JPH0375868B2 - - Google Patents

Description

DETAILED DESCRIPTION OF THE INVENTION (Field of Industrial Application) The present invention relates to a teaching tool that allows children to memorize multiplication while linking the concept of number to the concept of quantity.

(Prior Art and Object of the Invention) Up until now, in order to make children memorize multiplication in elementary schools, the general method has been to use a list displaying the multiplication table and have the children memorize it. This method only mechanically compiles numbers, does not allow children to fully understand the concept of numbers, and is monotonous and fails to interest children.

Therefore, an object of the present invention is to provide a teaching tool that allows children to naturally memorize the concept of numbers by linking numbers and quantities, and at the same time, allows children to easily memorize multiplication with interest.

(Means for solving the problem) Based on the above object, this invention is a multiplication teaching tool, in which a smaller rectangular display board is mounted on a rectangular board with the top piece and one side piece aligned, and the bottom part of the board is A double-sided stopper is provided at the corner where one side intersects with the other side, and a stopper is provided at each corner that faces vertically or horizontally, and the display board is divided into multiple equal parts vertically and horizontally. A predetermined number of squares are formed using the above-mentioned double-sided stopper as a reference, and odd-numbered squares excluding the first one are (x-1) ÷ 2 × (y-1) ÷ 2 (where x is from the double-sided stopper y is the number of odd-numbered squares in the direction, and y is the number of odd-numbered squares in the vertical direction), and on the display board is an opaque strip that is equal to the width of the second row of the squares and slightly longer than the row of squares. On the right or left half of the screen, the required number of x cursors with marks corresponding to even-numbered squares in the vertical direction of the display board are arranged horizontally in parallel, and on the upper half of the same strip. A required number of y cursors each having a transparent part are arranged vertically in parallel at positions corresponding to even-numbered squares in the horizontal direction of the display board, so that the x and y cursors can be slid horizontally or vertically by the width of one square. It is characterized by the following.

(Embodiment) An embodiment of the present invention will be described below with reference to the drawings.

FIG. 1 shows the main parts of the invention separately. Reference numeral 1 denotes a rectangular board, and a display board 2, which is also rectangular but slightly smaller, is mounted on the board with its top side and right side aligned. A double-sided stopper 3a is provided at the lower left corner of the display board 2, with its vertical inner surface and horizontal inner surface aligned with the left side and lower side of the display board 2, and which serves as a reference for the squares of the display board 2. A vertical stopper 3b is fixed to the upper left corner and a horizontal stopper 3c is fixed to the lower right corner so as to face each other, and guides are provided between the double-sided stopper 3a and the vertical and horizontal stoppers 3b and 3c. Rails 4a and 4b are installed.

On the display board 2, there are 9 x 2
+1) is divided into 19 equal squares to form 361 squares, and one row on the left side and one row on the bottom form non-displayed supports for the cursor piece, which will be described later. And vertically,
In the odd-numbered squares of the horizontal row, symbols (numbers) a are displayed according to a certain rule. The number is counted from the double-sided stopper 3a, and if the horizontal position of the square is x and the vertical position is y, then a = (x-1) ÷
It becomes 2×(y-1)÷2.

That is, if x = 3, y = 3, a = (3-1) ÷ 2 x (3-1) ÷ 2, which is 1, and vertically with the double-sided stopper 3a as the origin,
The number 1 is displayed in the third cross square, and similarly, the number 20 is displayed at the x = 11, y = 9 position (a = (11-1) ÷ 2 x (9-1) ÷ 2). Displayed.

5 is one of the X cursors arranged vertically and horizontally, and is an opaque cursor whose width is equal to the width of the second column of the square of the display board 2 and whose length is the length of the vertical column plus the installation allowance 5c. It consists of a strip plate, and the left and right stoppers 3a, 3 on the board 1 are attached to the lower end through the mounting allowance 5c.
A slider 5a that engages with the guide rail 4b installed between the gaps 5a and 4b is attached, and marks 5b ( 9 in total) are provided. However, if the display board 2 is attached to the board 1 with the top and left sides aligned, and the above numbers are displayed increasing from left to right, contrary to Figure 1, the mark 5
b will be provided on the left half of the strip.

6 is one of the horizontally long Y cursors arranged in the vertical direction, and the width is equal to the width of the second row of squares on the display board 2, and the mounting allowance 6c is equal to the length of the horizontal row.
It is an opaque strip plate with a length of
A slider 6a that engages with a guide rail 4a installed between 3a is attached, and a square is installed in the upper half of the strip in the lateral direction at a position corresponding to an even-numbered square in the horizontal row of the display board 2. transparent part 6 with a size equal to
b (these may be cutouts, nine in total) are provided.

7 is a cover such as a glass plate that is placed on the display panel 2.

Then, first place the X cursor 5 on the display board 2.
(the number that leaves one square width between the stopper on the opposite side when it is brought to either the left or right stopper side, nine in the illustrated example), the slider 5 at the lower end.
A are placed side by side in parallel while engaging with the guide rail 4b, and then the same number of Y cursors 6 are placed on top of the X cursors while engaging the left end slider 6a with the guide rail 4a. They are assembled as shown in FIG. 2 by setting them in parallel in the vertical direction and fitting the cover 7 thereon.

