Primary school mathematics addition and subtraction teaching aid

Abstract

The utility model discloses a primary school mathematics addition and subtraction teaching aid, which belongs to the technical field of teaching aids, and comprises a block-shaped piece and a display disc, the display disc is provided with a placing area for placing the block-shaped piece and an identification area positioned at the edge of the placing area, the placing area is provided with 10 rows and 11 columns of placing positions, and the identification area is provided with an identification area. Wherein the column on the leftmost side or the rightmost side is a single-position placing area, and the rest columns are ten-position placing areas; the identification area comprises a single-bit identification area and a ten-bit identification area, and the single-bit identification area and the ten-bit identification area are each provided with a numerical value identification area and a number identification area used for representing the total number of block pieces from the initial position to the position. Wherein the numerical value identification area and the number identification area of the single-bit identification area are columns parallel to the columns of the single-bit placement area, and the numerical value identification area and the number identification area of the ten-bit identification area are rows parallel to the rows of the ten-bit placement area; through the teaching aid, students can better understand the decimal system, and the teaching effect of'borrowing ten methods' and'doing ten methods' is improved.

Description

Technical Field

[0001] The utility model relates to the technical field of teaching aids, in particular to a teaching aid for addition and subtraction of elementary school mathematics. Background Art

[0002] Traditional primary school teaching aids for addition and subtraction within 100 in first and second grade mainly include wooden sticks, magnets, abacus, counters, magnetic circles, triangles, rectangles and other objects. When using these teaching aids to solve the decimal system of "Borrowing Ten Method" and "Making Ten Method", not only the three-dimensional sense is not strong, for example, the counter is divided into units, tens, hundreds, thousands and ten thousand places. Pushing two poles on the tens place represents twenty. This is a concept deliberately instilled in students. It is relatively abstract and difficult for students to understand, which is not convenient for teaching "Borrowing Ten Method" and "Making Ten Method". Moreover, teaching aids like wooden sticks are not easy to store and are prone to being scattered or lost when used, which affects classroom discipline and reduces teaching efficiency.

[0003] Therefore, how to design a primary school mathematics addition and subtraction teaching aid to improve students' understanding of the decimal system and improve the teaching effect of the "Borrow Ten Method" and "Make Ten Method" is a technical problem that technicians in this field urgently need to solve. Utility Model Content

[0004] The purpose of the utility model is to provide a primary school mathematics addition and subtraction teaching aid to address the defects and shortcomings in the existing technology, improve students' understanding of the decimal system, and improve the teaching effect of the "borrowing ten method" and "making ten method".

[0005] In order to achieve the above purpose, the technical solution adopted by the utility model is:

[0006] The utility model provides a primary school mathematics addition and subtraction teaching aid, comprising a block and a display tray, wherein the display tray has a placement area for placing the block and a marking area located at the edge of the placement area, wherein the placement area has 10 rows and 11 columns of placement positions, wherein the leftmost or rightmost column is a units digit placement area, and the remaining columns are tens digit placement areas;

[0007] The identification area includes a units identification area and a tens identification area, and both the units identification area and the tens identification area have a numerical identification area and a quantity identification area for explaining the number of block pieces represented by the numerical identification area, wherein the numerical identification area and the quantity identification area of ​​the units identification area are columns parallel to the columns of the units placement area, and the numerical identification area and the quantity identification area of ​​the tens identification area are rows parallel to the rows of the tens placement area.

[0008] Preferably, it also includes at least 11 transfer pieces, each of which has a cavity inside for accommodating 10 rows and 1 column of the block pieces, and the placement area of ​​the display tray is provided with placement slots corresponding to the number of the transfer pieces, and the cross-sectional dimensions of the placement slots are not less than the cross-sectional dimensions of the contact portion of the transfer piece with the placement slots.

[0009] Preferably, the transfer member is provided with a gripping portion for easy holding.

[0010] Preferably, the block member and the transfer member are connected in a detachable manner.

[0011] Preferably, the elementary school mathematics addition and subtraction teaching aid is a box-shaped structure, and the display plate is the surface of the box-shaped structure.

[0012] Preferably, a storage cavity for storing the block-shaped components is provided inside the box-shaped structure, and the storage cavity has a cover for opening or closing the storage cavity.

[0013] Preferably, the block-shaped member is placed in the transfer member, and the transfer member is placed in the storage cavity.

[0014] Preferably, the box-like structure comprises a foldable upper box body and a lower box body, and the receiving cavity is provided inside the upper box body and / or inside the lower box body.

