A mathematical teaching aid and method for improving oral calculation ability

Abstract

A mathematical teaching aid for improving oral arithmetic ability relates to the technical field of teaching tools, including a carrier, a table, a number block, and an auxiliary prop block. A method for improving oral arithmetic ability includes an addition practice method, a subtraction practice method, a multiplication practice method, and a division practice method. The present invention allows children to quickly master single-digit numbers within 10 and double-digit numbers within 100, and enables children to quickly master addition and subtraction within 100, simple division, and 99 multiplication tables in a simple way. During the practice process, children can have an intuitive understanding of the entire operation process, get rid of the oral arithmetic mode of rote memorization, and can effectively improve children's interest in oral arithmetic learning and quickly improve their oral arithmetic ability. The present invention overcomes the defect that oral arithmetic in the prior art mainly relies on abstract thinking, fully develops children's abstract thinking and image thinking, is easy to generate positive emotions during practice, and strengthens oral arithmetic behavior through easy and successful experience, which can achieve good learning effects.

Description

Technical Field

[0001] The invention relates to the technical field of teaching tools, and in particular to a mathematical teaching aid and method for improving oral calculation ability. Background Art

[0002] In the prior art, the cultivation of children's mental arithmetic ability requires reading aloud and memorizing the algorithm formulas, and then doing a large number of calculation problems to have preliminary mental arithmetic ability. The whole process of cultivating mental arithmetic ability is very boring and tedious, which can easily distract children's attention and reduce learning efficiency. Therefore, the actual effect of this method is not good.

[0003] Some teaching aids for improving oral arithmetic ability are disclosed in patent documents. For example, the utility model with application number CN201821643614.1 discloses a mathematical teaching aid, in which the teacher rotates a turntable to give students questions, and the students give answers to the questions by rotating the third pointer and the fourth pointer, thereby training children's oral arithmetic ability and increasing the interest of learning. However, although this teaching aid can improve the interest in practicing oral arithmetic, its oral arithmetic learning method is still based on the above-mentioned rote memorization mode, and the whole process of oral arithmetic cannot be displayed in an interesting and vivid way, which leads to students' inability to generate interest in the calculation process itself, and thus cannot fundamentally improve children's oral arithmetic ability.

[0004] In general, in the prior art, oral arithmetic exercises only develop children's abstract thinking. During the exercises, the degree of involvement of figurative thinking is not high, and children lack deep interest and positive emotional experience. Oral arithmetic cannot achieve a high success rate, and it is difficult to strengthen the behavior of oral arithmetic learning, resulting in uneven quality of oral arithmetic learning. Summary of the invention

[0005] The invention provides a mathematical teaching aid and method for improving oral calculation ability, aiming to make children fundamentally interested in the calculation process and thus quickly improve the oral calculation ability.

[0006] To achieve the above object, the technical solution of the present invention is:

[0007] A mathematical teaching aid for improving oral calculation ability, comprising a carrier, a table, a number block, and an auxiliary prop block. The table is arranged at the top of the carrier, the first row of the table is provided with horizontal numbers from 1 to 10, each number corresponds to one column, the first column on the left side of the table is provided with vertical numbers from 1 to 10, each number corresponds to one row, the horizontal number 1 is located in the third column, the vertical number 1 is located in the second row, the top of the second column of the table is marked with the words "symbol and number column", the blank grid in the second column is used to place the number block representing the number A in the formula, the number block representing the number B in the formula, and the auxiliary prop block; the number block comprises a block body and a number marked on the top of the block body; the auxiliary prop block also comprises a block body, and the top of the block is marked with "+" or "-" or " ╳ " or "÷" symbol, the top of the column adjacent to the right side of the horizontal number 10 in the table is provided with the words "Result Column", and the grid of the column corresponding to the "Result Column" is used to place the number blocks related to the calculation results.

[0008] Preferably, the vertical numbers 1-10 corresponding to the second column are used to place number blocks, and the grids in the second column and adjacent to the vertical number 10 are used to place auxiliary prop blocks; among the number blocks: there are 99 blocks with the number 1 marked on the top, 3 blocks with the number 2 or 3 or 4 or 5 or 6 or 7 or 8 or 9 marked on the top, 10 blocks with the number 10 marked on the top, and 1 block with the number 100 marked on the top.

[0009] Preferably, the carrier is a control box, the table is arranged at the top of the control box and is composed of horizontal and vertical edges intersecting, each blank grid of the table constitutes a space for holding number blocks or auxiliary prop blocks, the block is a cubic structure or a cylindrical structure, the control box is provided with a power module, a control module and a timing module electrically connected to each other, an input module is provided on the outer surface of one side of the control box, an electronic display area is provided in a column to the right of the table result column, the electronic display area is a display screen structure, the display screen displays grids corresponding to the rows where the vertical numbers 1-10 are located, each grid is used to display the calculation result and the time used, the input module is electrically connected to the control module, and the control module is electrically connected to the display screen.

