Assembled matrix teaching aid for middle and primary schools

Abstract

The utility model discloses an assembled matrix teaching aid for middle and primary schools, and belongs to the technical field of mathematics teaching aids. According to the assembled matrix teaching aid for the middle and primary schools, the assembly of multiple layers of matrixes is realized by arranging the bottom substrate and the layer plates; according to the teaching aid, the laminates are supported by the grid plates, rectangular spaces can be constructed through the grid plates, meanwhile, the rectangular spaces are arranged in a matrix mode so that matrix thinking of students can be cultivated conveniently, and meanwhile the teaching aid can adjust the size of the matrix in time through the grid plates so that the difficulty degree of the matrix can be adjusted conveniently, and the teaching requirements can be better met; one number polyhedron can display various numbers, so that the number of the teaching aid components is reduced; the digital polyhedron of a ten-prism main structure is adopted to be incompletely corresponding to the rectangular space in shape, so that the difficulty in digital display is overcome, and the ability of students to solve problems is improved; the teaching aid can be placed on an uneven plane through the supporting legs of the bottom substrate, and the requirement of the teaching aid for the environment is reduced.

Description

Technical Field

[0001] The utility model belongs to the technical field of mathematics teaching tools, and in particular relates to an assembleable matrix teaching aid for primary and secondary schools. Background Art

[0002] For primary and secondary school students, spatial imagination and problem-solving skills are crucial for learning and understanding mathematics, and matrix thinking can help students improve their spatial imagination. Existing matrix-related teaching aids primarily include a ten-grid square matrix, which consists of ten neatly arranged small rectangles forming an array. This array consists of two rows, top and bottom, with each row containing five grids, for a total of ten grids. By filling the ten-grid matrix with digital modules, logarithmic decomposition and combination are achieved, helping students develop mathematical thinking. However, this relatively simple teaching aid is no longer sufficient for further development in primary and secondary school students. The problems that students need to solve in the matrix are relatively simple, which prevents further development of students' mathematical thinking.

[0003] In summary, there is an urgent need for a matrix teaching aid that can adapt to the difficulty of teaching in primary and secondary schools. Utility Model Content

[0004] The technical problem to be solved by the present invention is to provide an assembleable matrix teaching aid for primary and secondary schools in response to the deficiencies in the above-mentioned prior art. The design of the matrix teaching aid is novel and reasonable, and can provide students with more difficulty, so as to cultivate students' matrix thinking and improve their problem-solving ability.

[0005] In order to solve the above technical problems, the technical solution adopted by the present invention is:

[0006] An assembleable matrix teaching aid for primary and secondary schools, comprising a base plate, layer plates, grid plates and digital polyhedrons;

[0007] The bottom substrate includes a substrate and two supporting legs, the supporting legs and the substrate are integrally formed, and a plurality of first circular blind holes are evenly opened on the substrate;

[0008] A plurality of second circular blind holes are evenly formed on the layer plate, and horizontal and vertical intersecting grooves are formed below the layer plate at positions corresponding to the second circular blind holes;

[0009] The grid plate includes a first grid plate and a second grid plate; the first grid plate includes a first connecting portion, a first supporting plate, and a second connecting portion in sequence; the second grid plate includes a connecting groove and a second supporting plate; the first connecting portion is used to be engaged and connected with the first circular blind hole and the second circular blind hole, and the second connecting portion is used to be engaged and connected with the connecting groove; the second supporting plate is used to be engaged and connected with the rectangular blind hole; the cross-sections of the first supporting plate and the second supporting plate are a centrally symmetrical cross-shaped structure;

[0010] The hole pitch of the first circular blind hole is equal to the hole pitch of the second circular blind hole, the length of the cross-shaped structure is equal to the hole pitch of the first circular blind hole, and the width of the cross-shaped structure is equal to the width of the groove;

[0011] The digital polyhedron adopts a regular decagonal prism structure, and the ten sides of the regular decagonal prism structure are respectively engraved with natural numbers 0-9, and multiple digits are combined by multiple digital polyhedrons;

[0012] The multiple grid plates are used to form a rectangular space, which is arranged in a matrix. The length of the rectangular space is equal to an integer multiple of the edge length of the regular decagonal prism structure, the width of the rectangular space is equal to the distance between the symmetrical side edges of the regular decagonal prism structure, and the height of the rectangular space is equal to an integer even multiple of the edge-center distance of the base of the regular decagonal prism structure.

