KR200497623Y1 - Clock-shaped tool for teaching mathematics - Google Patents

Abstract

A clock-type math tool according to an embodiment of the present disclosure includes a circular number plate on which a plurality of numbers are displayed, a first indicator and a second rotatably connected to the center of the number plate and configured to point to at least a portion of the number plate. It is made of an indicator and a transparent or translucent material, and includes a teaching member that is detachable from or inserted into the number plate and is configured to cover the number plate.

Description

CLOCK-SHAPED TOOL FOR TEACHING MATHEMATICS}

The present disclosure relates to a mathematics teaching aid, and more specifically, to a mathematics teaching aid having the shape of a clock having an indicator indicating numbers and a teaching member configured to be detached or inserted into a number plate.

In general, number-shaped materials or blocks can be used to teach numbers to infants or children. For example, in early childhood, children can learn the concept of number by counting or listing familiar objects such as bread, cookies, toys, etc., or learn the form and pronunciation of numbers through number-shaped teaching aids. In addition, children can learn number concepts through play by arranging or stacking blocks of different shapes and sizes.

Children past infancy can learn number concepts and numerical operations such as the four basic operations through number cards or worksheets. However, when numbers increase from one digit to two or more, it can become difficult to learn number concepts and related operations. Additionally, in some cases, if a learning method that does not match the learner's development level is used, learning progress may slow down or problems such as learning disabilities may occur.

Additionally, the hands-on ‘Hans-on learning’ method of education has recently been widely used in fields such as culture and arts. This ‘Hans-on learning’ type of education can strengthen the strength of the learner’s memory and prolong the duration of the memory. However, the conventional mathematics learning method uses a learning method through simple memorization, such as ‘rotation learning,’ and has the problem of relatively low conceptual understanding and application of the learning content.

The purpose of the present invention is to solve the above problem, by attaching or inserting a clock-type mathematics tool with a needle or indicator indicating numbers having a similar shape to a clock familiar to young learners, and a clock-type mathematics tool. It provides teaching materials that can be used for various mathematics learning.

According to an embodiment of the present disclosure, in a clock-type math teaching tool, a circular number plate on which a plurality of numbers are displayed, a first indicator rotatably connected to the center of the number plate and configured to point to at least a portion of the number plate, and a second indicator It includes an indicator, and a teaching member made of a transparent or translucent material, attached to or inserted into the number plate, and configured to cover the number plate.

According to one embodiment, in a clock-type math teaching aid, the teaching aid member is divided into a plurality of regions, and each divided region is displayed in color, starting from one region among the plurality of regions and increasing by one region, so that the teaching member is divided into a plurality of regions. and a first teaching member marked with a different color.

According to one embodiment, in the clock-type math teaching aid, the first teaching aid member is divided into 10 areas and includes a color area composed of four different colors.

According to one embodiment, in the clock-type math teaching aid, the teaching member includes a second teaching member configured with a scale displayed in 1-degree increments from 0 degrees to 359 degrees, based on the center formed in the center of the number plate, and the displayed The length of the scale portion is configured to be displayed at different lengths in units of 5 degrees and 10 degrees.

According to one embodiment, in the clock-type math teaching aid, the teaching member includes a third teaching member having a region dividing line divided into a plurality of regions displayed, and the plurality of equal dividing regions each having the same angle with respect to the center; and a region number display unit configured to display the number of a plurality of equally divided regions on a portion of the third teaching member.

According to an embodiment of the present disclosure, a mathematics learning method that improves conceptual understanding, application ability, and creativity is provided through ‘experiential learning (Hans-on learning)’ education that involves touching clock-type mathematics teaching aids and teaching aid members by hand. can do.

According to one embodiment of the present disclosure, by providing a math tool that has a form similar to a clock that the learner knows how to use, it is possible to easily learn math operations such as number concepts, four arithmetic operations, and angle concepts. environment can be provided.

According to an embodiment of the present disclosure, by providing a mathematics teaching aid and teaching member including indicators having a form and function similar to the hour hand, minute hand, etc. of a clock, and a number plate having a form similar to the time indicator of a clock, a combination of numbers is provided. Learning about calculations can be carried out efficiently.

According to an embodiment of the present disclosure, various learning methods for four arithmetic operations, angles, fractions, clocks, clocks reflected in mirrors, etc. can be provided through various teaching materials that are detached or inserted into mathematics teaching aids.

