WO2006006772A1

WO2006006772A1 - Tool for teaching and learning multiplication

Info

Publication number: WO2006006772A1
Application number: PCT/KR2005/002012
Authority: WO
Inventors: Hyun-Yun Lee
Original assignee: Hyun-Yun Lee
Priority date: 2004-07-08
Filing date: 2005-06-28
Publication date: 2006-01-19

Abstract

A tool for teaching and learning multiplication is provided. The tool for teaching and learning multiplication is capable of helping young children or pupils substantially understand a multiplication table consisting of abstract equations and values by having them practically learn the multiplication table using a sensory teaching tool in reality and expanding numbers and calculation from concreteness to abstractness by simply rotating a calculation member if necessary. The tool for teaching and learning multiplication includes: a quadrangular frame, calculation supports (30) mounted parallel to each other in an inside of the frame, calculation members (20) for moving right and left on the calculation supports(30), a stage guide part (40), and a multiplication number-guide part (50). The stage guide part (40) is mounted on a horizontal axis in one side of the frame (lθ) to represent a number of the stage. The multiplication number-guide part (50) is mounted on a vertical axis in the one side of the frame 10 to represent a multiplication number.

Description

TOOL FOR TEACHING AND LEARNING MULTIPLICATION

Technical Field

[1] The present invention relates to a tool for teaching and learning multiplication, and more particularly, to a tool for teaching and learning multiplication capable of helping young children or pupils of a low grade substantially understand multiplication consisting of abstract equations and values by having them practically learn a multi¬ plication table using a sensory teaching tool in reality and expanding numbers and calculation from concreteness to abstractness by simply rotating a calculation member if necessary. Background Art

[2] The multiplication table is a tool for helping pupils easily memorize multiplication results by orderly arranging results of multiplication between integers of a single digit (1-9) with eighty one results in total in which: nine results are provided for respective stages consisting of the first stage (1x1=1,..., 1x9=9) to the ninth stage. In that case, for example, a stage number (multiplicand) is one integer '2', a multiplication number increases by T, and a result thereof increases by '2', which is the stage number as in '2x1=2', '2x2=4', and '2x3=6' included in the second stage. The multiplication table is used for multiplication between numbers of several digits as well as for instantly obtaining a multiplication result between numbers of a single digit. Also, the multi¬ plication table is used for division such as ' 24÷6=4' and '27÷4=6 with a residue of 3'. In other words, the multiplication table serves as a base for division. Such a multi¬ plication table is called a multiplication table for division and is widely used.

[3] Therefore, young children or pupils of a low grade are supposed to learn the multi¬ plication table as a compulsory course for learning multiplication. However, the young children are taught in a manner of memorizing the multiplication table in a reckless and abstract way without concept or understanding of numbers. Accordingly, the young children have limitations in substantially understanding and applying the multi¬ plication table. In other words, a multiplication teaching through the abstract memorizing generally instructed is not expected to be effectively learnt by the young children having a weak memory and a weak concentration and a teaching involving the real world is not properly performed. Also, 3-dimensional (3-D) visual education, ma¬ nipulation, and language activities for enhancing teaching efficiency cannot be easily performed and there is limitation in expanding a numerical concept in connection with addition serving as a base of understanding of calculation principle.

[4] The teaching method oriented to the memorizing and ignoring the above-described practical teaching method deteriorates learning motivation and interest to generate another problem.

Disclosure of Invention Technical Problem

[5] An object of the present invention is to provide a tool for teaching and learning multiplication capable of allowing pupils to naturally recognize a calculation principle and to master and utilize the calculation principle in reality by having the pupils perform calculation using a real 3-D calculation member so as to introduce practical numerical concept while excluding abstract or memory-oriented teaching method.

[6] Another object of the present invention is to provide a tool for teaching and learning multiplication capable of allowing a 3-D visual education, manipulation, and language activities to be performed easily and simultaneously so as to enhance teaching efficiency and interest for multiplication.

[7] Still another object of the present invention is to provide a tool for teaching and learning multiplication capable of expanding numbers and calculation from con- creteness to abstractness by rotating a calculation member if necessary.

[8] Yet another object of the present invention is to provide a tool for teaching and learning multiplication formed by calculation members that may draw attention such as fruits, animals, and candies so as to increase attention and recognition for the teaching tool and learning.