[0015] Preferably, the outer surface of the upper box body and the outer surface of the lower box body are both the display tray.

[0016] Preferably, the box-shaped structure is a metal box body.

[0017] Compared with the prior art, the utility model has achieved the following technical effects:

[0018] The utility model provides 10 rows and 1 column of units digit placement areas and 10 rows and 10 columns of tens digit placement areas on a display plate, and provides marking areas on the edges of the placement areas, so that students can intuitively understand the concepts of decimal system, carry and borrow, and avoid the problem that a certain column on the display plate represents both the digits on the units digit and the digits on the tens digit, which makes it easy for students to be confused and difficult to understand, thereby improving the teaching effect of "borrowing ten method" and "making ten method"; secondly, by providing the marking areas, students can quickly and intuitively read the current value, understand the meaning of the current value, and deepen their understanding of digits. BRIEF DESCRIPTION OF THE DRAWINGS

[0019] In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the following briefly introduces the drawings required for use in the embodiments. Obviously, the drawings described below are only some embodiments of the present invention. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying any creative work.

[0020] Figure 1 This is a schematic diagram of the planar display structure of the display tray;

[0021] Figure 2 This is a schematic diagram of the axial structure of the elementary school mathematics addition and subtraction teaching aid.

[0022] Among them, 1. Block; 2. Display plate; 3. Placement area; 4. Identification area; 5. Placement position; 6. Units place area; 7. Tens place area; 8. Units identification area; 9. Tens identification area; 10. Numerical identification area; 11. Quantity identification area; 12. Transfer part; 13. Cavity; 14. Placement slot; 15. Upper box body; 16. Lower box body; 17. Rotating shaft. DETAILED DESCRIPTION

[0023] The following will be combined with the drawings in the embodiments of the present invention to clearly and completely describe the technical solutions in the embodiments of the present invention. Obviously, the embodiments described are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making creative efforts are within the scope of protection of the present invention.

[0024] In order to make the above-mentioned objects, features and advantages of the present invention more obvious and easy to understand, the present invention is further described in detail below with reference to the accompanying drawings and specific implementation methods.

[0025] like Figure 1 As shown, the utility model provides an elementary school mathematics addition and subtraction teaching aid, comprising a block 1 and a display tray 2. The display tray 2 has a placement area 3 for placing the block 1 and a marking area 4 located at the edge of the placement area 3. The placement area 3 has 10 rows and 11 columns of placement positions 5, of which the leftmost or rightmost column is a units placement area 6, and the remaining columns are tens placement areas 7.

[0026] The identification area 4 includes a units identification area 8 and a tens identification area 9, each of which has a numerical identification area 10 and a quantity identification area 11 for explaining the number of block pieces represented by the numerical identification area 10, wherein the numerical identification area 10 and the quantity identification area 11 of the units identification area 8 are columns parallel to the columns of the units placement area 6, and the numerical identification area 10 and the quantity identification area 11 of the tens identification area 9 are rows parallel to the rows of the tens placement area 7.

[0027] See also Figure 1 In one embodiment, the rightmost column is a units digit placement area 6, and to the right of the units digit placement area 6 is a units digit identification area 8, wherein from left to right are a numerical identification area 10 and a quantity identification area 11. From bottom to top, the numerical identification area 10 is sequentially written / engraved with the numbers 1, 2, 3, 4, ..., 10, and the corresponding quantity identification area 11 is sequentially written / engraved with the numbers 1, 2, 3, 4, ..., 10;

[0028] The remaining 10 columns are all tens digit placement areas 7. Below the tens digit placement area 7 is the tens identification area 9. From top to bottom, there are the numerical identification area 10 and the quantity identification area 11. From right to left, the numerical identification area 10 is inscribed with the numbers 1, 2, 3, 4, ..., 10, and the corresponding quantity identification area 11 is inscribed with the numbers 10, 20, 30, 40, ..., 100. The meaning of the numbers written / engraved in the numerical identification area 10 and the quantity identification area 11 is explained by way of example. If the number in the numerical identification area 10 for the ones digit is 8, it means that the digit in the ones digit is 8. The number 8 in the quantity identification area 11 means that the number 8 in the numerical identification area 10 of this number has 8 1s. If the number in the numerical identification area 10 for the tens digit is 5, it means that the digit in the tens digit is 5. The number 50 in the quantity identification area 11 means that the number 5 in the numerical identification area 10 of this number has 50 1s.