In FIG. 2, the entire X cursor 5 is brought to the side of the horizontal stopper 3c at the lower right, and a gap of one square width is formed between it and the double-sided stopper 3a at the lower left.
A multiplier of 1 to 9 and an arrow indicating the movement direction are displayed on the surface of each slider 5a, and the entire Y cursor 6 is moved toward the vertical stopper 3b in the upper left and double-sided stopper in the lower left. A gap of one square width is provided between the slider 6a and the slider 6a, and a multiplicand and an arrow indicating the direction of movement are displayed on the surface of each slider 6a.

Fig. 3 shows the state shown in Fig. 2 with the cover 7 and parts of the X and Y cursors 5 and 6 removed to make it easier to understand the relationship between the display board 2, the X cursor 5, and the Y cursor 6. In this state, as is clear from the figure, both the mark 5b on the X cursor 5 and the number a in the odd-numbered squares are covered by the opaque parts of the X cursor 5 and Y cursor 6 and are not visible to the outside.

By the way, for example, the X cursor 5 displayed once and the Y cursor 6 displayed once are moved by their sliders 5a and 6a.
If you pinch it and slide it in the direction of the arrow so that it comes into contact with the double-sided stopper 3a, it will be in the fourth A state, but
Mark 5b at the bottom of cursor 5 and Y cursor 6
The leftmost transparent part 6b overlaps as shown in Figure 4A, and one mark 5b is seen through from the outside, and at the same time, the square part diagonally to the upper right of the mark 5b overlaps with the adjacent cursors 5 and 6. It appears as a void between
The number 1 displayed there can be seen through, indicating the state of 1×1=1.

In this state, if you slide the 2-display X, Y cursors 5 and 6 in the direction of the arrow by the width of one square (this is the same even if you slide the 1 and 2-display cursors at the same time), you will get the result as shown in the figure (b). The four transparent marks 5b and 6b overlap to form four marks 5.
b appears, and at the same time, a square with the number a of 4 displayed between it and the adjacent cursor appears diagonally to the upper right, indicating a state of 2×2=4.

In this way, 4 rows of 3 marks in each row represent a total of 12 marks, and at the same time, the number 12 for the answer is shown in the space diagonally to the upper right of the mark to indicate the meaning of 3 x 4 = 12. This is shown in Figure 5.

(Effects of the Invention) As described above, according to the present invention, a certain number of squares are formed on the display board on the substrate, and numbers according to a certain law are displayed in the odd-numbered squares in the vertical and horizontal directions from the reference stopper.
In addition, on the display board, a required number of X cursors with marks at predetermined positions in the vertical direction are arranged in parallel in the horizontal direction, and a required number of Y cursors with transparent parts at predetermined positions in the horizontal direction are arranged in parallel.
The cursors are arranged vertically and the XY cursor can be slid by one square width, so the user can slide the desired number of X cursors and Y cursors toward the double-sided stopper, and the It is possible to display a mark that is just the product of the number of the number and the number of the Y cursor, and the number of the answer can be displayed at the same time. It is useful for improving intellectual education as it can be recognized as numbers and quantities, and it is also possible to have children easily memorize multiplication while having fun operating the cursor and changing the display on the display board.

[Brief explanation of drawings]

FIG. 1 is an exploded perspective view of the main parts of this invention. Second
The figure is a perspective view of the assembled state. Figure 3 shows the display board and X, Y
FIG. 3 is a perspective view showing the relationship with a cursor. FIGS. 4A and 4B are explanatory diagrams showing how marks and answer numbers are displayed by sliding the X and Y cursors. FIG. 5 is an overall perspective view showing the result of multiplication. In the figure, 1... board, 2... display board, 3a... double-sided stopper, 3b, 3c... vertical and horizontal stoppers,
4a, 4b...Guide rail, 5...X cursor, 5a...Slider, 6...Y cursor, 6a...
...Slider, 7...Cover, a...Number.

Claims (1)

[Claims] 1. A smaller rectangular display board is mounted on a rectangular board with the top piece and one side piece aligned, and a double-sided stopper is provided at the corner where the bottom piece of the board intersects with the other side piece, and a vertical or A stopper is provided at each corner that faces each other in the horizontal direction, and a predetermined number of squares are formed by equally dividing the display board vertically and horizontally into multiple squares. The square is obtained by (x-1) ÷ 2 x (y-1) ÷ 2 (where x is the number of odd squares in the horizontal direction from the double-sided stopper, and y is the number of odd squares in the vertical direction). Numbers are displayed, and the display board consists of an opaque band board that is equal to the width of the second row of the above-mentioned squares and slightly longer than the row of squares, and on the right or left half thereof corresponds to the even-numbered square in the vertical direction of the display board. The required number of x cursors with marks placed on each position are arranged horizontally in parallel, and the y cursors are made of the same strip and each has a transparent part on its upper half at a position corresponding to an even-numbered square in the horizontal direction of the display board. A required number of multiplication teaching tools are arranged vertically in parallel, and the x and y cursors can be slid horizontally or vertically by the width of one cell.