[9] Further another object of the present invention is to provide a tool for teaching and learning multiplication capable of enhancing a concern and interest for a teaching tool and utility of the teaching tool by forming an automobile toy integrally with the frame of the teaching tool.

[10] Still further another object of the present invention is to provide a tool for teaching and learning multiplication capable of allowing pupils to easily understand an addition principle and learn multiplication in connection with the addition principle by making calculation members easily move right and left and easily carried and making the tool also used for teaching addition.

Technical Solution

[11] To achieve these and other advantages and in accordance with the purpose of the present invention, as embodied and broadly described, there is provided a tool for teaching and learning multiplication including: a quadrangular frame; calculation supports 30 mounted parallel to each other in an inside of the frame; calculation members 20 for moving right and left on the calculation supports 30 used as a movement shaft and having a shape selected from the group consisting of fruits, animals, candies, and polygonal bodies symmetric with respect to vertical axes of the calculation supports 30, each calculation member of the group serving as a basic unit of calculation, a stage guide part 40 for representing a number of the stage being mounted on a horizontal axis in one side of the frame 10, and a multiplication number- guide part 50 for representing a multiplication number being mounted on a vertical axis in the one side of the frame 10.

[12] In another aspect of the present invention, there is provided a tool for teaching and learning multiplication having a quadrangular frame, calculation supports mounted parallel to each other in an inside of the frame, calculation members for moving right and left on the calculation supports used as movement shafts, each calculation member serving a basic unit of calculation, the tool including a stage guide part mounted on a horizontal axis in one side of the frame, for representing a number of the stage; and a multiplication number-guide part mounted on a vertical axis in the one side of the frame, for representing a multiplication number, each of the calculation supports having a polygonal-shaped cross-section and a vertex portion of the polygon protruded to a predetermined height, each of the calculation members being formed such that an inner cross-section of a through hole sliding on each of the calculation supports seats on the vertex portion of the polygon in each of the calculation supports and each of the calculation members having a mark representing predetermined information on a front side or a backside of the frame with the inner cross-section seated on the vertex portion in each of the calculation supports.

[13] At this point, rotation pins 34 extending from the calculation supports and protruding to a predetermined height, for rotating the calculation members at a time, may be formed in the frame on one side in which the calculation supports are mounted.

[14] In still another aspect of the present invention, there is provided a tool for teaching and learning multiplication having a quadrangular frame, calculation supports mounted parallel to each other in an inside of the frame, calculation members for moving right and left on the calculation supports used as movement shafts, each calculation member serving a basic unit of calculation, the tool including a stage guide part 40 mounted on a horizontal axis in one side of the frame 10, for representing a number of the stage; a multiplication number-guide part 50 mounted on a vertical axis in the one side of the frame 10, for representing a multiplication number; an addition number-guide part mounted on the frame 10, for representing a number of the calculation member added; and an accumulated addition number-guide part mounted on the frame 10, for rep¬ resenting an accumulated number by ten unit.

[15]

Brief Description of the Drawings

[16] The above objects, other features and advantages of the present invention will become more apparent by describing the preferred embodiments thereof with reference to the accompanying drawings, in which:

[17] FlG. 1 is a perspective view of a tool for teaching and learning multiplication according to the first embodiment of the present invention;

[18] FlG. 2 is a perspective view of a tool for teaching and learning multiplication according to the second embodiment of the present invention;

[19] FlG. 3 is a perspective view of a tool for teaching and learning multiplication according to the third embodiment of the present invention;

[20] FlG. 4 is a partial separated perspective view of a tool for teaching and learning multiplication according to the fourth embodiment of the present invention;

[21] FlG. 5 is a separated perspective view of a calculation member and a calculation support according to one embodiment of the present invention;

[22] FlG. 6 is a separated perspective view of a calculation member and a calculation support according to another embodiment of the present invention;

[23] FlG. 7 is a perspective view of a calculation member according to one embodiment of the present invention;

[24] FIGS. 8 A to 8D are a front view, a lower side view, a backside view, and a plan view of FlG. 7;

[25] FIGS. 9 to 12 are views explaining a usage of a tool for teaching and learning multi¬ plication according to an embodiment of the present invention; and

[26] FlG. 13 is a view a tool for teaching and learning multiplication according to the fifth embodiment of the present invention.