[0010] A method for improving oral calculation ability comprises an addition practice method, a subtraction practice method, a multiplication practice method and a division practice method. In the addition practice method, the subtraction practice method, the multiplication practice method and the division practice method, firstly, the numbers A and B in the calculation formula are respectively decomposed into a plurality of sub-numbers by arranging and combining number blocks in a table, and the plurality of sub-numbers of the numbers A and B are distributed in different areas in the table, and then the plurality of sub-numbers of the decomposed numbers A and B are arranged and combined to simplify the calculation process, and finally, the children obtain the oral calculation result according to the simplified presentation of the number blocks in the table; in the process of simplifying the calculation process, the children intuitively understand the composition of the numbers by decomposing the numbers into one or several numbers 1; and intuitively understand the composition of the tens digit by decomposing the tens digit into one or several numbers 10; and intuitively understand the calculation process by arranging and combining the number blocks.

[0011] Preferably, the addition practice method includes single-digit addition and double-digit addition;

[0012] In single-digit addition, when both numbers A and B are single-digit numbers, first, decompose numbers A and B into one or more 1s, and arrange them in the vertical 1 and vertical 2 blocks with the number blocks marked with 1 at the top. Then, the number blocks in the row where the vertical number 2 is located are moved from the end to the adjacent grid at the end of the number blocks in the row where the vertical number 1 is located, and the number moved in cannot exceed the column where the horizontal number 10 is located; finally, let the children count how many number 1s there are in the columns where the vertical number 1 and the vertical number 2 are located. When the number of number 1s in the row where the vertical number 1 corresponds to is less than 10, the number of number 1s in the row where the vertical number 1 corresponds to is the calculation result, and the children put the number blocks with the result number marked on the top into the result column of the row where the vertical number 1 corresponds to; when the number of number 1s in the row where the vertical number 1 corresponds to is 10, put the first number block with the top marked with "10" in the result column where the vertical number 1 corresponds to, and put the second number block marked with the total number of number 1s in the row where the vertical number 2 corresponds to in the result column where the vertical number 2 corresponds, so that the children can read the first number block and the second number block in succession to get the calculation result;

[0013] In the addition of two-digit numbers, first, decompose the number A into one or several 10s, and put the corresponding number of number blocks marked with the number 10 on the top into the row corresponding to the vertical number 1, and make the first number block in the column of the horizontal number 1, and arrange the other number blocks in sequence, and put the remainder of the number A into the result column corresponding to the vertical number 1; decompose the number B into one or several 10s, and put the corresponding number of number blocks marked with the number 10 on the top into the row corresponding to the vertical number 2, and make the first number block in the column of the horizontal number 1, and arrange the other number blocks in sequence, and put the remainder of the number B into the result column corresponding to the vertical number 2; then, move the number blocks in the row corresponding to the vertical number 2 into the column corresponding to the vertical number 1 from the end. The number of numbers moved into the square adjacent to the end of the number block in the row cannot exceed the column where the horizontal number 10 is located; finally, let the children count the number of 10s in the rows corresponding to vertical numbers 1 and vertical number 2, and calculate the sum of the two remainders in the result column corresponding to vertical numbers 1 and vertical number 2. If the number of 10s in the row corresponding to vertical number 1 is less than 10, the calculation result is the number of 10s in the row corresponding to vertical number 1 plus the sum of the remainders, so that the children can recognize the number of 10s and the sum of the remainders, and get the calculation result; if the number of 10s in the row corresponding to vertical number 1 is 10, let the children recognize that 10 10s added together is 100, read 100 and the number of 10s in the row corresponding to vertical number 2 in succession, and then read out the sum of the remainders, so that the children can recognize the calculation result.

[0014] Preferably, in the subtraction practice method, first, the number A is disassembled into one or several 1s or one or several 10s, and the corresponding number blocks are arranged in sequence in the row where the vertical number 1 is located, and the first number block is placed in the column where the horizontal number 1 is located; the number B is disassembled into one or several 1s or one or several 10s, and the corresponding number blocks are arranged in sequence in the row where the vertical number 2 is located, and the first number block is placed in the column where the horizontal number 1 is located; if the number A or the number B is a two-digit number, the remainder of the number A is placed in the result column of the row where the vertical number 1 is located, or the remainder of the number B is placed in the result column of the row where the vertical number 2 is located. In the result column of the row, and in the initial practice, the remainder of number A is greater than the remainder of number B; then, from left to right, remove the number blocks that are opposite to each other in numbers A and B in turn; move the number blocks in the remaining row where the vertical number 1 is located to the left as a whole, so that the leftmost number block is placed in the column where the horizontal number 1 is located; if numbers A and B are single digits, let the children count the number of number 1s in the corresponding row of vertical number 1 to get the calculation result; if numbers A and B are two-digit numbers, calculate the difference between the remainder of number A and the remainder of number B, and count the number of 10s remaining in the row where the vertical number 1 is located, so that the children can recognize the calculation result.