The effects of the present disclosure are not limited to the effects mentioned above, and other effects not mentioned will be clearly understood by those skilled in the art from the description of the claims.

Embodiments of the present disclosure will be described with reference to the accompanying drawings described below, in which like reference numerals indicate like elements, but are not limited thereto.
1 is a diagram showing the structure and teaching member of a clock-type math teaching aid according to an embodiment of the present disclosure.
Figure 2 is a diagram showing an example of a method of using a first teaching aid member according to an embodiment of the present disclosure.
Figure 3 is a diagram showing an example of a method of using a second teaching aid member according to another embodiment of the present disclosure.
Figures 4 and 5 are diagrams showing examples of how to use the third teaching aid members 410 and 510 according to another embodiment of the present disclosure.

Hereinafter, specific details for implementing the present disclosure will be described in detail with reference to the attached drawings. However, in the following description, detailed descriptions of well-known functions or configurations will be omitted if there is a risk of unnecessarily obscuring the gist of the present disclosure.

In the accompanying drawings, identical or corresponding components are given the same reference numerals. Additionally, in the description of the following embodiments, overlapping descriptions of identical or corresponding components may be omitted. However, even if descriptions of components are omitted, it is not intended that such components are not included in any embodiment.

Advantages and features of the disclosed embodiments and methods for achieving them will become clear by referring to the embodiments described below in conjunction with the accompanying drawings. However, the present disclosure is not limited to the embodiments disclosed below and may be implemented in various different forms. The present embodiments are merely provided to ensure that the present disclosure is complete and to those skilled in the art to which the present disclosure pertains. It is only provided to fully inform the user of the scope of the design.

Terms used in the present disclosure will be briefly described, and the disclosed embodiments will be described in detail.

The terminology used in this disclosure selects general terms that are currently widely used as much as possible while considering the functions in this disclosure, but this may vary depending on the intention or precedent of a technician working in the related field, the emergence of new technology, etc. In addition, in certain cases, there are terms arbitrarily selected by the applicant, and in this case, the meaning will be described in detail in the description of the relevant design. Therefore, the terms used in this disclosure should be defined based on the meaning of the term and the overall content of this disclosure, rather than simply the name of the term.

In this disclosure, singular expressions include plural expressions, unless the context clearly specifies the singular. Additionally, plural expressions include singular expressions, unless the context clearly specifies plural expressions.

When it is said that a part 'includes' a certain element throughout the present disclosure, this means that other elements may be further included rather than excluding other elements, unless specifically stated to the contrary.

The description of “A and/or B” herein means A, or B, or A and B.

FIG. 1 is a diagram showing the structure and teaching member 150 of a clock-type math teaching aid 110 according to an embodiment of the present disclosure. The clock-type math tool 110 is rotatably connected to a circular number plate 112 on which a plurality of numbers are displayed, and the center 120 of the number plate 112, and is configured to point to at least some of the plurality of numbers. It may include a first indicator 130 and a second indicator 140. In addition, as an example, the clock-type math aid 110 may rotate the first indicator 130 at a predetermined rate when the second indicator 140 rotates about the center 120 of the number plate 112. It may include a driving unit (not shown) configured to do so. For example, when the second indicator 140 rotates around the center 120 of the number pad 112, the driving unit may rotate the first indicator 130 at a ratio of 10:1.

The clock-type math teaching aid 110 may further include a teaching aid member 150 made of a transparent or translucent material and configured to be detached from or inserted into the number board 112 to cover the number board 112. Various embodiments of the teaching aid member 150 will be described later with reference to FIGS. 2 to 5.

Meanwhile, FIG. 1 shows only three types of teaching aid members 150, but the present invention is not limited thereto, and the watch-type math teaching aid 110 may include various types of teaching aid members 150. In addition, although it has been described above that the second indicator 140 can be configured to rotate the first indicator 130 at a predetermined rate when rotating about the center 120 of the number plate 112, it is not limited to this. No. For example, when the second indicator 140 rotates around the center 120 of the number plate 112, the first indicator 130 may be configured not to rotate.

