JPH0529068U - Teaching materials for figure learning - Google Patents

Abstract

(57) [Summary] [Structure] A square plate body 1 and a square piece body 2 having a plurality of basic shapes, and the square plate body 2 is provided on the square plate body 2. This is a teaching material for figure learning in which a broken line A is formed when combining. [Effect] Since a flat body of a predetermined shape can be arranged by one's hand and assembled into the original predetermined shape by using a plurality of basic pieces, the characteristics of various shapes can be more accurately and easily. In addition to being able to understand, it is possible to understand the meaning of adding or dividing when obtaining the area, not just by memorization.

Description

[Detailed description of the device]

[0001]

[Industrial applications]

 The present invention relates to a figure learning teaching material used when learning a figure, for example, learning the area or volume of a figure.

[0002]

[Prior Art]

 In the past, when a child learned the area or volume of a figure, based on the contents of the textbook, the teacher used a ruler or the like on the blackboard to draw the figure to be learned with chalk and explain it verbally.

[0003]

[Problems to be solved by the device]

 However, according to the above learning method, in order to verbally understand basic concepts such as area or volume, the child needs to have a certain level of ability or more, and inevitably relies on memorization rather than comprehension. There was a drawback that it would end up.

Therefore, an object of the present invention is to provide a teaching material for figure learning that can solve the above problems.

[0005]

[Means for Solving the Problems]

 In order to solve the above problems, the teaching material for figure learning of the present invention is provided with a planar body or a three-dimensional object of a predetermined shape and a plurality of basic bodies or three-dimensional objects divided into a plurality of basic shapes. It is composed of individual pieces, and is formed on the above-mentioned plane body or three-dimensional object with a mark for combining the pieces.

[0006]

[Action]

 According to the above configuration, it is possible to assemble by arranging or stacking a flat body or a three-dimensional object of a predetermined shape by using a plurality of basic shape pieces, and arranging them with their own hands. It is possible to understand more accurately and easily the properties of various shapes that are shapes of, and to understand the meaning of adding and dividing when calculating the area and volume, not just memorization. can do.

[0007]

【Example】

 Embodiments of the present invention will be described below with reference to the drawings. The gist of the present invention comprises a flat body or a three-dimensional object having a predetermined shape, and a plurality of element pieces formed by dividing the flat body or the three-dimensional object into a plurality of basic shapes, and It is a body or three-dimensional object to which a mark is added when the pieces are combined.

The plane body or the three-dimensional object is usually made of synthetic resin, iron, wood, paper or the like, and a colored line (for example, a broken line) is provided as a mark on the outer surface thereof.

According to such a learning material for figure learning, a student or the like directly arranges or stacks the elemental pieces with his or her own hands to assemble the various original planar objects or three-dimensional objects. By doing so, it is possible to understand the properties of various figures more accurately and easily, and to deepen their understanding, rather than simply memorizing the calculation formulas used to obtain the area or volume. .

A specific example of this graphic learning material will be described below with reference to the drawings. First, a teaching material for learning a square will be described with reference to FIG. That is, as shown in FIG. 1A, this teaching material has a square plate body (flat body) 1 of a predetermined size, and a unit formed by cutting each side of the square plate body 1 at unit length intervals. It is composed of a plurality of square pieces 2 each having an area. Then, the square plate body 1 is formed with broken lines A along each side at unit length intervals to provide marks for arranging the square piece bodies 2.

Therefore, in order to learn the area of the square plate 2 having a predetermined size, the square pieces 2 are placed in order at the locations surrounded by the broken lines formed on the square plate 1. By knowing that a square of a predetermined size is a group of square pieces 2, the area of the square is arranged vertically by counting the number of the square pieces 2. It can be known by adding up the number of pieces and the number of pieces arranged side by side.

As described above, by using this teaching material, the learner can easily learn what is required of the area of the square, which is defined by vertical length × horizontal length. Next, learning of a rectangle and a right triangle will be described with reference to FIG.

