Special child counting petal card
By designing a special children's number recognition petal card and using the cooperation of Velcro, a variety of learning methods are provided, which solves the difficult problems of special children in understanding the concept of numbers, improves mathematical learning ability, and adapts to the learning needs of different students.
Patent Information
- Application Number
- CN202421038597.4
- Authority / Receiving Office
- CN · China
- Patent Type
- Utility models(China)
- Current Assignee / Owner
- Filing Date
- 2024-05-14
- Publication Date
- 2024-12-31
- Estimated Expiration
- 2034-05-14
AI Technical Summary
Special children have difficulties in understanding the concept of numbers. Existing teaching aids are difficult to adapt to the differences in ability between students and cannot effectively help students master the concept of numbers, which in turn affects mathematics learning.
A special children's number recognition petal card is designed, including the base plate, flower center, petals and leaves. Through the cooperation of Velcro, a variety of learning methods are provided to adapt to the learning stages of different students and help students to understand numbers and quantities in a preliminary manner.
By allowing students to append petals or leaves, they can gradually improve their mathematical abilities and apply different learning methods to help students understand the concept of numbers and adapt to the needs of different learning stages.
Smart Images
Figure CN222281421U_ABST
Abstract
Description
Technical Field
[0001] The utility model relates to the technical field of teaching tools, in particular to a special petal card for children to recognize numbers. Background Art
[0002] The concept of numbers is a key core experience in children's mathematical cognitive development. Only by understanding numbers can they learn mathematics better.
[0003] Normal children learn numbers quickly, but for some special children, the concept of numbers is difficult to grasp. How to teach them to understand and learn numbers becomes a problem. Secondly, there are large group differences among students. Therefore, teaching aids need to consider a variety of different educational principles to adapt to the differences in students' abilities, help students acquire concepts, and help students learn mathematics better.
[0004] Therefore, in view of the technical problem described above, there is an urgent need for a special children's number recognition petal card. Utility Model Content
[0005] The technical problem to be solved by the utility model is to overcome the defects of the above-mentioned technology and provide a special petal card for children to recognize numbers.
[0006] In order to solve the above technical problems, the technical solution provided by the utility model is a special petal card for children to recognize numbers: comprising a base plate, a flower center, petals and leaves;
[0007] A raised flower stem is provided in the middle of the bottom plate, and a plurality of pairs of leaf mother Velcro are evenly provided on the flower stem, each pair of leaf mother Velcro includes two symmetrically arranged leaf mother Velcros, and a leaf sub-Velcro is provided on the leaf, and the leaf is matched with the leaf sub-Velcro and the leaf mother Velcro;
[0008] One end of the flower stem on the bottom plate is provided with a flower heart mother Velcro, the bottom of the flower heart is provided with a flower heart child Velcro, and the flower heart is matched with the flower heart child Velcro and the flower heart mother Velcro;
[0009] A petal mother Velcro is arranged at the upper end of the flower center, a petal child Velcro is arranged on the petals, and the petals are passed through the petal child Velcro and the petal mother Velcro.
[0010] As an improvement, the number of the blades is plural.
[0011] As an improvement, the number of the petals is plural.
[0012] As an improvement, the petal mother Velcro is provided with at least one.
[0013] As an improvement, the petals are made of textile fabric.
[0014] As an improvement, the base plate is made of hard plastic.
[0015] Compared with the prior art, the utility model has the advantages of helping students to initially recognize numbers by allowing them to stick petals or leaves, and then gradually developing the number of the petals and leaves stuck to them through one-to-one correspondence and quantity correspondence to comparison, thereby improving students' mathematical ability. Students at different learning stages can use different learning methods, which is suitable for different students and more convenient. BRIEF DESCRIPTION OF THE DRAWINGS
[0016] Figure 1 The utility model is a front view of a special petal card for children to recognize numbers.
[0017] Figure 2 It is a first structural schematic diagram of a special petal card for children to recognize numbers in the utility model.
[0018] Figure 3 It is a second structural schematic diagram of a special petal card for children to recognize numbers in the utility model.