Figure 2 is a diagram showing an example of how to use the first teaching aid member 210 according to an embodiment of the present disclosure. As shown, the first teaching aid member 210 may be configured to be attached to or inserted into the number plate of the clock-type math teaching aid 110 to cover the number plate. The first teaching member 210 is divided into a plurality of regions 220, 230, 240, and 250, and each divided region may be displayed in one or more colors. For example, starting from the first area among the plurality of areas, different colors may be displayed for each area arranged clockwise (or counterclockwise). In another example, the first teaching aid member 210 may be configured to be divided into equal numbers corresponding to the maximum number (eg, 10) displayed on the number plate of the clock-type math teaching aid 110. In an embodiment to be described later, the number plate of the clock-type math tool 110 will be described assuming that 1 to 10 are displayed.

In one embodiment, the first teaching member 210 is divided into 10 regions (220, 230, 240, 250) and may be composed of four different colors. In this case, the 10 areas may be composed of one first color area 220, two second color areas 230, three third color areas 240, and four fourth color areas 250. there is.

In one embodiment, the watch-type math tool 110 may perform a subtraction or addition operation through the first tool member 210. For example, in the case of a subtraction operation, if the number located at the end of the color area 220 to 250 is subtracted from the total number of the color area 220 to 250, the number may be the number at which the first part of the color area is located. For example, as shown, the number '6' where the first part (250_1) of the fourth color area 250 is located is '10', which is the number where the end part (250_4) of the fourth color area 250 is located. It may be the result of subtracting '4', which is the total number of the fourth color area (250), from '. As another example, the number '3' where the first part (240_1) of the third color area 240 is located is the number '6' where the end part (240_3) of the third color area 240 is located. It may be the result of subtracting '3', which is the total number of (240).

Additionally or alternatively, the numeral pad may display the tens digit as well as the ones digit. As another example, in the case of an addition operation, if the number located at the beginning of the color area 220 to 250 is added to the total number of the color area 220 to 250, the number at the end of the color area may be the number located. In this case, in the case of the first color area 220, if you add '1', the total number of the first color area 220, to the number '10' located in the first part, the result value is '11'. , it may be possible to teach operations not only for the ones digit but also for the tens digit.

Meanwhile, FIG. 2 shows one's digits displayed on the number plate of the clock-type math tool 110, but the present invention is not limited thereto. For example, a number plate may be configured to display numbers different from those shown. Additionally, a separate teaching aid member may be configured to cover the number plate, or the first teaching member 210 may be configured to cover a separate teaching member.

In addition, in FIG. 2, the first teaching member 210 is divided into a plurality of regions 220, 230, 240, and 250, and is shown to be configured to increase by one region starting from one first color region 220. , but is not limited to this, and each color area 220, 230, 240, and 250 may be configured to have different sizes. For example, it may be divided into four color areas, and each color area may have a different size. As an example, the first color area 220 is a size between '10' and '1' displayed on the number pad, and the second color area 230 is a size between '1' and '3' displayed on the number pad. The third color area 240 may be configured in a size between '3' and '6' displayed on the number pad, and the fourth color area 250 may be configured in a size between '6' and '10' displayed on the number pad.

Figure 3 is a diagram illustrating an example of a method of using a second teaching aid member according to another embodiment of the present disclosure. As shown, the second teaching member 310 may include a scale displayed in 1-degree increments from 0 degrees to 359 degrees, based on the central portion 120 formed in the center of the number plate. Additionally or alternatively, the '0' in the illustrated second teaching member 310 may represent 360 degrees. At this time, the length of the displayed scale may be configured to display different lengths in units of 5 degrees and 10 degrees. The second teaching member 310 can measure the angle between the indicators 130 and 140 through the first indicator 130 and the second indicator 140.

In one embodiment, as shown, when the first indicator 130 points to '12' displayed on the number plate, it may simultaneously point to '0' displayed on the second teaching member 310. At this time, depending on the position of the second indicator 140, the angle between the first indicator 130 and the second indicator 140 can be measured based on the center 120. For example, when the second indicator 140 points to '3' displayed on the number plate or '90' displayed on the teaching member 310, the first indicator 130 and the second indicator are based on the center 120. The angle between (140) may be 90 degrees.

In one embodiment, the second teaching aid member 310 may perform addition and subtraction operations in the tens place or the hundreds place. For example, when performing a subtraction operation, the result of subtracting the number indicated on the second teaching member 310 indicated by the second indicator 140 and the second teaching member 310 indicated by the first indicator 130 is, It may be the angle between the first indicator 130 and the second indicator 140. For example, the first indicator 130 indicates the number '270' indicated on the second teaching member 310, and the second indicator 140 indicates '0' or '360' indicated on the second teaching member 310. When pointing, the resulting value of subtracting '270' indicated by the first indicator 130 from '360' indicated by the second indicator 140 is ', which is the angle between the first indicator 130 and the second indicator 140. It could be 90'.