[0015] Preferably, the multiplication practice method is to practice the 99 multiplication table. When practicing, first, decompose the number A into a number of number 1s, and arrange the corresponding number blocks in the horizontal column where the number 1 is located and in sequence downward starting from the vertical row where the number 1 is located, decompose the number B into a number of number 1s, and sequentially arrange the number blocks behind the number blocks that have been arranged in each row, so that the number of number blocks in each row is the same as the number of number 1s decomposed from the number B; then, start from the number blocks in the row corresponding to the vertical number 2 and operate row by row downward, and during the operation, move the number blocks from the back to the front until In the adjacent grid to the right of the rightmost number block in the previous row, the maximum number of moving number blocks cannot make the number of number blocks in the previous row more than 10; if the number blocks in the previous row have been moved away during the move, then move the number blocks further to the upper row; finally, when there are only number blocks in the vertical number 1 after the move, let the children count the number of number blocks in the row where the vertical number 1 is located to get the calculation result; if there are multiple rows with number blocks after the move, then the number of number 1 in the last row is a single digit, and the total number of rows of number blocks in the previous row is a tens digit, and let the children count and identify the calculation result.

[0016] Preferably, the division practice method is for calculation formulas with calculation results less than or equal to 10. First, the number A is decomposed into several numbers 1, and the corresponding number blocks are placed in the row corresponding to the vertical number 1 or the row corresponding to the vertical number 1 and the vertical number 2; or the row corresponding to the vertical number 1, the vertical number 2, and so on. More vertical numbers; then, according to the number of numbers B, the children are asked to move the number blocks so that the number of number blocks in each row is the same; finally, the number blocks outside the first row are removed, and the children are asked to identify the number of number blocks in the first row to obtain the calculation result.

[0017] Preferably, the input module includes: numeric keys from 0 to 10; "+", "-", " ╳ ”, “÷” symbol keys, and vertical number selection keys corresponding to the row where the calculation result column is located; in the addition practice method, subtraction practice method, multiplication practice method and division practice method, after obtaining the calculation result, the counselor or the child himself enters the number A, “+” or “-” or “ ╳ " or "÷" symbol, number B, and then press the corresponding selection key. The calculation time and the correct calculation result will appear in the result column corresponding to the selection key. The child or the tutor will evaluate whether the mental arithmetic speed meets the standard based on the calculation time, and check whether the child's mental arithmetic result is correct based on the correct calculation result.

[0018] The beneficial effects of the mathematical teaching aid and method for improving oral arithmetic ability of the present invention are as follows: 1. The present invention can enable children to quickly master single-digit numbers within 10 and two-digit numbers within 100, and enable children to quickly master addition and subtraction within 100, simple division and 99 multiplication tables in a simple way. During the practice, children can have an intuitive understanding of the entire operation process, get rid of the oral arithmetic mode of rote memorization, and can effectively improve children's interest in oral arithmetic learning and quickly improve their oral arithmetic ability. 2. The present invention overcomes the defect that oral arithmetic in the prior art mainly relies on abstract thinking. Through the visualized number blocks and auxiliary prop blocks, children's figurative thinking can be involved in oral arithmetic learning, which is conducive to stimulating interest and enabling children to have positive emotional experiences in the process of oral arithmetic. In general, it fully develops children's abstract thinking, figurative thinking and positive emotions, and strengthens oral arithmetic behavior through easy and successful experiences, which can achieve good learning effects. BRIEF DESCRIPTION OF THE DRAWINGS

[0019] none. DETAILED DESCRIPTION

[0020] The following describes in detail the implementation mode of the present invention in a step-by-step manner. The description is only a preferred embodiment of the present invention and is not intended to limit the scope of protection of the present invention. Any modifications, equivalent substitutions and improvements made within the spirit and principles of the present invention should be included in the scope of protection of the present invention.

[0021] In the description of the present invention, it should be noted that the terms "upper", "lower", "left", "right", "top", "bottom", "inside" and "outside" etc., indicating directions or positional relationships, are only for describing the present invention and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific direction, and a specific direction structure and operation, and therefore cannot be understood as a limitation on the present invention.

[0022] Embodiment 1:

[0023] A mathematics teaching aid for improving oral calculation ability comprises a carrier, a table, a number block, and an auxiliary prop block. The table is arranged at the top of the carrier, the first row of the table is provided with horizontal numbers from 1 to 10, each number corresponds to one column, the first column on the left side of the table is provided with vertical numbers from 1 to 10, each number corresponds to one row, the horizontal number 1 is located in the third column, the vertical number 1 is located in the second row, the top of the second column of the table is marked with the words "symbol and number column", the blank grid of the second column is used to place the number block representing the number A in the formula, the number block representing the number B in the formula and the auxiliary prop block; the number block comprises a block body and a number marked on the top of the block body; the auxiliary prop block also comprises a block body, the top of the block body is respectively marked with the symbol of "+" or "-" or "╳" or "÷", the top of the column adjacent to the right side of the horizontal number 10 of the table is provided with the words "result column", and the grid of the column corresponding to the "result column" is used to place the number block related to the calculation result.

[0024] In this embodiment, the carrier can be paper, a plate-like structure or other carrier that can form a table on the top; the table can be a stroke table, a physical structure table, or an electronic table; the number blocks and auxiliary prop blocks can be sheet-like, three-dimensional structures, or electronically displayed block structures; the formula refers to: number A "+" or "-" or "╳" or "÷" number B.