[0013] Furthermore, the length of the rectangular space is equal to twice the length of the edge of the regular decagonal prism structure, and the height of the rectangular space is equal to twice the apicocenter distance of the base of the regular decagonal prism structure, so as to realize a combination of two digits.

[0014] Furthermore, a detachable storage box is connected to one side of the bottom substrate for storing the grid plate and the digital polyhedron.

[0015] Furthermore, grid lines are drawn on the upper surface of the base substrate, and the intersection of the grid lines is located at the center of the first circular blind hole; grid lines are drawn on the upper surface of the layer board, and the intersection of the grid lines is located at the center of the second circular blind hole.

[0016] Furthermore, a set of two-dimensional coordinate lines is drawn on the edge of the upper surface of the base substrate, and the unit lengths of the horizontal and vertical coordinates of the two-dimensional coordinate lines are equal to the hole pitch of the first circular blind hole.

[0017] Furthermore, the groove is a groove with a chamfered notch.

[0018] Compared with the prior art, the utility model has the following advantages:

[0019] The utility model realizes the assembly of multi-layer matrices by arranging a base plate and layer plates; the layer plates are supported by the grid plates, and a rectangular space can also be constructed by the grid plates. At the same time, the rectangular space is arranged in a matrix to facilitate the cultivation of students' matrix thinking. At the same time, the teaching aid can timely adjust the size of the matrix through the grid plates to facilitate the adjustment of the difficulty of the matrix and better adapt to teaching needs; a digital polyhedron can display multiple numbers, reducing the number of teaching aid components; by adopting a digital polyhedron with a decagonal prism main structure and an incomplete correspondence with the rectangular space shape, the difficulty of digital display is created, thereby improving students' problem-solving ability; the supporting legs of the base plate enable the teaching aid to be placed on an uneven plane, reducing the teaching aid's requirements for the environment.

[0020] The technical solution of the present invention is further described in detail below through the accompanying drawings and embodiments. BRIEF DESCRIPTION OF THE DRAWINGS

[0021] Figure 1 This is a structural diagram of an embodiment of the utility model of an assembleable matrix teaching aid for primary and secondary schools;

[0022] Figure 2 This is a structural diagram of the base plate of an embodiment of the utility model of an assembleable matrix teaching aid for primary and secondary schools;

[0023] Figure 3 This is a structural diagram of the layer board of an embodiment of the utility model of an assembleable matrix teaching aid for primary and secondary schools;

[0024] Figure 4 This is a structural diagram of the first grid plate of an embodiment of the utility model of an assembleable matrix teaching aid for primary and secondary schools;

[0025] Figure 5 This is a schematic diagram of the main structure of the second grid of the embodiment of the utility model of the assembleable matrix teaching aid for primary and secondary schools;

[0026] Figure 6 This is a bottom-up structural diagram of the second grid of an embodiment of the utility model of an assemblable matrix teaching aid for primary and secondary schools;

[0027] Figure 7 This is a schematic diagram of the main structure of a digital polyhedron of an embodiment of the utility model of an assembleable matrix teaching aid for primary and secondary schools;

[0028] Figure 8 This is a bottom-up structural diagram of a digital polyhedron in an embodiment of an assembleable matrix teaching aid for primary and secondary schools of the present invention;

[0029] Description of the accompanying drawings:

[0030] 1. Bottom substrate; 11. Base substrate; 12. Support legs; 13. First circular blind hole;

[0031] 2. Layer plate; 21. Second circular blind hole; 22. Groove;

[0032] 3. Cell plate; 31. First cell plate; 311. First connecting portion; 312. First supporting plate; 313. Second connecting portion;

[0033] 32. Second grid plate; 321. Connecting groove; 322. Second supporting plate;

[0034] 4. Digital polyhedron. DETAILED DESCRIPTION

[0035] Example of an assembled matrix teaching aid for primary and secondary schools:

[0036] like Figures 1-6 As shown, the assembleable matrix teaching aid for primary and secondary schools includes a base plate 1, a layer plate 2, a grid plate 3 and a digital polyhedron 4.

[0037] like Figure 1 、 Figure 2 As shown, the base substrate 1 includes a base plate 11 and two support legs 12. The support legs 12 are integrally formed with the base plate 11, and a plurality of first circular blind holes 13 are evenly distributed in the base plate 11. The support legs 12 create a gap between the bottom of the base substrate 1 and the table surface on which it is placed. Without the support legs 12, the base substrate 1 would wobble when placed on an uneven table surface. Using the support legs 12 for support would reduce the flatness of the table surface, thus reducing the flatness requirements of the placement surface when the teaching aid is used. The first circular blind holes 13 connect the base substrate 1 to the partition plate.