Figures 4 and 5 are diagrams showing examples of how to use the third teaching aid members 410 and 510 according to another embodiment of the present disclosure. As shown, area dividing lines 414, 416, 514, and 516 that are equally divided into a plurality of areas may be displayed on the third teaching members 410 and 510. Additionally, a plurality of equally divided areas on the third teaching members 410 and 510 may each be configured to show the same angle with respect to the central portion 120. The area number display units 412 and 512 may be configured to display the number of a plurality of equally divided areas on a portion of the third teaching members 410 and 510. The clock-type math tool 110 can perform division or multiplication operations through the third tool members 410 and 510.

In one embodiment, as shown in FIG. 4, the third teaching aid member 410 is made of a transparent or translucent material and is configured to be detached or inserted into the number plate of the clock-type math teaching aid 110 and cover the number plate. You can. The third teaching member 410 is marked with area dividing lines 414 and 416 that are divided into three areas, and the three equally divided areas may be configured to have the same angle of 120 degrees with respect to the center 120.

In another embodiment, as shown in FIG. 5, the third teaching aid member 510 is made of a transparent or translucent material and is configured to be detached or inserted into the number plate of the clock-type math teaching aid 110 and cover the number plate. You can. The third teaching member 510 is marked with area dividing lines 514 and 516 that are divided into six areas, and the six equally divided areas may be configured to have the same 60 degrees with respect to the center 120.

In one embodiment, a multiplication operation may be performed through the third teaching aid members 410 and 510. As an example, the number displayed on the area number display units 412 and 512, which indicate the number of equally divided areas, is multiplied by the number of numbers indicated by the first area dividing lines 414 and 514, and the resulting value is the second area dividing line 416 and 516. ) may be the number of the number plate indicated. For example, referring to FIG. 4, the result of multiplying '3' displayed on the area number display unit 412 by '4', which is the number of the number plate indicated by the first area dividing line 414, is the value indicated by the second area dividing line 416. It may be '12', the number on the number plate. Referring to FIG. 5, the result of multiplying '6' displayed on the area number display unit 512 by '2', which is the number of number plates indicated by the first area dividing line 514, is '', which is the number of number plates indicated by the second area dividing line 516. It could be 12'.

In one embodiment, a division operation may be performed using the third teaching aid members 410 and 510. As an example, the result of dividing the number of numbers indicated by the second area dividing lines 416 and 516 by the number displayed on the area number display units 412 and 512 indicating the number of equally divided areas is the first area dividing line 414 and 514. ) may be the number of the number plate indicated. For example, referring to Figure 4, the number '12' on the number plate indicated by the second area dividing line 416 is divided by the number '3' displayed on the area number display unit 412, and the resulting value is the first area dividing line 414. This could be '4', which is the number on the number plate it points to. Referring to FIG. 5, the result of dividing the number '12' of the number indicated by the second area dividing line 516 by the number '6' displayed on the area number display unit 512 is the number of the number indicated by the first area dividing line 414. It can be the number '2'.

In one embodiment, in FIGS. 4 and 5, conversion of fractions may be performed through the third teaching members 410 and 510. The third teaching member (410, 510) can convert from an improper fraction to a mixed number or from a mixed number to an improper fraction by selecting the area number display units (412, 512) that display the number corresponding to the number of the denominator. For example, when the denominator is ‘3’, fraction conversion can be performed using the third teaching member 410 where the number displayed on the area number display unit 412 is ‘3’, as shown in FIG. When performing conversion of fractions through the clock-type math tool 110 and third tool members 410 and 510, which will be described later, the third area dividing line (not shown) is clockwise aligned with the first area dividing line (414, 514). It may be the area dividing line located next to .

