Teaching aid for special children to compare numbers within 20

Abstract

The utility model discloses a teaching aid for comparing numbers within 20 for special children. The teaching aid comprises a base, a supporting rod, a cross rod and a tray, a supporting rod is arranged in the middle of the upper end of the base, a supporting block is arranged at the upper end of the supporting rod, a notch penetrating through the supporting block is formed in the supporting block, the cross rod is arranged in the notch and rotationally connected with the supporting block through a rotating shaft, trays are symmetrically arranged at the two ends of the cross rod, a plurality of ropes are evenly arranged on the trays, and the other ends of the ropes are fixed to the cross rod. Rubber springs are symmetrically arranged at the tops of the notches, and the rubber springs are matched with the cross rods to play a role in buffering the cross rods; the front side of the card is provided with numbers, the back side of the card is provided with patterns corresponding to the numbers on the front side in number, so that children can identify the numbers through the patterns, and the weight of the card is equivalently increased along with the increase of the numbers.

Description

Technical Field

[0001] The utility model relates to the technical field of teaching aids, in particular to a teaching aid for comparing the sizes of numbers within 20 for special children. Background Art

[0002] Since the thinking development of most special children is at the sensorimotor and pre-operational stages and their mathematical thinking is weak, they need to rely more on multi-sensory and visual teaching aids to learn.

[0003] Comparing the size of numbers within 20 is the content of the first volume of the fourth grade special education life mathematics. After students have mastered the size of numbers, they will further learn the size of numbers within 20. Here, the symbols ">", "<" and "=" are introduced. It is difficult for students to learn abstract symbols.

[0004] Students have learned to compare weight in the third grade and have a certain concept of weight. They know that heavy objects will cause the scale to fall down, while light objects will cause the scale to tilt up. Using the vivid method of comparing the size of numbers through comparison of weight may help students learn.

[0005] Therefore, in view of the technical problem described above, a teaching aid for comparing the sizes of numbers within 20 for special children is designed by utilizing the knowledge point of proportion. Utility Model Content

[0006] The technical problem to be solved by the utility model is to overcome the defects of the above-mentioned technology and provide a teaching aid for comparing the sizes of numbers within 20 for special children.

[0007] In order to solve the above technical problems, the technical solution provided by the utility model is a teaching aid for comparing the sizes of numbers within 20 for special children: comprising a base, a support rod, a crossbar and a tray;

[0008] A support rod is provided at the middle of the upper end of the base, a support block is provided at the upper end of the support rod, a notch penetrating the support block is provided in the support block, the cross bar is arranged in the notch, the cross bar is rotatably connected to the support block through a rotating shaft, and a towing tray is symmetrically provided at both ends of the cross bar, a plurality of ropes are evenly provided on the towing tray, and the other ends of the ropes are fixed on the cross bar;

[0009] The top of the notch is symmetrically provided with a rubber spring, and the rubber spring cooperates with the cross bar to play a buffering role for the cross bar;

[0010] The invention also comprises a card, wherein a number is arranged on the front side of the card, and a pattern corresponding to the number on the front side is arranged on the back side of the card so that children can recognize the number by using the pattern, and the weight of the card increases by the same amount as the number increases.

[0011] As an improvement, a plurality of suction cups are evenly arranged on the bottom of the base.

[0012] As an improvement, the center of the crossbar coincides with the center line of the rotating shaft.

[0013] As an improvement, the number of the cards is multiple.

[0014] Compared with the prior art, the utility model has the following advantages: 1. Numbers are arranged on the front of the card, and quantity patterns corresponding to the numbers on the front are arranged on the back of the card so that children can recognize numbers by using the patterns. The weight of the card increases as the number increases. Therefore, when the card is placed on the balance tray, the card with a large number will be heavier, and the corresponding tray will fall down. The card with a small number is light, and the corresponding tray will rise on the balance. Students can vividly see the presentation of the sizes of different numbers on the balance, and can also touch the corresponding quantity patterns. In this way, multi-sensory understanding of the comparison of the sizes of numbers within 11-20 can make students have better learning interest and better learning effect.

[0015] 2. There are multiple suction cups evenly distributed on the bottom of the base, which makes it easy to fix the teaching aids on the table and prevent children from accidentally knocking over the teaching aids.

[0016] 3. Rubber springs are symmetrically arranged on the top of the slots. The rubber springs cooperate with the crossbar to buffer the crossbar, thereby preventing the tray at one end from suddenly rising and injuring children due to the heavy cards placed in the tray at the other end. BRIEF DESCRIPTION OF THE DRAWINGS

[0017] Figure 1 The utility model is a front view of a special teaching aid for children to compare the sizes of numbers within 20.