[0025] As shown in Table 1:

[0026] Table 1. Table example

[0027]

[0028]

[0029] Embodiment 2:

[0030] Based on Example 1, this example is further improved as follows:

[0031] The vertical numbers 1-10 corresponding to the second column are used to place number blocks, and the grids in the second column and adjacent to the vertical number 10 are used to place auxiliary prop blocks; among the number blocks: there are 99 blocks with the number 1 marked on the top, 3 blocks with 2 or 3 or 4 or 5 or 6 or 7 or 8 or 9 marked on the top, 10 blocks with the number 10 marked on the top, and 1 block with the number 100 marked on the top.

[0032] As shown in Table 2: the auxiliary prop block with a "+" sign on the top is placed in the grid below the vertical number 10 in the second column, which means the equation is addition. The symbol and number column corresponding to the vertical number 1 are placed in the block with the number "5" on the top, which means the number A is 5. Similarly, the symbol and number column corresponding to the vertical number 2 are placed in the block with the number "2" on the top, which means the number B is 2. The whole equation is 5+2=?; and so on. Other equations can be expressed in this way.

[0033] It should be noted that, for the sake of convenience in expression, the number blocks and auxiliary prop blocks in the table of the present invention are omitted in the drawing.

[0034] Table 2: Instructions for using symbols and number columns

[0035]

[0036]

[0037] Embodiment 3:

[0038] Based on Example 2, this example is further improved as follows:

[0039] The carrier is a control box (not shown in the figure, it can be a cubic box body), the table is arranged at the top of the control box and is composed of horizontal and vertical intersecting edges (can be PVC edges), each blank grid of the table constitutes a space for holding number blocks or auxiliary prop blocks, the block is a cubic structure or a cylindrical structure, the control box is provided with a power module (not shown in the figure), a control module (not shown in the figure) and a timing module (not shown in the figure) electrically connected to each other, an input module (not shown in the figure) is provided on the outer surface of one side of the control box, an electronic display area is provided in a column on the right side of the table result column, the electronic display area is a display screen structure, the display screen displays grids corresponding to the rows where the vertical numbers 1-10 are located, each grid is used to display the calculation result and the time used, the input module is electrically connected to the control module, and the control module is electrically connected to the display screen.

[0040] In this embodiment, the input module, timing module, power module, control module, and display screen are combined into a calculator structure with a timing function. The correct result of the formula can be obtained by the child himself or the tutor to verify whether the oral calculation result is correct, and the time used for oral calculation can be verified by timing.

[0041] Embodiment 4:

[0042] Based on Example 3, this example further discloses:

[0043] A method for improving oral calculation ability comprises an addition practice method, a subtraction practice method, a multiplication practice method and a division practice method. In the addition practice method, the subtraction practice method, the multiplication practice method and the division practice method, firstly, the numbers A and B in the calculation formula are respectively decomposed into a plurality of sub-numbers by arranging and combining number blocks in a table, and the plurality of sub-numbers of the numbers A and B are distributed in different areas in the table, and then the plurality of sub-numbers of the decomposed numbers A and B are arranged and combined to simplify the calculation process, and finally, the children obtain the oral calculation result according to the simplified presentation of the number blocks in the table; in the process of simplifying the calculation process, the children intuitively understand the composition of the numbers by decomposing the numbers into one or several numbers 1; and intuitively understand the composition of the tens digit by decomposing the tens digit into one or several numbers 10; and intuitively understand the calculation process by arranging and combining the number blocks.

[0044] The specific principle of this embodiment is detailed in the content of the following embodiment.

[0045] Embodiment 5:

[0046] Based on Example 4, this example further discloses:

[0047] The addition practice method includes single-digit addition and double-digit addition;

[0048] In single-digit addition, when both numbers A and B are single-digit numbers, first, decompose numbers A and B into one or more 1s, and arrange them in the vertical 1 and vertical 2 blocks with the number blocks marked with 1 at the top. Then, the number blocks in the row where the vertical number 2 is located are moved from the end to the adjacent grid at the end of the number blocks in the row where the vertical number 1 is located, and the number moved in cannot exceed the column where the horizontal number 10 is located; finally, let the children count how many number 1s there are in the columns where the vertical number 1 and the vertical number 2 are located. When the number of number 1s in the row where the vertical number 1 corresponds to is less than 10, the number of number 1s in the row where the vertical number 1 corresponds to is the calculation result, and the children put the number blocks with the result number marked on the top into the result column of the row where the vertical number 1 corresponds to; when the number of number 1s in the row where the vertical number 1 corresponds to is 10, put the first number block with the top marked with "10" in the result column where the vertical number 1 corresponds to, and put the second number block marked with the total number of number 1s in the row where the vertical number 2 corresponds to in the result column where the vertical number 2 corresponds, so that the children can read the first number block and the second number block in succession to get the calculation result;

[0049] As shown in Table 3-1: Example 1: 8+5=13

[0050] Decompose the number A8 into 8 1s, and fill them in from left to right along the vertical row where the number 1 is located using 8 number blocks with the number "1" on the top. Similarly, decompose the number B5 into 5 1s, and fill them in from left to right along the vertical row where the number 2 is located using 5 number blocks with the number "1" on the top.