’를 대분수로 변환할 경우, 영역 수 표시부(412)의 수가 동일한 도 4를 참조하여 설명할 수 있다. 제1 지시자(130) 및 제2 지시자(140)가 ‘12’를 가리키는 상태에 변환을 시작할 수 있다. 제2 지시자(140)가 3개의 영역 구분선(414, 416) 중 첫 번째 영역 구분선인 제1 영역 구분선(414)을 가리키면 ‘

’, 3개의 영역 구분선(414, 416) 중 두 번째 영역 구분선인 제3 영역 구분선(미도시)을 가리키면 ‘

’로 계산할 수 있다. 제2 지시자(140)가 세 번째 영역 구분선인 제2 영역 구분선(416)을 가리키면 ‘

’이 되며, 숫자판을 1회 회전하기 때문에 제1 지시자(130)는 숫자판에 표시된 ‘1’을 가리킬 수 있다. 제2 지시자(140)는 분자의 수인 ‘5’만큼의 횟수로 각각의 영역 구분선(414, 416)을 가리키게 되면, 제1 지시자(130)는 숫자판의‘1’을 가리키고, 제2 지시자(140)는 제3 영역 구분선을 가리킬 수 있다. 결과적으로, 제1 지시자(130)는 ‘1’을 가리키고, 제2 지시자(140) 제3 영역 구분선 ‘

’를 가리키게 되므로, 가분수 ‘

’는 대분수 ‘

’로 변환될 수 있다.For example, when converting from an improper fraction to a mixed number, the conversion of the fraction may begin with the first indicator 130 and the second indicator 140 pointing to '12'. Next, the second indicator 140 can be moved to point to each region dividing line 414, 416, 514, and 516 by the number of molecules. At this time, when the second indicator 140 points to each area dividing line 414, 416, 514, and 516, the number of molecules can be counted in increments of '1'. As a result, the number indicated by the first indicator 130 can be an integer, and the number indicated by the second indicator 140 can be the number of molecules. for example, '

When converting ' to a mixed number, it can be explained with reference to FIG. 4 where the number of area display units 412 are the same. Conversion may begin when the first indicator 130 and the second indicator 140 point to '12'. When the second indicator 140 points to the first area dividing line 414, which is the first of the three area dividing lines 414 and 416, '

', when pointing to the third area dividing line (not shown), which is the second area dividing line among the three area dividing lines (414, 416), '

'It can be calculated as: When the second indicator 140 points to the second area dividing line 416, which is the third area dividing line, '

', and since the number pad is rotated once, the first indicator 130 can point to '1' displayed on the number pad. When the second indicator 140 points to each area dividing line 414, 416 as many times as '5', which is the number of molecules, the first indicator 130 points to '1' on the number board, and the second indicator 140 ) may indicate the third area dividing line. As a result, the first indicator 130 points to '1', and the second indicator 140 points to the third area dividing line '

', so it is an improper fraction '

' is a mixed fraction '

It can be converted to '.

’를 가분수로 변경할 경우, 분모가 ‘3’이므로 분모의 수가 영역 수 표시부(412, 512)와 대응되는 도 4를 참조하여 설명하도록 한다. 제1 지시자(130)는 정수와 대응되는 숫자판에 위치한 ‘1’을 가리키고, 제2 지시자(140)는 2번째 영역 구분선인 제3 영역 구분선(미도시)를 가리키는 상태에 분수의 변환을 시작할 수 있다. 다음으로, 제1 지시자(130) 및 제2 지시자(140)가 동시에 숫자판에 표시된 ‘12’를 가리킬 때까지 제2 지시자(140)를 역시계방향으로 이동할 수 있다. 이 때, 분자의 수는 제1 지시자(130) 및 제2 지시자(140)가 동시에 숫자판에 표시된 ‘12’를 가리킬 때까지 제2 지시자(140)가 영역 구분선(414, 416)을 가리키는 횟수인 ‘5’일 수 있다. 결과적으로, 상술한 과정에 의해 대분수 ‘

’는 가분수 ‘

’으로 변환될 수 있다. 도 4 및 5에서, 시계형 수학 교구(110)의 숫자판은 1 내지 12를 표시하였지만, 이에 한정하지 않으며, 상이한 수들을 표시할 수 있다. 시계형 수학 교구(110)의 숫자판이 상이한 수들을 표시할 경우, 제3 교구 부재(410, 510)는 이에 대응하는 상이한 형태로 구성되어, 나눗셈 및 곱셈 연산을 수행하도록 구성될 수 있다.As another example, when converting from a mixed number to an improper fraction, the first indicator 130 indicates a number located on the number plate corresponding to the integer of the mixed number, and the second indicator 140 is a region dividing line located in the order corresponding to the number of the numerator ( You can start by pointing to 414, 416, 514, 516). Next, referring to Figures 4 and 5, the first indicator 130 and the second indicator 140 can be moved counterclockwise until the first indicator 130 and the second indicator 140 point to '12'. At this time, until the first indicator 130 and the second indicator 140 point to '12', the number of each region dividing line 414, 416, 514, 516 pointed by the second indicator 140 is the number of the molecule. It can be a number. For example, the mixed fraction '