[27]

Mode for the Invention

[28] Reference will now be made in detail to the preferred embodiments of a tool for teaching and learning multiplication according to the present invention, examples of which are illustrated in the accompanying drawings.

[29] FlG. 1 is a perspective view of a tool for teaching and learning multiplication according to the first embodiment of the present invention, FlG. 2 is a perspective view of a tool for teaching and learning multiplication according to the second embodiment of the present invention, FlG. 3 is a perspective view of a tool for teaching and learning multiplication according to the third embodiment of the present invention, FlG. 4 is a partial separated perspective view of a tool for teaching and learning multi¬ plication according to the fourth embodiment of the present invention, FlG. 5 is a separated perspective view of a calculation member and a calculation support according to one embodiment of the present invention, FlG. 6 is a separated perspective view of a calculation member and a calculation support according to another embodiment of the present invention, FlG. 7 is a perspective view of a calculation member according to one embodiment of the present invention, FIGS. 8 A to 8D are a front view, a lower side view, a backside view, and a plan view of FlG. 7, FIGS. 9 to 12 are views explaining a usage of a tool for teaching and learning multi¬ plication according to an embodiment of the present invention, and FlG. 13 is a view a tool for teaching and learning multiplication according to the fifth embodiment of the present invention.

[30] Referring to FlG. 1, the tool for teaching and learning multiplication according to the first embodiment of the present invention includes: a quadrangular frame 10, calculation supports 32 mounted parallel to each other in an inside of the frame 10, and calculation members 22 for moving on the calculation supports 32 used as movement shafts, each calculation member serving a basic unit of calculation. At this point, the frame 10 is a quadrangular frame and consists of a horizontal frame 12 and a vertical frame 14. The horizontal frame 12 has a stage guide part 40 mounted thereon, for making multiplication easy and the vertical frame 14 has a multiplication number- guide part 50 mounted thereon, for making multiplication easy.

[31] The stage guide part 40 is marked with the Arabic numerals or the Roman alphabet arranged in an appropriate interval so that the positions of the first calculation member 22 to the ninth calculation member 20 may be discriminated, which helps understand the principle of multiplication easily and intuitively as described below. At this point, the first mark to the ninth mark may have different colors, respectively. Also, the calculation supports 32 may have different colors so as to allow the calculation members 22 to be disposed at an exact position in agreement with the first to ninth marks and the positions to be exactly recognized.

[32] FlG. 2 is the second embodiment of the present invention. Referring to FlG. 2, a calculation member is formed using a candy-shaped calculation member 24. Also, the tool for teaching and learning multiplication according to the second embodiment of the present invention includes an addition number-guide part 60 mounted on a horizontal frame 12, for representing numbers of 1 to 10 and an accumulated addition number-guide part 65 mounted on a vertical frame 14, for representing numbers of 10 to 90. At this point, the addition number-guide part 60 and the accumulated addition number-guide part 65 can be formed on the backside of the tool described in the first embodiment. In other words, one single tool for teaching and learning multiplication can also be used as a tool for teaching and learning addition.

[33] The first embodiment uses an apple-shaped calculation member 22 and the second embodiment uses a candy-shaped calculation member 24. The apple-shaped calculation member 22 or the candy-shaped calculation member 24 promotes curiosity, concentration, and recognition for the tool. [34] FIGS. 3 and 4 are the third and fourth embodiments of the present invention, re¬ spectively. The third and fourth embodiments are the same as the first and second em¬ bodiments except that the calculation members have bead shapes of an abacus.

[35] Also, a horizontal frame 12 and a vertical frame 14 have guide holes 42 and 52, re¬ spectively, into which a stage guide part 40 and a multiplication guide part 50 are detachably inserted, respectively. Particularly, the thickness of the vertical frame 14 is smaller than the vertical height of the calculation member 20 and the thickness of the horizontal frame 12 is greater than the vertical height of the calculation member 20.

[36] Though the calculation member 20 has a general abacus bead shape and the calculation support 30 on which the calculation member moves has a cylindrical shape in FIGS. 3 and 4, the shapes of the calculation member 20 and the calculation support 30 are not limited to these particular shapes.

[37] Referring to FlG. 5, a calculation support is a triangular calculation support 32 in the first embodiment, and referring to FlG. 6, a calculation support is a quadrangular calculation support 34 in the second embodiment.