[0019] Figure 4 It is a third structural schematic diagram of a special petal card for children to recognize numbers in the utility model.
[0020] Figure 5 The utility model is a rear view of a flower center of a special petal card for children to recognize numbers.
[0021] Figure 6 The utility model is a structural schematic diagram of a special petal card leaf for children to recognize numbers.
[0022] Figure 7 The utility model is a structural schematic diagram of petals of a special petal card for children to recognize numbers.
[0023] Figure 8 The utility model discloses a special children's number recognition petal card with a flower center and a flower center mother Velcro state diagram.
[0024] Fig. 9 The utility model is a state diagram of two flower center mother Velcros of a special children's number recognition petal card flower center.
[0025] Fig.10 The utility model discloses a special children's number recognition petal card with three flower center mother Velcro states.
[0026] Fig.11 The utility model discloses a special children's number recognition petal card with four flower center mother Velcro states.
[0027] Fig.12 The utility model discloses a special children's number recognition petal card with five flower center mother Velcro states.
[0028] Fig.13 The utility model discloses a special children's number recognition petal card with six flower center mother Velcro states.
[0029] Fig.14 The utility model discloses a special children's number recognition petal card with seven flower center mother Velcro states.
[0030] Fig.15 The utility model discloses a special children's number recognition petal card with eight flower center mother Velcro states.
[0031] Fig.16 The utility model is a special children's number recognition petal card flower center nine flower center mother Velcro state diagram.
[0032] As shown in the figure:
[0033] 1. Bottom plate, 2. Flower center, 3. Petals, 4. Leaves, 5. Flower stem, 6. Leaf mother Velcro, 7. Leaf child Velcro, 8. Flower center mother Velcro, 9. Flower center child Velcro, 10. Petal mother Velcro, 11. Petal child Velcro. DETAILED DESCRIPTION
[0034] In order to make the purpose, technical scheme and advantages of the embodiments of the utility model clearer, the technical scheme in the embodiments of the utility model will be clearly and completely described below in conjunction with the drawings in the embodiments of the utility model. Obviously, the described embodiments are part of the embodiments of the utility model, not all of the embodiments. Generally, the components of the embodiments of the utility model described and shown in the drawings here can be arranged and designed in various different configurations.
[0035] Combined with Figure 1-16 , a special petal card for children to recognize numbers, comprising a base plate 1, a flower center 2, petals 3 and leaves 4;
[0036] A raised flower stem 5 is provided in the middle of the bottom plate 1, and a plurality of pairs of leaf mother Velcro 6 are evenly provided on the flower stem 5, each pair of leaf mother Velcro 6 includes two symmetrically arranged leaf mother Velcro 6, and a leaf sub-Velcro 7 is provided on the leaf 4, and the leaf 4 is matched with the leaf sub-Velcro 7 and the leaf mother Velcro 6;
[0037] One end of the flower stem 5 on the bottom plate 1 is provided with a flower center mother Velcro 8, and the bottom of the flower center 2 is provided with a flower center sub Velcro 9, and the flower center 2 is matched with the flower center sub Velcro 9 and the flower center mother Velcro 8;
[0038] A petal mother Velcro 10 is provided at the upper end of the flower center 2 , and a petal sub-Velcro 11 is provided on the petals 3 , and the petals 3 are passed through the petal sub-Velcro 11 and the petal mother Velcro 10 .
[0039] The number of the blades 4 is plural.
[0040] The number of the petals 3 is plural.
[0041] The petal mother Velcro 10 is provided with at least one.
[0042] The petals 3 are made of woven fabric.
[0043] The base plate 1 is made of hard plastic.
[0044] In the specific implementation of the utility model, the petal counting card has 10 petals 3 for one flower, and 10 leaves 4, wherein the flower center 2 can be replaced according to the usage, and the flower center 2 can be selected to have one to ten petal mother Velcro 10, and after the selection, the flower center 2 is fixed to the bottom plate 1 through the flower center sub Velcro 9 and the flower center mother Velcro 8;
[0045] Level A students: freely choose the petal mother Velcro 10 to stick petal 3, freely choose the leaf mother Velcro 6 to stick leaf 4. It is not required that the number of petals 3 and leaves 4 correspond one to one. After sticking, just say how many petals 3 and leaves 4 there are.