[0018] Figure 2 The utility model is a side view of a special teaching aid for children to compare the sizes of numbers within 20.

[0019] Figure 3 The utility model is a first structural schematic diagram of a special teaching aid for children to compare the sizes of numbers within 20.

[0020] Figure 4 It is a second structural schematic diagram of a special teaching aid for children to compare the sizes of numbers within 20 according to the utility model.

[0021] Figure 5 It is a third structural schematic diagram of a special teaching aid for children to compare the sizes of numbers within 20 according to the utility model.

[0022] As shown in the figure:

[0023] 1. Base, 2. Support rod, 3. Cross bar, 4. Drag tray, 5. Support block, 6. Notch, 7. Rope, 8. Rubber spring, 9. Card, 10. Suction cup. DETAILED DESCRIPTION

[0024] 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.

[0025] Combined with Figure 1-5 , a teaching aid for comparing the sizes of numbers within 20 for special children, comprising a base 1, a support rod 2, a crossbar 3 and a tray 4;

[0026] A support rod 2 is provided in the middle of the upper end of the base 1, a support block 5 is provided at the upper end of the support rod 2, a notch 6 penetrating the support block 5 is provided in the support block 5, the cross bar 3 is arranged in the notch 6, the cross bar 3 is rotatably connected to the support block 5 through a rotating shaft, and a tray 4 is symmetrically provided at both ends of the cross bar 3, and a plurality of ropes 7 are evenly provided on the tray 4, and the other ends of the ropes 7 are all fixed on the cross bar 3;

[0027] The top of the notch 6 is symmetrically provided with a rubber spring 8, and the rubber spring 8 cooperates with the cross bar 3 to play a buffering role for the cross bar 3;

[0028] It also includes a card 9, wherein a number is arranged on the front of the card 9, and a pattern corresponding to the number on the front is arranged on the back of the card 9 so that children can recognize the number by using the pattern, and the weight of the card 9 increases by the same amount as the number increases.

[0029] As an improvement, a plurality of suction cups 10 are evenly arranged on the bottom of the base 1 .

[0030] As an improvement, the center of the crossbar 3 coincides with the center line of the rotating shaft.

[0031] As an improvement, the number of the cards 9 is multiple.

[0032] When the utility model is implemented, the teaching aid is placed on a table and fixed on the table by the suction cup 10 to prevent the teaching aid from being knocked over by mistake. Then the card 9 is placed in the tray 4. As the weight of the card 9 increases with the increase of the number, the card 9 with a large number is heavy, and the corresponding end of the tray 4 will drop. The card with a small number is light, and the corresponding end of the tray 4 will rise. The students can vividly see the presentation of the sizes of different numbers on the scale. In addition, the back of the card 9 is provided with a quantity pattern corresponding to the number on the front, and the corresponding quantity pattern can be touched, so that the comparison of the size of the numbers can be understood through multiple senses.

[0033] The numbers on the cards can be set differently for different grades. For example, for students in the first semester of the fourth grade, numbers within 20 can be set on the cards.

[0034] 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.

[0035] 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.

[0036] In the description of the embodiments of the present invention, "multiple" means at least 2.

[0037] 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.

[0038] 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 teaching aid for special children to compare the size of numbers within 20, characterized by: It comprises a base (1), a support rod (2), a cross bar (3) and a tray (4); A support rod (2) is provided at the middle of the upper end of the base (1); a support block (5) is provided at the upper end of the support rod (2); a notch (6) penetrating the support block (5) is provided in the support block (5); the cross bar (3) is arranged in the notch (6); the cross bar (3) is rotatably connected to the support block (5) via a rotating shaft; a tray (4) is symmetrically provided at both ends of the cross bar (3); a plurality of ropes (7) are evenly provided on the tray (4); and the other ends of the ropes (7) are all fixed to the cross bar (3); A rubber spring (8) is symmetrically arranged at the top of the notch (6), and the rubber spring (8) cooperates with the cross bar (3) to play a buffering role on the cross bar (3); It also comprises a card (9), wherein a number is arranged on the front of the card (9), and a pattern corresponding to the number on the front is arranged on the back of the card (9) so that children can recognize the number by using the pattern, and the weight of the card (9) increases by the same amount as the number increases.

2. A teaching aid for comparing numbers within 20 for special children according to claim 1, characterized in that: A plurality of suction cups (10) are evenly arranged on the bottom of the base (1).

3. A teaching aid for comparing numbers within 20 for special children according to claim 1, characterized in that: The center of the crossbar (3) coincides with the center line of the rotating shaft.

4. A teaching aid for comparing numbers within 20 for special children according to claim 1, characterized in that: The number of the cards (9) is multiple.

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