In this case, a rectangular plate body 11 (shown in FIG. 2A) having a diagonal line formed on the surface by a broken line B, and two right-angled triangular segment bodies divided by the diagonal line (see FIG. 2 (shown in (b)) and 12 are used.

Therefore, it can be seen that the rectangular plate 11 can be obtained by combining two right-angled triangular pieces 12 along the broken line B on the rectangular plate 11, so that the learner can understand that the rectangular shape is a right triangle. Learn that it can be divided into two, and that the area of the right triangle piece 12 is half the area of the rectangular plate 11.

That is, it can be easily understood that the area of the right triangle is (height) × (base length) × (1/2). Next, a case of learning a normal triangle, for example, an acute triangle will be described with reference to FIG.

In this case, a triangular plate 21 having a broken line C passing through the vertices of the triangle and being perpendicular to the base, and a piece body divided into two parts by the broken line C, that is, two right triangle pieces The bodies 22 and 23 are used.

This makes it possible to learn that an acute triangle can be decomposed into a right triangle, and also in this case, it is easy to know that its area is height × base length × (1/2). You can

Next, a case of learning a trapezoid will be described with reference to FIG. In this case, the trapezoidal plate body 31 has a perpendicular line D ₁ and a diagonal line D _{2 as} shown by a broken line D in FIG. The diagonal line D ₂ is designed to be a part of the hypotenuse of a virtual triangle formed by connecting the end of the upper side to the end of the upper side when the upper side is connected to the lower side. The trapezoidal pieces 32, 33, and 34 have a shape divided by the perpendicular line D ₁ and the oblique line D ₂ .

When learning the trapezoid, the upper trapezoidal piece 34 is moved to the right and rotated by 180 degrees as shown in FIG. In this case as well, it can be transformed into a triangle, and its area is also the height x the length of the base (in this case, the length of the base = the base of the trapezoid + the base of the trapezoid, as can be seen from Fig. 4 (b)). ) × (1/2).

Next, when learning a 90-degree fan shape, as shown in FIG. 5 (a), a circular plate body 41 having two broken lines E in the vertical and horizontal directions, and as shown in FIG. 5 (b). In addition, four fan-shaped element pieces 42 corresponding to the four-divided shape are used.

Therefore, for example, when learning a 90-degree fan-shaped area, four fan-shaped element bodies 42 can be arranged on the circular plate 41, so that the fan-shaped area is equal to that of the circular plate 41. It is easy to see that it becomes 1/4 of the area.

Further, when learning the area of a fan-shaped or strip-shaped arc, as shown in FIGS. 6A and 7A, broken lines are drawn so that a fan-shaped shape with a very small central angle is obtained. A fan-shaped plate body 51 and an arc-shaped plate body 61 on which F and G are formed, and a plurality of parts corresponding to the portion surrounded by the broken lines F and G as shown in FIGS. 6B and 7B. A fan-shaped segment 52 and an arc-shaped segment 62 are used.

By arranging the fan-shaped element pieces 52 and the arc-shaped element pieces 62 having a fan shape having a very small center angle on the respective plate bodies 51 and 61, such a shape can be obtained. While knowing that it can be divided into fan-shaped shapes with very small angles, and when determining the area of such plates 51, 61, the fan-shaped shapes can be approximated to a rectangle by alternately arranging them in opposite directions. , We know that by calculating the area of the rectangle, we can get an approximate value of the area of complex fan and arc.

Next, the case of learning a cube will be described with reference to FIG. In this case, a cube (three-dimensional object) 71 having a predetermined shape (shown in FIG. 8A) in which broken lines H are formed on the entire surface at every unit length, and the length of each side is set to the unit length. It is composed of a plurality of cubic pieces 72.

Therefore, by stacking a predetermined number of the cube element pieces 72 to have the same shape as the sample cube 71, the cube 71 can easily be an aggregate of the cube element pieces 72. Knowing this, for example, its volume can be easily calculated by counting the number of stacked cubic piece bodies 72 (this volume is a unit volume).