[38] The triangular calculation support 32 has a cross-section having three triangular vertex portions 33 and the quadrangular calculation support 36 has a cross-section having four quadrangular vertex portions 35. Also, the calculation member 22 into which the triangular calculation support 32 or the quadrangular calculation support 36 is inserted has a through hole 26 pierced horizontally. The through hole has three triangular edges 23 so that the calculation member 22 may seat on the triangular vertex portions 33 in the case of the triangular calculation support 32. On the contrary, the through hole can have four quadrangular edges 25 so that the calculation member 22 may seat on the quadrangular vertex portions 35 in the case of the quadrangular calculation support 36. Though description has been made for the case where the present invention includes the triangular calculation support or the quadrangular calculation support according to one embodiment, it will be obvious to those skilled in the art that the cross-section of the calculation support is not limited to the above- mentioned shapes but the calculation support can have a cross-section of a polygon of more than pentagon.

[39] In the first and second embodiments, the vertical frame 14 on one side has a rotation pin 34 protruding and passing through the calculation support 32 and 36. Also, the rotation pin 34 is mounted in the vertical frame 14 so that it may not be detached therefrom so as to rotate one line of calculation members 22 and 24 at a time, which are mounted on the calculation supports 32 and 36.

[40] The calculation member 22 can be manufactured in various shapes such as the apple shape and the candy shape as described above, and it is possible to allow variety of in¬ formation to be displayed when the calculation member 22 is seen from a front side as illustrated in FIGS. 7 and 8 according to the shape of the calculation support.

[41] FIGS. 7 and 8 illustrate the case of the apple shaped calculation member 22 combined with the quadrangular support 36. In that case, only a shape of a front view (FlG. 8A) is displayed to the front side, 6 is displayed in a lower side view (FlG. 8B) at a direction rotated by 90 degree, 2x3 is displayed in a backside view (FlG. 8C) at a direction rotated by 90 degree, and 2x3=6 is displayed in a plan view (FlG. 8D) at a direction rotated further by 90 degree. The above description is applied to a particular calculation member 22 and description will be modified depending on the position of the calculation member 22. In other words, one number among 1 to 81, which are calculation results may be displayed in the lower side view (FlG. 8B), one among [1 to 9]x[l to 9] may be displayed in the backside view (FlG. 8C), and one among [1 to 9] x[l to 9]=[1 to 81] may be appropriately displayed in the plan view depending on the relevant calculation member.

[42] FlG. 13 is the fifth embodiment of the present invention, in which a wheel 70 and a model body 75 are mounted in the frame 10 so that an automobile toy is integrally formed with the frame 10. The automobile toy-combined teaching tool can promote interest and attention for the teaching tool and utility of the teaching tool.

[43] Effect of the present invention having the above configuration will be described with reference to FIGS. 1 to 13. First, the stage guide part 40 is mounted on the horizontal frame 12, the multiplication number-guide part 50 is mounted on the vertical frame 14, the calculation member is the apple-shaped calculation member 22, and the calculation support includes the quadrangular calculation support 36 and the rotation pin 34.

[44] The stage guide part 40 on the horizontal frame 12 displays the first stage to the ninth stage contained in the multiplication table and the multiplication number-guide part 50 on the vertical frame 14 displays multiplication numbers of 1 to 9.

[45] To teach '2x3=6' as an example of the multiplication table, apple-shaped calculation members 22 that correspond to '2', which is a stage, are sequentially moved to the left by two units from the first multiplication number line to the third multiplication number line. In other words, a state of '2x1' is a state where two apple-shaped calculation members 22 of the first multiplication number line are moved to the left, a state of '2x2' is a state where two more apple-shaped calculation members 22 of the second multiplication number line are moved to the left, and finally, a state of '2x3' is displayed by moving two more apple-shaped calculation members 22 of the third mul¬ tiplication number line to the left. Therefore, the number of apples-shaped calculation members becomes '6', so that '2x3=6' is finally obtained as a concrete result in the form of the number of apples in reality. Since a stage number '2' is the number of apples contained in one bundle and a multiplication number '3' is the number of bundles, the fact that the total number contained in the three bundles bounded by the calculation supports is '6' can be understood and utilized in reality.