[0051] Table 3-1. Addition Exercises

[0052]

[0053]

[0054] As shown in Table 3-2, move the number "1" represented by the number block in the second row (here refers to the second row of blank cells, that is, the row where the vertical number 2 is located; and so on) to the back of the first row 1 in sequence until it fills the column where the horizontal number 10 is located, and place the number block 10 in the result column of the first row (the number block marked with the number 10 at the top, and the same applies below).

[0055] Table 3-2, Addition Exercises

[0056]

[0057] As shown in Table 3-3, the horizontal number corresponding to the last 1 in the second row is 3. Place the number block 3 in the corresponding result column.

[0058] Table 3-3. Addition Exercises

[0059]

[0060]

[0061] Finally, the children read 10-3 in order, which is (calculated result) 13.

[0062] In the addition of two-digit numbers, first, decompose the number A into one or several 10s, and put the corresponding number of number blocks marked with the number 10 on the top into the row corresponding to the vertical number 1, and make the first number block in the column of the horizontal number 1, and arrange the other number blocks in sequence, and put the remainder of the number A into the result column corresponding to the vertical number 1; decompose the number B into one or several 10s, and put the corresponding number of number blocks marked with the number 10 on the top into the row corresponding to the vertical number 2, and make the first number block in the column of the horizontal number 1, and arrange the other number blocks in sequence, and put the remainder of the number B into the result column corresponding to the vertical number 2; then, move the number blocks in the row corresponding to the vertical number 2 into the column corresponding to the vertical number 1 from the end. The number of numbers moved into the square adjacent to the end of the number block in the row cannot exceed the column where the horizontal number 10 is located; finally, let the children count the number of 10s in the rows corresponding to vertical numbers 1 and vertical number 2, and calculate the sum of the two remainders in the result column corresponding to vertical numbers 1 and vertical number 2. If the number of 10s in the row corresponding to vertical number 1 is less than 10, the calculation result is the number of 10s in the row corresponding to vertical number 1 plus the sum of the remainders, so that the children can recognize the number of 10s and the sum of the remainders, and get the calculation result; if the number of 10s in the row corresponding to vertical number 1 is 10, let the children recognize that 10 10s added together is 100, read 100 and the number of 10s in the row corresponding to vertical number 2 in succession, and then read out the sum of the remainders, so that the children can recognize the calculation result.

[0063] The following are some examples, as shown in Table 4-1:

[0064] After mastering addition and subtraction within 20, you can start learning addition and subtraction within 100, such as 35+64=99;

[0065] Place number block 10 under the horizontal numbers 1-3 in the first row, and place number block 5 (remainder) in the corresponding result column. At the same time, place number block 10 under the horizontal numbers 1-6 in the second row, and place number block 4 (remainder) in the corresponding result column.

[0066] Table 4-1, two-digit addition examples

[0067]

[0068]

[0069] Move the number block 10 in the second row to the back of the last number block 10 in the first row, as shown in Table 4-2:

[0070] Table 4-2, two-digit addition examples

[0071]

[0072] Calculate the value of 5+4 mentally and place it in the result column corresponding to the vertical number 1 and replace 5 and 4, as shown in Table 4-3.

[0073] Table 4-3, two-digit addition examples

[0074]

[0075]

[0076] Finally, read in the following order: 9-10-9, the result is 99.

[0077] Embodiment 6:

[0078] Based on Examples 4 and 5, this example further discloses:

[0079] In the subtraction practice method, first, the number A is disassembled into one or several 1s or one or several 10s, and the corresponding number blocks are arranged in turn in the row where the vertical number 1 is located, and the first number block is placed in the column where the horizontal number 1 is located; the number B is disassembled into one or several 1s or one or several 10s, and the corresponding number blocks are arranged in turn in the row where the vertical number 2 is located, and the first number block is placed in the column where the horizontal number 1 is located; if the number A or the number B is a two-digit number, the remainder of the number A is placed in the result column of the row where the vertical number 1 is located, or the remainder of the number B is placed in the row where the vertical number 2 is located. , and in the initial practice, the remainder of number A is greater than the remainder of number B; then, from left to right, remove the number blocks that are opposite to each other in numbers A and B; move the number blocks in the remaining vertical number 1 row to the left as a whole, so that the leftmost number block is placed in the column where the horizontal number 1 is located; if numbers A and B are single digits, let the children count the number of number 1s in the corresponding row of vertical number 1 to get the calculation result; if numbers A and B are two-digit numbers, calculate the difference between the remainder of number A and the remainder of number B, and count the number of number 10s remaining in the row where the vertical number 1 is located, so that the children can recognize the calculation result.

[0080] The following are some examples, as shown in Table 5-1:

[0081] Formula: 65-32=33

[0082] Place number block 10 in the first row below the horizontal numbers 1-6, and place number block 5 in the corresponding result column; place number block 10 in the second row below the horizontal numbers 1-3, and place number block 2 in the corresponding result column:

[0083] Table 5-1, Subtraction example

[0084]

[0085] Remove the number blocks 10 in the first and second rows that are opposite to each other, as shown in Table 5-2:

[0086] Table 5-2, Subtraction Example

[0087]

[0088] Move the 10 in the first row to the bottom of the horizontal numbers 1-3, calculate the result of 5-3, and place the result in the result column of the first row to replace 5 and 3, as shown in Table 5-3:

[0089] Table 5-3, Subtraction Example

[0090]

[0091] Finally, read 3-10-2 in order, and the result is 32.