[0046] Students in level B: The teacher sticks the center of the flower 2, and asks students to stick petals 3 according to the mother Velcro 10 of the petals on the center of the flower 2. Next, according to the number of petals 3, choose the number of leaves 4 and stick them on the mother Velcro 6 of the leaves. After the operation is completed, count the number;
[0047] Students at level C: The teacher sticks the flower center 2, and asks students to stick petal 3 according to the petal mother Velcro 10 on the flower center 2, and count them.
[0048] In the description of the embodiments of the present utility model, it should be noted that if the terms "center", "upper", "lower", "left", "right", "vertical", "horizontal", "inside", "outside", etc. indicate an orientation or position relationship based on the orientation or position relationship shown in the accompanying drawings, or the orientation or position relationship in which the utility model product is usually placed when in use, it is only for the convenience of describing the utility model and simplifying the description, and does not indicate or imply that the device or element referred to must have a specific orientation, be constructed and operated in a specific orientation, and therefore cannot be understood as a limitation on the present utility model. In addition, the terms "first", "second", "third", etc. are only used to distinguish the description, and cannot be understood as indicating or implying relative importance.
[0049] In addition, the terms "horizontal", "vertical", "overhanging" and the like do not mean that the components must be absolutely horizontal or overhanging, but can be slightly tilted. For example, "horizontal" only means that its direction is more horizontal than "vertical", and does not mean that the structure must be completely horizontal, but can be slightly tilted.
[0050] In the description of the embodiments of the present invention, "multiple" means at least 2.
[0051] In the description of the embodiments of the present utility model, it is also necessary to explain that, unless otherwise clearly specified and limited, the terms "set", "install", "connect", and "connect" should be understood in a broad sense, for example, it can be a fixed connection, a detachable connection, or an integral connection; it can be a mechanical connection or an electrical connection; it can be a direct connection, or it can be indirectly connected through an intermediate medium, or it can be the internal communication of two components. For ordinary technicians in this field, the specific meanings of the above terms in the present utility model can be understood according to specific circumstances.
[0052] The above description of the utility model and its implementation methods is not restrictive. The drawings show only one implementation method of the utility model, and the actual structure is not limited thereto. In short, if ordinary technicians in this field are inspired by it and design structural methods and embodiments similar to the technical solution without creativity without departing from the purpose of the invention of the utility model, they should all fall within the protection scope of the utility model.
Claims
1. A special petal card for children to learn numbers, characterized by: It comprises a base plate (1), a flower center (2), petals (3) and leaves (4); A raised flower stem (5) is provided in the middle of the bottom plate (1), and a plurality of pairs of leaf mother Velcro (6) are evenly provided on the flower stem (5), and each pair of leaf mother Velcro (6) includes two symmetrically arranged leaf mother Velcros (6), and a leaf sub-Velcro (7) is provided on the leaf (4), and the leaf (4) is matched with the leaf sub-Velcro (7) and the leaf mother Velcro (6); One end of the flower stem (5) on the bottom plate (1) is provided with a flower core mother Velcro (8), and the bottom of the flower core (2) is provided with a flower core sub Velcro (9), and the flower core (2) is matched through the flower core sub Velcro (9) and the flower core mother Velcro (8); A petal mother Velcro (10) is provided at the upper end of the flower core (2), a petal sub-Velcro (11) is provided on the petals (3), and the petals (3) are connected through the petal sub-Velcro (11) and the petal mother Velcro (10).
2. A special children's number recognition petal card according to claim 1, characterized in that: The number of the blades (4) is plural.
3. A special children's number recognition petal card according to claim 1, characterized in that: The number of the petals (3) is plural.
4. A special petal card for children to learn numbers according to claim 1, characterized in that: The petal mother Velcro (10) is provided with at least one.
5. A special petal card for children to learn numbers according to claim 1, characterized in that: The petals (3) are made of woven fabric.
6. A special petal card for children to learn numbers according to claim 1, characterized in that: The base plate (1) is made of hard plastic.