[46] In the meantime, when the second apple-shaped calculation member 22 of the third multiplication line, which is the final result, is rotated by 90 degree to the upper side as illustrated in FlG. 7B, the calculation result can be checked by an abstract number '6'. Also, when the second apple-shaped calculation member 22 is further rotated by 90 degree to the upper side as illustrated in FlG. 11, an abstract operation equation '2x3' is checked this time. Also, when the second apple-shaped calculation member 22 is still further rotated by 90 degree to the upper side as illustrated in FlG. 12, an abstract complete operation equation '2x3=6' of multiplication is checked, so that a concrete quantity can be easily associated with an abstract number and calculation, through which the principle of the multiplication and the multiplication table are effectively understood.

[47] Also, the apple-shaped calculation member 22 helps pupils treat a calculation subject using object concept, not number concept. In other words, the apple-shaped member 22 formed with an apple shape and appearance is used for recognition of an object, not a number, so that the pupils may understand that utilizing addition is faster than directly counting one by one and utilizing the multiplication table is faster than addition in counting the number of apples. No number is used so that a calculation subject may be recognized as an object. That is, with recognition of apple-shaped member 22 as an object, the pupils can understand that a result of '2x3 is '6' with unit of the number of things while counting the number of apples from 1 to 6 by moving the apple-shaped member 22 one by one from right to left, or performing '2+2+2' by repeatedly moving the apple-shaped members by two units. Through the above process, teaching activity of expressing recognition of an object and an amount of objects that become a subject of calculation in terms of a unit and a number is performed. Though a result of an equation of the multiplication table is not shown, the result can be known by moving the apple-shaped member 22 recognized as an object that becomes a calculation subject from right to left along the calculation support 36. The principle of the multiplication table can be understood in association with the reality during a process of obtaining results of the multiplication table through such recognition of the calculation subject and manipulation activity thereof. Also, the pupils can be interested and have a confidence in finding out the results of the multi¬ plication table.

[48] Through the above process of learning the multiplication table, pupils can learn that a stage number of the stage guide part and a multiplication number of the multi¬ plication number-guide part correspond to the number of items contained in one bundle and the number of bundles, respectively, when counting items in reality and that the stage number and the multiplication number correspond to a multiplicand and a multiplier in an abstract equation, respectively. The stage number and the multi¬ plication number are easily used in making an equation.

[49] Also, it is possible to arouse a new interest of pupils by promoting curiosity, con¬ centration, and recognition according to the shape of the calculation member.

[50] In the case where the addition guide part 60 and the accumulated addition number- guide part 65 are used instead of the stage guide part 40 and the multiplication number- guide part 50, the tool can be used for teaching addition and subtraction.

[51] When the tool is used for teaching addition, e.g., '5+7' for example, five apple- shaped calculation members 22 are moved to the left on the first line first. Sub¬ sequently, to sequentially move seven apple-shaped calculation members 22, another five apple-shaped calculation members 22 are moved to the left on the first line and two apple-shaped calculation members 22 are moved to the left on the second line. Ac¬ cordingly, a result of '12' is obtained by sequentially reading '10', which is the first number of the accumulated addition number-guide part 65, and '2', which is the number of apple-shaped calculation members 22 moved. Even in that case, it is possible to get young children or pupils of a low grade who have little concept for numbers to understand an operation principle of addition fundamentally.

[52] Also, a wheel 70 and a model body 75 are mounted in the frame 10 so that an automobile toy is integrally formed with the frame 10 as illustrated in FIG. 13. The automobile toy-combined teaching tool can promote interest and attention for the teaching tool and utility of the teaching tool.

[53] The automobile toy-combined teaching tool can be used as a toy for young children so that the young children can feel friendliness even more for the multiplication tool.

[54] It will be obvious to those skilled in the art that the tool for teaching and learning multiplication can selectively include part or all of the above described elements if necessary.

[55] As described above, the present invention allows pupils to go through a process of carrying out calculation using the real object 3-D shaped calculation member so as to introduce a practical number concept excluding abstractness in a teaching process, so that the principle of calculation can be naturally recognized and everything for calculation can be learned by experience and utilized in reality.

[56] According to the present invention, first, 3-D visual education, manipulation, and language activities can be easily performed simultaneously so as to promote an interest of pupils and teaching efficiency for the multiplication table. Second, concentration and recognition for a teaching tool and learning can be promoted through the calculation member arousing an interest. Third, it is possible to expand numbers and calculation from concreteness to abstractness and check a teaching/learning process by rotating the calculation member. Fourth, it is possible to promote interest and attention for the teaching tool and utility of the teaching tool by forming the automobile toy integrally with the frame of the teaching tool. Fifth, since the calculation member has a structure easily moved right and left and conveniently carried, the teaching tool can be used conveniently. Sixth, the teaching tool is also used for teaching addition, so that the addition principle can be easily understood and easily associated with the multi¬ plication.