When ' is changed to an improper fraction, the denominator is '3', so the description will be made with reference to FIG. 4 where the number of denominators corresponds to the area number display units 412 and 512. The first indicator 130 points to '1' located on the number plate corresponding to the integer, and the second indicator 140 points to the third area dividing line (not shown), which is the second area dividing line, and then the conversion of the fraction can begin. there is. Next, the second indicator 140 can be moved counterclockwise until the first indicator 130 and the second indicator 140 simultaneously point to '12' displayed on the number pad. At this time, the number of molecules is the number of times the second indicator 140 points to the area dividing lines 414 and 416 until the first indicator 130 and the second indicator 140 simultaneously point to '12' displayed on the number plate. It could be '5'. As a result, by the process described above, the mixed fraction '

' is an improper fraction '

It can be converted to '. 4 and 5, the number plate of the clock-type math tool 110 displays 1 to 12, but it is not limited thereto and may display different numbers. When the dial of the clock-type math aid 110 displays different numbers, the third aid members 410 and 510 may be configured in different shapes corresponding thereto and configured to perform division and multiplication operations.

Additionally or alternatively, the area dividing lines 414, 416, 514, and 516 may be displayed in different colors so that the user can easily distinguish between division and multiplication when performing division or multiplication operations.

The preceding description of the disclosure is provided to enable any person skilled in the art to make or use the disclosure. Various modifications to the present disclosure will be readily apparent to those skilled in the art, and the general principles defined herein may be applied to the various modifications without departing from the spirit or scope of the disclosure. Accordingly, the present disclosure is not intended to be limited to the examples described herein but is to be accorded the widest scope consistent with the principles and novel features disclosed herein.

Although the subject matter has been described in language specific to structural features and/or methodological acts, it will be understood that the subject matter defined in the appended claims is not necessarily limited to the specific features or acts described above. Rather, the specific features and acts described above are described as example forms of implementing the claims.

Although the present disclosure has been described in relation to some embodiments in the specification, it should be noted that various modifications and changes can be made without departing from the scope of the present disclosure as can be understood by a person skilled in the art to which the present invention pertains. something to do. Additionally, such modifications and changes should be considered to fall within the scope of the claims appended hereto.

110: Clock-type math tool 112: Number area
120: center 130: first indicator
140: Second indicator 150: Absence of teaching aid
210: First teaching member 220: First color area
230: 2nd color area 240: 3rd color area
250: 4th color area 310: 2nd teaching member
410, 510: Third teaching member 412, 512: Area number display unit
414, 514: first area dividing line 416, 516: second area dividing line

Claims (5)

In the clock-type math tool,
A circular number plate with multiple numbers displayed;
a first indicator and a second indicator rotatably connected to the center of the number pad and configured to point to at least a portion of the number pad; and
A teaching member made of a transparent or translucent material and configured to be attached to or inserted into the number plate to cover the number plate.
Including,
The teaching member is divided into a plurality of regions, and each of the divided regions is displayed with a plurality of colors, and the first teaching member is displayed in different colors starting from one region among the plurality of regions in increments of one region.
Clock-type math teaching aid, including.
delete According to paragraph 1,
The first teaching member is divided into 10 areas and includes a color area composed of four different colors.
According to paragraph 1,
The teaching member is a second teaching member configured with a scale displayed in 1-degree increments from 0 degrees to 359 degrees, based on the center formed in the center of the number plate.
Including,
The displayed length of the scale is configured to display different lengths in units of 5 degrees and 10 degrees.
According to paragraph 1,
The teaching member includes: a third teaching member configured to have a region dividing line divided into a plurality of equal regions, and the plurality of equal divided regions having the same angle with respect to the center; and
Area number display unit configured to display the number of the plurality of equally divided areas on a portion of the third teaching member
Clock-type math teaching aid, including.

Images