That is, it is possible to easily learn that the volume of a cube can be obtained by length × width × height. Similarly, in the case of a cylinder and a cone, as shown in FIGS. 9A and 10A, broken lines I and j are formed on the surfaces of the cylinder 81 and the cone 91 at every unit height. At the same time, a disk-shaped element piece 82 and a conical element piece 92 each having a unit height and having a shape obtained by dividing them along broken lines I and J are used.

Also in this case, the volume of the predetermined shape can be divided into a plate-shaped piece of the same shape and a plate-shaped piece of the similar shape, and by adding the volume of each plate-shaped piece, It can be easily learned that the volume can be calculated.

In each of the above specific examples, when stacking the individual pieces into a predetermined shape, a frame body having an original shape may be used so that the stacks can be easily stacked, or the teaching materials described above. When is made of metal, it can be handled easily by applying a magnetic force to either a plane, a three-dimensional object, or a piece.

[0029]

[Effect of the device]

 As described above, according to the configuration of the present invention, a flat body or a three-dimensional object having a predetermined shape can be assembled by arranging or superimposing a predetermined shape using a plurality of basic shape pieces. It is a very effective teaching material for all learners, as it allows them to understand the basic understanding of various shapes by body, not by memorization, and it will also lead to the upbringing of a base for future creativity and originality. is there.

[Brief description of drawings]

FIG. 1 (a) is an overall plan view of a learning material for learning a square according to an embodiment of the present invention, and FIG. 1 (b) is a plan view of a piece of the teaching material.

FIG. 2 (a) is an overall plan view of a learning material for learning a rectangle according to an embodiment of the present invention, and FIG. 2 (b) is a plan view of a fragment of the teaching material.

FIG. 3 (a) is an overall plan view of a teaching material for learning when learning a triangle in the embodiment of the present invention, and FIG. 3 (b) is a plan view of a fragment of the teaching material.

FIG. 4 (a) is an overall plan view of a learning material for learning a trapezoid in an embodiment of the present invention, and FIG. 4 (b) is a plan view of a piece of the same teaching material.

FIG. 5 (a) is an overall plan view of a learning material for learning a fan shape in the embodiment of the present invention, and FIG. 5 (b) is a plan view of a piece of the same teaching material.

FIG. 6 (a) is an overall plan view of another learning material for learning a fan shape in the embodiment of the present invention, and FIG. 6 (b) is a plan view of a fragment of the same teaching material.

FIG. 7 (a) is an overall plan view of a learning material for learning an arc shape according to an embodiment of the present invention, and FIG. 7 (b) is a plan view of a piece of the teaching material.

FIG. 8 (a) is an overall perspective view of a learning material for learning a cube in an embodiment of the present invention, and FIG. 8 (b) is a perspective view of a piece of the same teaching material.

FIG. 9 (a) is an overall perspective view of a learning material for learning a cylinder according to an embodiment of the present invention, and FIG. 9 (b) is a perspective view of a piece of the teaching material.

10 (a) is an overall perspective view of a learning material for learning a cone according to an embodiment of the present invention, FIG.
(B) is a perspective view of a piece of the same teaching material.

[Explanation of symbols]

 1 square plate 2 square unit 11 rectangular plate 12 right triangle unit 21 triangle plate 22,23 right triangle unit 31 trapezoid plate 32, 33, 34 trapezoid unit 41 circular plate 42 fan-shaped Element piece 51 Fan-shaped plate body 52 Fan-shaped element body 61 Arc-shaped plate body 62 Arc-shaped element body 71 Cube 72 Cubic element piece 81 Cylinder body 82 Disc-shaped element body 91 Conical body 92 Conical element One body

Claims (1)

[Scope of utility model registration request] 1. A flat body or a three-dimensional object having a predetermined shape, and a plurality of segment pieces formed by dividing the flat body or the three-dimensional object into a plurality of basic shapes. Or, a teaching material for figure learning, which is characterized in that a mark is formed on a three-dimensional object when the pieces are combined.