[57] Although the preferred embodiments of the present invention have been disclosed for illustrative purpose, those skilled in the art will appreciate that various modi¬ fications, additions and substitutions can be made without departing from the scope and spirit of the invention as defined in the accompanying claims.

[58]

Claims

[1] A tool for teaching and learning multiplication comprising: a quadrangular frame; calculation supports(30) mounted parallel to each other in an inside of the frame; calculation members(20) for moving right and left on the calculation supports(30) used as a movement shaft and having a shape selected from the group consisting of fruits, animals, candies, and polygonal bodies symmetric with respect to vertical axes of the calculation supports(30), each calculation member of the group serving as a basic unit of calculation; a stage guide part(40) mounted on a horizontal axis in one side of the frame(lθ), for representing a number of a stage; and a multiplication number-guide part(50) mounted on a vertical axis in the one side of the frame(lθ), for representing a multiplication number.

[2] The tool of claim 1, wherein the calculation members(20) comprise different colors, respectively.

[3] A tool for teaching and learning multiplication having a quadrangular frame, calculation supports mounted parallel to each other in an inside of the frame, and calculation members for moving right and left on the calculation supports used as movement shafts, each calculation member serving a basic unit of calculation, the tool comprising: a stage guide part mounted on a horizontal axis in one side of the frame, for rep¬ resenting a number of a stage; and a multiplication number-guide part mounted on a vertical axis in the one side of the frame, for representing a multiplication number, each of the calculation supports having a polygonal-shaped cross-section and a vertex portion of the polygon protruded to a predetermined height, each of the calculation members being formed such that an inner cross-section of a through hole sliding on each of the calculation supports seats on the vertex portion of the polygon in each of the calculation supports and each of the calculation members having a mark representing predetermined information on a front side or a backside of the frame with the inner cross-section seated on the vertex portion in each of the calculation supports.

[4] The tool of claim 3, wherein rotation pins 34 extending from the calculation supports and protruding to a predetermined height, for rotating the calculation members at a time, is formed in the frame on one side where the calculation supports are mounted.

[5] A tool for teaching and learning multiplication having a quadrangular frame, calculation supports mounted parallel to each other in an inside of the frame, calculation members for moving right and left on the calculation supports used as movement shafts, each calculation member serving a basic unit of calculation, the tool comprising: a stage guide part(40) mounted on a horizontal axis in one side of the frame(lθ), for representing a number of a stage; a multiplication number-guide part(50) mounted on a vertical axis in the one side of the frame(lθ), for representing a multiplication number; an addition number-guide part mounted on the frame(lθ), for representing a number of the calculation member added; and an accumulated addition number-guide part mounted on the frame(lθ), for rep¬ resenting an accumulated number by ten units.

[6] The tool of claim 3, further comprising: an addition number-guide part mounted on the frame, for representing a number of the calculation member added; and an accumulated addition number-guide part mounted on the frame 10, for rep¬ resenting an accumulated number by ten units.

[7] The tool of claim 3, further comprising: a rotating wheel mounted on the frame.

[8] The tool of claim 1 or 2, wherein each of the calculation supports having a polygonal-shaped cross-section and a vertex portion of the polygon protruded to a predetermined height on an outside thereof, each of the calculation members being formed such that an inner cross-section of a through hole sliding on each of the calculation supports seats on the vertex portion of the polygon in each of the calculation supports and each of the calculation members having a mark rep¬ resenting predetermined information on a front side or a backside of the frame with the inner cross-section seated on the vertex portion in each of the calculation supports.

[9] The tool of claim 8, wherein rotation pins(34) extending from the calculation supports and protruding to a predetermined height, for rotating the calculation members at a time, is formed in the frame on one side where the calculation supports are mounted.

[10] The tool of claim 1 or 2, further comprising: an addition number-guide part mounted on the frame, for representing a number of the calculation member added; and an accumulated addition number-guide part mounted on the frame 10, for rep¬ resenting an accumulated number by ten units.

[11] The tool of claim 1 or 2, further comprising: a rotating wheel mounted on the frame.