a scale for 10 tiles provided from one end of the groove, and a case
Consists of at least 10 tiles, suitable for accommodating in the groove,
The groove is longer than 10 tiles, and there is an unscaled area at the other end of the groove.
One or more of the grooves are provided,
Attaching / detaching the tile to / from the groove at one end edge or both end edges of the groove It is characterized by being provided with a free stopper., Sliding teaching tools. The slide-type teaching tool according to claim 1, wherein the groove is one. The slide-type teaching tool according to claim 1 or 2, wherein a sticker is detachably attached to the surface of the tile.

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