[0038] like Figure 3 As shown, multiple second circular blind holes 21 are evenly distributed throughout the layer 2. Below the layer 2, corresponding to the second circular blind holes 21, are intersecting grooves 22. The presence of the layer 2 raises the height of the teaching aid while also helping students develop their ability to construct the teaching aid and perform precise coordination. The second circular blind holes 21 connect the layer 2 to the divider, while the grooves 22 secure the layer 2 to the top of the divider 3.

[0039] like Figure 4-Figure 6 The grid plate 3 includes a first grid plate 31 and a second grid plate 32; the first grid plate 31 includes a first connecting portion 311, a first supporting plate 312, and a second connecting portion 313 in sequence; the second grid plate 32 includes a connecting groove 321 and a second supporting plate 322; the first connecting portion 311 is used to be engaged and connected with the first circular blind hole 13 and the second circular blind hole 21, and the second connecting portion 313 is used to be engaged and connected with the connecting groove 321; the second supporting plate 322 is used to be engaged and connected with the rectangular blind hole; the cross-section of the first supporting plate 312 and the second supporting plate 322 is a centrosymmetrical cross-shaped structure;

[0040] To ensure the versatility of the first grid plate 31, the pitch of the first circular blind holes 13 is equal to the pitch of the second circular blind holes 21. To ensure that the grid plates 3 can form a complete rectangular space, the length of the cross-shaped structure is equal to the pitch of the first circular blind holes 13. To ensure that the second grid plate 32 can be connected to the layer plate 2, the width of the cross-shaped structure is equal to the width of the groove 22.

[0041] like Figure 7 、 Figure 8As shown, to reduce the number of components in the matrix, the number polyhedron 4 adopts a regular decagonal prism structure. The ten sides of the regular decagonal prism are engraved with the natural numbers 0-9. Multiple number polyhedrons 4 are used to combine multiple digits. In this way, a number polyhedron 4 can be used as any number from 0 to 9. Compared with the existing method of corresponding one number block to another, the number of number blocks required in the matrix is ​​reduced.

[0042] To cultivate students' matrix thinking, multiple grid plates 3 are used to form a rectangular space. The rectangular space is arranged in a matrix. The length of the rectangular space is an integer multiple of the edge length of the regular decagonal prism structure, ensuring that multiple digital polyhedrons 4 can be placed sideways in the rectangular space. The width of the rectangular space is equal to the distance between the symmetrical side edges of the regular decagonal prism structure. The purpose of this design is to allow the numerical polyhedrons to be stuck in the rectangular space when placed sideways, assisting the digital polyhedrons 4 in being placed stably in the rectangular space. The height of the rectangular space is equal to an integer even multiple of the distance between the center and edge of the base of the regular decagonal prism structure. This acts as a limit for the digital polyhedrons 4 placed in the rectangular space, ensuring that the digital polyhedrons 4 have an optimal display position and that students have an optimal solution when performing operations.

[0043] For example, to display a two-digit number, set the length of the rectangular space to twice the length of the decagonal prism's edge and the height of the rectangular space to twice the apicocenter distance of the decagonal prism's base. This rectangular space can hold two number polyhedra 4, allowing the numbers 0-99 to be displayed. To display a three-digit number, set the length of the rectangular space to three times the length of the decagonal prism's edge.

[0044] For easy storage, a detachable storage box is connected to one side of the base plate 1 for storing the grid plate 3 and the digital polyhedron 4; the storage box and the corresponding connection structure are not shown in the drawings.

[0045] In order to facilitate students' observation and improve the versatility of the rectangular module, grid lines are drawn on the upper surface of the base substrate 1, and the intersection of the above grid lines is located at the center of the first circular blind hole 13; grid lines are drawn on the upper surface of the above layer board 2, and the intersection of the above grid lines is located at the center of the second circular blind hole.

[0046] In order to facilitate students in placing the digital polyhedron 4 at the corresponding coordinate position, a set of two-dimensional coordinate lines are drawn on the edge of the upper surface of the base substrate 1 , and the unit length of the horizontal and vertical coordinates of the two-dimensional coordinate lines is equal to the hole pitch of the first circular blind hole 13 .

[0047] Because when installing the layer board 2, the groove 22 is not within the range that is easily visible to people, the above-mentioned groove 22 is a groove 22 with a chamfered groove, which is equivalent to enlarging the groove 22, making it easier to install the layer board 2 on the partition board 3.