[0092] Embodiment 7:

[0093] Based on Examples 4, 5, and 6, this example further discloses:

[0094] The multiplication practice method is to practice the 99 multiplication table. When practicing, first, decompose the number A into a number of number 1s, and arrange the corresponding number blocks in the horizontal column where the number 1 is located and in sequence downward starting from the vertical row where the number 1 is located; decompose the number B into a number of number 1s, and sequentially arrange the number blocks behind the number blocks that have been arranged in each row, so that the number of number blocks in each row is the same as the number of number 1s decomposed from the number B; then, start from the number block in the row corresponding to the vertical number 2 and operate row by row downward. When operating, move the number blocks from the back to the front to the previous row. In the adjacent grid to the right of the number block on the rightmost side of the row, the maximum number of moving number blocks cannot make the number of number blocks in the previous row more than 10; if the number blocks in the previous row have been moved empty during the move, then move the number blocks further to the upper row; finally, when there are only number blocks in the vertical number 1 after the move, let the children count the number of number blocks in the row where the vertical number 1 is located to get the calculation result; if there are multiple rows with number blocks after the move, then the number of number 1 in the last row is a single digit, and the total number of rows of number blocks in the previous row is a tens digit, let the children count and identify the calculation result.

[0095] As shown in Table 6-1: 99 Multiplication Table Game Rules

[0096] The formula is: 3×6=18

[0097] Fill in the number block 1 below the horizontal numbers 1-6 corresponding to the vertical numbers 1, 2, and 3; the 3rd row represents the number A3, and the 6th column represents the number B6.

[0098] Table 6-1. Multiplication example

[0099]

[0100] Move the number blocks 1 of the third row and the second row to the first row and the second row in turn, and wrap the rows after they are filled; as shown in Table 6-2:

[0101] Table 6-2, Multiplication Example

[0102]

[0103]

[0104] Place the horizontal number blocks corresponding to the last 1 in the first and second rows in the result column, as shown in Table 6-3:

[0105] Table 6-3. Multiplication example

[0106]

[0107] Read 10-8 in the order of the result column, and the result is 18.

[0108] Embodiment 8:

[0109] Based on Examples 4, 5, 6, and 7, this example further discloses:

[0110] The division practice method is for calculation formulas with calculation results less than or equal to 10. First, the number A is disassembled into a number of numbers 1, and the corresponding number blocks are placed in the row corresponding to the vertical number 1 or the row corresponding to the vertical number 1 and the vertical number 2; or the row corresponding to the vertical number 1, the vertical number 2 and more vertical numbers in sequence; then, according to the number of numbers B, the children are asked to move the number blocks so that the number of number blocks in each row is the same; finally, the number blocks outside the first row are removed, so that the children can identify the number of number blocks in the first row to obtain the calculation result.

[0111] Here are some examples:

[0112] The formula is: 18÷3=6

[0113] Arrange the full number block 1 (representing 10) in the first row, and arrange the full number block 1 (representing 8) under the horizontal numbers 1-8 in the second row, as shown in the following table:

[0114] Table 7-1, Division Example

[0115]

[0116] Move the 1 in the first row and the number block 1 in the second row to the third row in sequence, so that the number blocks 1 in the first row, the second row, and the third row have the same length, as shown in the following table:

[0117] Table 7-2, Division Example

[0118]

[0119]

[0120] Remove the number blocks 1 in rows 2 and 3, as shown in the following table:

[0121] Table 7-3, Division Example

[0122]

[0123] Finally, the horizontal number corresponding to the last number block 1 in the first row is the calculation result: 6.

[0124] Embodiment 9:

[0125] Based on the above embodiments, this embodiment further discloses:

[0126] The input module comprises: numeric keys of 0-10; symbol keys of "+", "-", "╳", "÷", and vertical number selection keys corresponding to the row where the calculation result column is located; in the addition practice method, subtraction practice method, multiplication practice method and division practice method, after obtaining the calculation result, the counselor or the child himself inputs the number A, the symbol of "+" or "-" or "╳" or "÷", and the number B through the input module, and then presses the corresponding selection key, and the calculation time and the correct calculation result will appear in the result column corresponding to the selection key. The child or the counselor evaluates whether the oral calculation speed meets the standard according to the calculation time, and checks whether the oral calculation result is correct according to the correct calculation result.

[0127] Embodiment 10:

[0128] Based on the above embodiments, this embodiment further discloses:

[0129] When children identify or count the number of number blocks in a row corresponding to a vertical number, when the first number block in the corresponding row is in the column where the horizontal number 1 is located, the horizontal number corresponding to the column where the last number block in the corresponding row is located is the number of number blocks in the corresponding row.