[0029] To calculate 6 + 7 = ?, first place six blocks 1 in units area 6. Take out another seven blocks 1 and place them on the table. Place four of these seven blocks 1 in the remaining units space 5. Now that units area 6 is full of blocks 1, move all the blocks 1 from units area 6 to the column corresponding to the number 1 in value area 10 in tens area 7. Place the blocks in the order from 1 to 10 on value area 10. Then place the remaining three of the seven blocks 1 in the vacant units space 5. Based on the number in quantity area 11, the student can quickly recognize that there are ten 1s in the tens place and three 1s in the units place, and thus conclude that the sum of 6 + 7 is 13.

[0030] If we want to calculate 16+7=?, we first place 16 on the display plate 2, that is, fill the column with the number 1 in the tens place area 10 with blocks 1, and place 6 blocks 1 in the units place area 6. To calculate 6+7 according to the above method, when we need to move the blocks 1 in the units place area 6 to the column with the number 1 in the tens place area 10, we first move the blocks 1 in the column with the number 1 in the tens place area 10 to the column with the number 2 in the tens place area 10. Then, we move the blocks 1 in the units place area 6 to the column with the number 1 in the tens place area 10. Finally, we place the remaining 3 blocks 1 in the vacant units place area 5, still arranging them in the order of the numbers 1 to 10 in the numerical areas 10. At this point, the students can quickly determine that the sum of 16+7 is 23.

[0031] If you need to calculate 13 - 6 = ?, first place 13 on display plate 2. That is, fill the column with 1s in the tens place value area 10, and place 3 1s in the units place area 6. Then remove the 3 1s in the units place. Compared with 6, there is still 3 less than 6, but there are no more 1s in the units place that can be removed. Now move the 1s in the column with 1s in the tens place value area 10 to the units place area 6, borrowing 1 from the tens place. Then remove 3 blocks from the units place, taking them in the order from 10 to 1 on the value area 10. After taking all the blocks, the top 1 in the units place area 6 corresponds to the value 7. Therefore, students can directly conclude that the difference between 13 and 6 is 7.

[0032] Through the above calculation process, students can understand that a carry occurs when the next digit cannot accommodate a block 1, and that a borrow occurs when a block 1 is borrowed from the previous digit because there is no block 1 available in the current digit. Students can also intuitively see that the 1 borrowed from the tens digit represents ten 1s, which deepens their understanding of the decimal system. In addition, when calculating 6+7 in the prior art, 6 is first placed on one column of the display plate 2 and 7 on the other column, and then the blocks 1 are moved, resulting in a pattern with ten blocks 1 on one column and three blocks 1 on the other column. In this calculation method, a certain column represents both the ones digit and the tens digit, which can easily confuse students and make it difficult to understand. However, in the present application, the blocks 1 are always in the corresponding digit, and the situation where the same column represents both the ones digit and the tens digit will not occur, which facilitates students' understanding and avoids confusion.

[0033] like Figure 2As shown, the elementary school mathematics addition and subtraction teaching aid of the present invention also includes at least 11 transfer members 12. The interior of the transfer member 12 is provided with a cavity 13 for accommodating the block member 1, and the transfer member 12 is provided with 10 rows and 1 column of cavities 13. The placement area 3 of the display plate 2 is provided with a number of placement grooves 14 corresponding to the number of transfer members 12, and the cross-sectional dimension of the placement groove 14 is not less than the cross-sectional dimension of the contact portion of the transfer member 12 with the placement groove 14.

[0034] When in use, first place a transfer piece 12 on each of the required digits, and when the transfer piece 12 on the ones digit is filled with blocks 1 and moved to the tens digit, place another transfer piece 12 on the ones digit to place the remaining blocks 1. The transfer piece 12 can be a transfer box or a transfer frame.

[0035] The transfer piece 12 is provided with a grabbing portion for easy gripping, and one or two grabbing portions can be provided. If one is provided, the grabbing portion is a handle-like structure located on the side of the transfer piece 12 away from the tens digit marking area 9. If the tens digit marking area 9 is located on the lower side of the placement area 3, the grabbing portion is located on the upper side of the placement area 3. Conversely, if the tens digit marking area 9 is located on the upper side of the placement area 3, the grabbing portion is located on the lower side of the placement area 3. If two are provided, the grabbing portion is a ring-shaped gripper, protrusion or handle-like structure located on the front surface of the transfer piece 12.