[0048] When the utility model is used, when it is necessary to build a multi-layer board 2, it can exercise students' cognition of balance. By inserting the partition boards 3 in multiple places, it is ensured that the layer boards 2 can be stably arranged on the bottom substrate 1. Figure 1 As shown, a grid plate 3 is placed diagonally on the base substrate 1. A 6×6 matrix is ​​also set up on the layer plate 2. Students are asked to insert the number polyhedrons 4 sideways into the matrix space. For example, to place the number 8 in the first row and first column of the matrix, two number polyhedrons 4 are placed together, one with the 0 facing up and the other with the 8 facing up, into the rectangular space. Constructing the matrix using real objects allows children to experience matrix knowledge through visual, tactile, and auditory means, ensuring that students retain this knowledge more firmly.

[0049] The above description is only a preferred embodiment of the present invention and does not limit the present invention in any way. Any simple modification, change and equivalent structural change made to the above embodiment based on the technical essence of the present invention shall still fall within the scope of protection of the technical solution of the present invention.

Claims

1. An assemblable matrix teaching aid for primary and secondary schools, characterized by: It comprises a base plate (1), a layer plate (2), a grid plate (3) and a digital polyhedron (4); The bottom substrate (1) comprises a substrate (11) and two supporting legs (12); the supporting legs (12) and the substrate (11) are integrally formed; and a plurality of first circular blind holes (13) are evenly formed on the substrate (11); A plurality of second circular blind holes (21) are evenly formed on the layer plate (2), and a horizontally and vertically intersecting groove (22) is formed below the layer plate (2) at positions corresponding to the second circular blind holes (21); The grid plate (3) comprises a first grid plate (31) and a second grid plate (32); the first grid plate (31) comprises a first connecting portion (311), a first supporting plate (312) and a second connecting portion (313) in sequence; the second grid plate (32) comprises a connecting groove (321) and a second supporting plate (322); the first connecting portion (311) is used for mating connection with the first circular blind hole (13) and the second circular blind hole (21), and the second connecting portion (313) is used for mating connection with the connecting groove (321); the second supporting plate (322) is used for mating connection with the rectangular blind hole; the cross sections of the first supporting plate (312) and the second supporting plate (322) are in a centrally symmetrical cross-shaped structure; The hole pitch of the first circular blind hole (13) is equal to the hole pitch of the second circular blind hole (21), the length of the cross-shaped structure is equal to the hole pitch of the first circular blind hole (13), and the width of the cross-shaped structure is equal to the width of the groove (22); The digital polyhedron (4) adopts a regular decagonal prism structure, and the ten sides of the regular decagonal prism structure are respectively engraved with natural numbers 0-9, and multiple digital numbers can be combined by using multiple digital polyhedrons (4); The plurality of grid plates (3) are used to form a rectangular space, the rectangular space is arranged in a matrix, the length of the rectangular space is equal to an integer multiple of the edge length of the regular decagonal prism structure, the width of the rectangular space is equal to the distance between the symmetrical side edges of the regular decagonal prism structure, and the height of the rectangular space is equal to an integer multiple of the edge-center distance of the base of the regular decagonal prism structure.

2. The assembleable matrix teaching aid for primary and secondary schools according to claim 1, characterized in that: The length of the rectangular space is equal to twice the edge length of the regular decagonal prism structure, and the height of the rectangular space is equal to twice the apicocenter distance of the base of the regular decagonal prism structure, so as to realize a combination of two digits.

3. The assembleable matrix teaching aid for primary and secondary schools according to claim 1, characterized in that: A detachable storage box is connected to one side of the base substrate (1) and is used for storing the grid plate (3) and the digital polyhedron (4).

4. The assembleable matrix teaching aid for primary and secondary schools according to claim 1, characterized in that: Grid lines are drawn on the upper surface of the base substrate (1), and the intersection of the grid lines is located at the center of the first circular blind hole (13); grid lines are drawn on the upper surface of the layer board (2), and the intersection of the grid lines is located at the center of the second circular blind hole.

5. The assembleable matrix teaching aid for primary and secondary schools according to claim 1, characterized in that: A set of two-dimensional coordinate lines are drawn on the edge of the upper surface of the base substrate (1), and the unit lengths of the horizontal and vertical coordinates of the two-dimensional coordinate lines are equal to the hole pitch of the first circular blind hole (13).

6. The assembleable matrix teaching aid for primary and secondary schools according to claim 1, characterized in that: The groove (22) is a groove (22) with a chamfered notch.

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