Claims

1. A mathematical teaching aid for improving oral arithmetic ability, characterized by: The invention comprises a carrier, a table, a number block, and an auxiliary prop block. The table is arranged at the top of the carrier. The first row of the table is provided with horizontal numbers from 1 to 10, and each number corresponds to one column. The first column on the left side of the table is provided with vertical numbers from 1 to 10, and each number corresponds to one row. The horizontal number 1 is located in the third column, and the vertical number 1 is located in the second row. The top of the second column of the table is marked with the words "symbol and number column". The blank grid in the second column is used to place the number block representing the number A in the formula, the number block representing the number B in the formula, and the auxiliary prop block; the number block comprises a block body and a number marked on the top of the block body; the auxiliary prop block also comprises a block body, and the top of the block is marked with "+" or "-" or " ╳ " or "÷" symbol, the top of the column adjacent to the right side of the horizontal number 10 in the table is provided with the word "Result Column", and the grids in the column corresponding to the "Result Column" are used to place number blocks related to the calculation results; the vertical numbers 1-10 corresponding to the second column are used to place number blocks, and the grids in the second column and adjacent to the vertical number 10 are used to place auxiliary prop blocks; an electronic display area is provided in a column on the right side of the result column of the table, and the electronic display area is a display screen structure, and the display screen displays grids corresponding to the rows where the vertical numbers 1-10 are located, and each grid is used to display the calculation result and the time used.

2. A mathematical teaching aid for improving oral arithmetic ability as claimed in claim 1, characterized in that: Among the number blocks, there are 99 blocks with the number 1 on the top, 3 blocks with the number 2, 3, 4, 5, 6, 7, 8 or 9 on the top, 10 blocks with the number 10 on the top, and 1 block with the number 100 on the top.

3. A mathematical teaching aid for improving oral arithmetic ability as claimed in claim 2, characterized in that: The carrier is a control box, the table is arranged at the top of the control box and is composed of horizontal and vertical intersecting edges, each blank grid of the table constitutes a space for holding number blocks or auxiliary prop blocks, the block is a cubic structure or a cylindrical structure, the control box is provided with a power module, a control module and a timing module electrically connected to each other, and an input module is provided on the outer surface of one side of the control box, the input module is electrically connected to the control module, and the control module is electrically connected to the display screen.

4. A method for improving mental arithmetic ability, characterized by: A mathematical teaching aid for improving oral calculation ability as described in claim 1, 2 or 3 is used, comprising addition practice method, subtraction practice method, multiplication practice method and division practice method. In the addition practice method, subtraction practice method, multiplication practice method and division practice method, firstly, the numbers A and B in the calculation formula are respectively decomposed into a number of sub-numbers by arranging and combining number blocks in a table, and the sub-numbers of numbers A and B are distributed in different areas in the table, and then the decomposed sub-numbers of numbers A and B are arranged and combined to simplify the calculation process. Finally, according to the simplified presentation of the number blocks in the table, the children can obtain the oral calculation result; in the process of simplifying the calculation process, the children can intuitively understand the composition of the single digit by decomposing the single digit into 1 or several numbers 1; the tens digit is decomposed into 1 or several numbers 10 to intuitively understand the composition of the tens digit; and the calculation process is intuitively understood by arranging and combining the number blocks.

5. A method for improving mental arithmetic ability as claimed in claim 4, characterized in that: The addition practice method includes single-digit addition and double-digit addition; In the addition of single-digit numbers, when numbers A and B are both single-digit numbers, first, separate numbers A and B into one or more 1s, and arrange the number blocks marked with number 1 at the top in the rows corresponding to vertical number 1 and vertical number 2, and make the first number block in the column where horizontal number 1 is located, and the remaining number blocks are arranged in sequence; then, move the number blocks in the row where vertical number 2 is located from the end to the grid adjacent to the end of the number block in the row where vertical number 1 is located, and the number of blocks moved in cannot exceed the column where horizontal number 10 is located; finally, let the children count the number blocks in the columns where vertical number 1 and vertical number 2 are located. How many digits 1 are there in the vertical number 1? When the number of digits 1 in the row corresponding to the vertical number 1 is less than 10, the number of digits 1 in the row corresponding to the vertical number 1 is the calculation result, and the child puts the number block with the result number marked on the top into the result column of the row corresponding to the vertical number 1; when the number of digits 1 in the row corresponding to the vertical number 1 is 10, put the first number block with "10" marked on the top into the result column corresponding to the vertical number 1, and put the second number block marked with the total number of digits 1 in the row corresponding to the vertical number 2 into the result column of the row corresponding to the vertical number 2, so that the child can read the first number block and the second number block in succession to get the calculation result; In the addition of two-digit numbers, first, decompose the number A into one or several 10s, and put the corresponding number of number blocks marked with the number 10 on the top into the row corresponding to the vertical number 1, and make the first number block in the column of the horizontal number 1, and arrange the other number blocks in sequence, and put the remainder of the number A into the result column corresponding to the vertical number 1; decompose the number B into one or several 10s, and put the corresponding number of number blocks marked with the number 10 on the top into the row corresponding to the vertical number 2, and make the first number block in the column of the horizontal number 1, and arrange the other number blocks in sequence, and put the remainder of the number B into the result column corresponding to the vertical number 2; then, move the number blocks in the row corresponding to the vertical number 2 into the column corresponding to the vertical number 1 from the end. The number of numbers moved into the square adjacent to the end of the number block in the row cannot exceed the column where the horizontal number 10 is located; finally, let the children count the number of 10s in the rows corresponding to vertical numbers 1 and vertical number 2, and calculate the sum of the two remainders in the result column corresponding to vertical numbers 1 and vertical number 2. If the number of 10s in the row corresponding to vertical number 1 is less than 10, the calculation result is the number of 10s in the row corresponding to vertical number 1 plus the sum of the remainders, so that the children can recognize the number of 10s and the sum of the remainders, and get the calculation result; if the number of 10s in the row corresponding to vertical number 1 is 10, let the children recognize that 10 10s added together is 100, read 100 and the number of 10s in the row corresponding to vertical number 2 in succession, and then read out the sum of the remainders, so that the children can recognize the calculation result.

