Cognitive mathematics training teaching aid

Abstract

The utility model provides a cognitive mathematics training teaching aid, which comprises a box body, a tray is arranged in the box body, a groove is formed between the tray and the inner wall of the box body and used for placing a plastic ball bag and digital cards, a plurality of plastic balls are arranged in the plastic ball bag, a plurality of rows and columns of semicircular grooves are equidistantly arranged on the tray, and the number cards are arranged in the semicircular grooves. Plastic balls can be placed in the semicircular grooves. According to the utility model, the corresponding plastic balls with two different colors are placed on the semicircular grooves according to the numbers displayed on the two taken-out number cards, so that students can conveniently and visually understand addition and subtraction operation through the addition and subtraction numbers of the plastic balls, the use is convenient, and the learning interestingness is increased in the process of learning while playing.

Description

Technical Field

[0001] The utility model relates to the technical field of mathematics teaching aids, in particular to a cognitive mathematics training teaching aid. Background Art

[0002] Teaching aids are widely used in teaching, especially for primary school students. If they use teaching aids for demonstration teaching, it can not only increase students' interest in learning, but more importantly, through the demonstration of teaching aids, students can understand the content of the teacher faster and better. However, when teachers teach primary school students addition and subtraction operations, they mostly copy the content of the book on the blackboard. The lectures are not original, and they cannot mobilize students' interest in learning, so the teaching effect is poor. Utility Model Content

[0003] In view of this, in order to solve the problems existing in the prior art in the technical background, the utility model proposes a cognitive mathematics training teaching aid, and the specific technical solution is as follows:

[0004] A cognitive mathematics training teaching aid comprises a box body, wherein a tray is arranged in the box body, a groove in a square direction is formed between the tray and the inner wall of the box body for placing a plastic ball bag and a number card, wherein a plurality of plastic balls are contained in the plastic ball bag, and a plurality of rows and columns of semicircular grooves are arranged at equal distances on the tray, wherein the plastic balls can be placed in the semicircular grooves.

[0005] Furthermore, the digital card is printed with digital cards of 1 to 10 colors.

[0006] Furthermore, the plastic balls are provided with a plurality of plastic balls of two colors.

[0007] Furthermore, a retaining bar is provided between the two rows of semicircular grooves, and the user can place the digital card obliquely against the retaining bar.

[0008] The above technical solution has the following beneficial effects:

[0009] The utility model places corresponding plastic balls of two different colors on the semicircular groove according to the numbers displayed on two taken out number cards. Students can intuitively understand addition and subtraction operations by adding and subtracting the number of plastic balls. The utility model is easy to use and increases the interest of learning in the process of learning while playing. BRIEF DESCRIPTION OF THE DRAWINGS

[0010] Figure 1 It is a structural schematic diagram of a cognitive mathematics training teaching aid of the utility model;

[0011] In the figure: 1-box body; 2-tray; 3-semicircular groove; 4-digital card; 5-plastic ball bag; 6-plastic ball; 7-groove; 8-blocking bar. DETAILED DESCRIPTION

[0012] The utility model is further described below in conjunction with the accompanying drawings.

[0013] Embodiment 1, the following will be combined with the drawings in the embodiment of the utility model to clearly and completely describe the technical scheme in the embodiment of the utility model. Obviously, the described embodiment is only a part of the embodiment of the utility model, not all of the embodiments. Based on the embodiment of the utility model, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the utility model.

[0014] In this embodiment, refer to Figure 1 A cognitive mathematics training teaching aid shown in the figure includes a box body 1, a tray 2 is arranged in the box body 1, a groove 7 in the factory direction is formed between the tray 2 and the inner wall of the box body 1 for placing a plastic ball bag 5 and a number card 4, the plastic ball bag 5 contains a plurality of plastic balls 6, and a plurality of rows and columns of semicircular grooves are equidistantly arranged on the tray 2, and the plastic balls 6 can be placed in the semicircular grooves 3.

[0015] The digital card 4 is printed with 1-10 multiple colors of digital cards 4, the plastic balls 6 are provided with multiple plastic balls 6 of two colors, and a retaining bar 8 is provided between the two rows of semicircular grooves 3. The user can place the digital card 4 obliquely against the retaining bar 8 for easy viewing.

[0016] When the utility model is used in practice, the plastic ball bag 5 includes plastic balls 6 of two colors. When learning to add three to four, a card showing three is placed obliquely against one side of the baffle bar 8, and then three plastic balls 6 are taken out of the plastic ball bag 5 and placed in the semicircular grooves 3 of one row in sequence, starting from the left side of one row, one plastic ball 6 is placed in each semicircular groove 3, and a card showing four is placed obliquely against the other side of the baffle bar 8, and then four plastic balls 6 are taken out of the plastic ball bag 5 and placed in the semicircular grooves 3 of the same row, and one plastic ball 6 is placed in each semicircular groove 3 starting from the right side of one row. Students count the total number of plastic balls 6 to know what three plus four equals, and the learning method of subtraction is the same as that of subtraction.

[0017] The bottom of the tray 2 in this embodiment is fixedly attached to the box body 1 , and the material of the tray 2 is a white foam board.

[0018] The utility model places the corresponding two plastic balls 6 of different colors on the semicircular groove 3 according to the numbers displayed on the two taken out number cards 4. Students can intuitively understand addition and subtraction operations by adding and subtracting the number of plastic balls 6. The utility model is easy to use and increases the interest of learning in the process of learning while playing.

[0019] The basic principles and main features of the utility model are described above. Those skilled in the art should understand that the utility model is not limited by the above embodiments. The above embodiments and descriptions are only for explaining the principles of the utility model. Without departing from the spirit and scope of the utility model, the utility model may have various changes and improvements, which shall fall within the scope of the utility model to be protected. The scope of protection of the utility model shall be defined by the attached claims and their equivalents.

Claims

1. A cognitive mathematics training teaching aid, comprising a box body, characterized in that: The box body is provided with a tray, and a groove in the same direction is formed between the tray and the inner wall of the box body for placing a plastic ball bag and a number card. The plastic ball bag contains a plurality of plastic balls, and the tray is provided with a plurality of rows and columns of semicircular grooves at equal distances, and the plastic balls can be placed in the semicircular grooves.

2. A cognitive mathematics training teaching aid according to claim 1, characterized in that: The digital card is printed with digital cards in 1 to 10 colors.

3. A cognitive mathematics training teaching aid according to claim 1, characterized in that: The plastic balls are provided with a plurality of plastic balls of two colors.

4. A cognitive mathematics training teaching aid according to claim 1, characterized in that: A stop bar is provided between the two rows of semicircular grooves, and the user can place the digital card obliquely against the stop bar.

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