[0036] The block member 1 and the transfer member 12 are connected in a detachable manner, so that the block member 1 can be removed from the transfer member 12 after use. If the display tray 2 is placed flat on the table during use, either plug-in or magnetic connection can be used. If the display tray 2 is placed vertically on the table during use, the magnetic connection method is preferably used.

[0037] In one embodiment, the elementary school mathematics addition and subtraction teaching aid is a box-shaped structure, and the display tray 2 is the surface of the box-shaped structure. The interior of the box-shaped structure is provided with a storage chamber for storing the block 1, and the storage chamber has a cover for opening or closing the storage chamber. The cover is opened when the block 1 needs to be taken out or put in, and is closed when not in use, so as to facilitate storage and carrying. The cover can be the upper side, lower side, left side, or right side of the storage chamber. In one embodiment, the block 1 is placed in the transfer member 12, and the transfer member 12 is placed in the storage chamber.

[0038] In one embodiment, the box-like structure comprises a foldable upper box body 15 and a lower box body 16. A storage cavity is provided within the upper box body 15 and / or the lower box body 16. The outer surfaces of the upper box body 15 and the lower box body 16 each serve as a display tray 2. When the box-like structure is unfolded, addition and subtraction operations within 200 can be performed. In one embodiment, the upper box body 15 and the lower box body 16 are connected by a rotating shaft 17. To increase the service life of the teaching aid, the box-like structure is constructed of metal.

[0039] It should be noted that it is obvious to those skilled in the art that the present invention is not limited to the details of the exemplary embodiments described above, and that the present invention can be implemented in other specific forms without departing from the spirit or essential features of the present invention. Therefore, from all perspectives, the embodiments should be regarded as illustrative and non-restrictive, and the scope of the present invention is defined by the appended claims rather than the above description. Therefore, it is intended that all changes that fall within the meaning and range of equivalents of the claims be included in the present invention, and any reference signs in the claims should not be regarded as limiting the claims involved.

Claims

1. A primary school mathematics addition and subtraction teaching aid, characterized by: The display tray comprises a block and a display plate, wherein the display plate has a placement area for placing the block and a marking area located at the edge of the placement area, wherein the placement area has 10 rows and 11 columns of placement positions, wherein the leftmost or rightmost column is a units placement area, and the remaining columns are tens placement areas; The identification area includes a units identification area and a tens identification area, and both the units identification area and the tens identification area have a numerical identification area and a quantity identification area for explaining the number of block pieces represented by the numerical identification area, wherein the numerical identification area and the quantity identification area of ​​the units identification area are columns parallel to the columns of the units placement area, and the numerical identification area and the quantity identification area of ​​the tens identification area are rows parallel to the rows of the tens placement area.

2. The elementary school mathematics addition and subtraction teaching aid according to claim 1, wherein: It also includes at least 11 transfer pieces, each of which has a cavity inside for accommodating 10 rows and 1 column of the block-shaped pieces. The placement area of ​​the display tray is provided with placement slots corresponding to the number of the transfer pieces, and the cross-sectional dimensions of the placement slots are not less than the cross-sectional dimensions of the contact portion of the transfer piece with the placement slots.

3. The elementary school mathematics addition and subtraction teaching aid according to claim 2, characterized in that: The transfer piece is provided with a gripping portion for easy holding.

4. The elementary school mathematics addition and subtraction teaching aid according to claim 3, characterized in that: The block member and the transfer member are connected in a detachable manner.

5. The elementary school mathematics addition and subtraction teaching aid according to any one of claims 2 to 4, characterized in that: The elementary school mathematics addition and subtraction teaching aid is a box-shaped structure, and the display plate is the surface of the box-shaped structure.

6. The elementary school mathematics addition and subtraction teaching aid according to claim 5, characterized in that: A storage cavity for storing the block-shaped components is provided inside the box-shaped structure, and the storage cavity has a cover for opening or closing the storage cavity.

7. The elementary school mathematics addition and subtraction teaching aid according to claim 6, characterized in that: The block-shaped part is placed in the transfer part, and the transfer part is placed in the receiving cavity.

8. The elementary school mathematics addition and subtraction teaching aid according to claim 7, characterized in that: The box-shaped structure includes a foldable upper box body and a lower box body, and the receiving cavity is provided inside the upper box body and / or inside the lower box body.

9. The elementary school mathematics addition and subtraction teaching aid according to claim 8, characterized in that: The outer surface of the upper box body and the outer surface of the lower box body are both the display trays.

10. The elementary school mathematics addition and subtraction teaching aid according to claim 9, characterized in that: The box-shaped structure is a metal box body.

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