6. A method for improving mental arithmetic ability as claimed in claim 4, characterized in that: In the subtraction practice method, first, the number A is disassembled into one or several 1s or one or several 10s, and the corresponding number blocks are arranged in turn in the row where the vertical number 1 is located, and the first number block is placed in the column where the horizontal number 1 is located; the number B is disassembled into one or several 1s or one or several 10s, and the corresponding number blocks are arranged in turn in the row where the vertical number 2 is located, and the first number block is placed in the column where the horizontal number 1 is located; if the number A or the number B is a two-digit number, the remainder of the number A is placed in the result column of the row where the vertical number 1 is located, or the remainder of the number B is placed in the row where the vertical number 2 is located. , and in the initial practice, the remainder of number A is greater than the remainder of number B; then, from left to right, remove the number blocks that are opposite to each other in numbers A and B; move the number blocks in the remaining vertical number 1 row to the left as a whole, so that the leftmost number block is placed in the column where the horizontal number 1 is located; if numbers A and B are single digits, let the children count the number of number 1s in the corresponding row of vertical number 1 to get the calculation result; if numbers A and B are two-digit numbers, calculate the difference between the remainder of number A and the remainder of number B, and count the number of number 10s remaining in the row where the vertical number 1 is located, so that the children can recognize the calculation result.

7. A method for improving mental arithmetic ability as claimed in claim 4, characterized in that: The multiplication practice method is to practice the 99 multiplication table. When practicing, first, decompose the number A into a number of number 1s, and arrange the corresponding number blocks in the horizontal column where the number 1 is located and in sequence downward starting from the vertical row where the number 1 is located; decompose the number B into a number of number 1s, and sequentially arrange the number blocks behind the number blocks that have been arranged in each row, so that the number of number blocks in each row is the same as the number of number 1s decomposed from the number B; then, start from the number block in the row corresponding to the vertical number 2 and operate row by row downward. When operating, move the number blocks from the back to the front to the previous row. In the adjacent grid to the right of the number block on the rightmost side of the row, the maximum number of moving number blocks cannot make the number of number blocks in the previous row more than 10; if the number blocks in the previous row have been moved empty during the move, then move the number blocks further to the upper row; finally, when there are only number blocks in the vertical number 1 after the move, let the children count the number of number blocks in the row where the vertical number 1 is located to get the calculation result; if there are multiple rows with number blocks after the move, then the number of number 1 in the last row is a single digit, and the total number of rows of number blocks in the previous row is a tens digit, let the children count and identify the calculation result.

8. A method for improving mental arithmetic ability as claimed in claim 4, characterized in that: The division practice method is for calculation formulas with calculation results less than or equal to 10. First, the number A is disassembled into a number of numbers 1, and the corresponding number blocks are placed in the row corresponding to the vertical number 1 or the row corresponding to the vertical number 1 and the vertical number 2; or the row corresponding to the vertical number 1, the vertical number 2 and more vertical numbers in sequence; then, according to the number of numbers B, the children are asked to move the number blocks so that the number of number blocks in each row is the same; finally, the number blocks outside the first row are removed, so that the children can identify the number of number blocks in the first row to obtain the calculation result.

9. A method for improving mental arithmetic ability as claimed in claim 4, characterized in that: The input module includes: numeric keys from 0 to 10; "+", "-", " ╳ ", "÷" symbol keys, and the vertical number selection keys corresponding to the row where the calculation result column is located; in the addition practice method, subtraction practice method, multiplication practice method and division practice method, after obtaining the calculation result, the tutor or the child himself enters the number A, "+" or "-" or " ╳ " or "÷" symbol, number B, and then press the corresponding selection key. The calculation time and the correct calculation result will appear in the result column corresponding to the selection key. The child or the tutor will evaluate whether the mental arithmetic speed meets the standard based on the calculation time, and check whether the child's mental arithmetic result is correct based on the correct calculation result.

10. A method for improving mental arithmetic ability according to any one of claims 5 to 8, characterized in that: When children identify or count the number of number blocks in a row corresponding to a vertical number, when the first number block in the corresponding row is in the column where the horizontal number 1 is located, the horizontal number corresponding to the column where the last number block in the corresponding row is located is the number of number blocks in the corresponding row.

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