Drawing tool for drawing teaching of primary school mathematics teacher

Abstract

The utility model discloses a drawing tool for drawing teaching of primary school mathematics teachers, which relates to the technical field of teaching appliances and comprises a protractor, a square shell is detachably mounted at the rear end of the protractor, angle scales are arranged at the top end of the protractor, length scales are arranged at the edge of the rear portion of the top end of the square shell, and the square shell is detachably mounted at the rear end of the protractor. A long groove is formed in the rear end of the protractor in the square shell, a circle center positioning column is inserted into one side of the long groove, a sliding block is slidably connected to the rear portion of the outer surface of the long groove, an extension frame is arranged at the rear end of the sliding block, a stand column is inserted into the top of the extension frame in a penetrating mode, and a chalk clamp is arranged at the bottom of the stand column. A support is arranged at the circle center position of the protractor, and a straight plate is installed in the support in a hinged mode. By arranging a series of structures, standard circle drawing and line segments with required lengths can be conveniently carried out during teaching drawing, various drawing tools do not need to be carried, and the drawing tools are convenient to take and use.

Description

Technical Field

[0001] This utility model relates to the field of teaching aids technology, specifically a drawing tool for primary school mathematics teachers to use in teaching. Background Technology

[0002] Elementary school mathematics teaches children about numbers, arithmetic operations, formulas for calculating shapes and lengths, and unit conversions through textbooks. This lays a solid mathematical foundation for calculations in junior high school and daily life. In elementary school mathematics teaching, teachers often use a variety of drawing tools to create diagrams.

[0003] When teaching angles, math teachers need to draw predetermined angles and circular shapes for instruction. Most existing teaching drawing tools can only draw or measure angles individually, and a standard circle requires a compass to draw. This means that multiple drawing tools need to be carried during teaching, which is inconvenient. Utility Model Content

[0004] The purpose of this invention is to provide a drawing tool for primary school math teachers to use in teaching, in order to solve the problems mentioned in the background art.

[0005] To achieve the above objectives, this utility model provides the following technical solution: a drawing tool for elementary school math teachers, comprising a protractor, a square outer shell detachably mounted on the rear end of the protractor, angle markings on the top of the protractor, length markings on the rear edge of the top of the square outer shell, a long groove on the rear end of the protractor inside the square outer shell, a central positioning post inserted into one side of the long groove, a slider slidably connected to the rear of the outer surface of the long groove, an extension frame on the rear end of the slider, a column inserted through the top of the extension frame, a chalk clip on the bottom of the column, a bracket at the center of the protractor, and a straight plate hinged inside the bracket.

[0006] Preferably, the inner wall of the protractor is provided with an arc-shaped groove, and one end of the straight plate extends into the arc-shaped groove. When the straight plate is flipped, the arc-shaped groove provides auxiliary positioning for the straight plate, and at the same time, the angle pointed to by one end of the straight plate can be seen more intuitively.

[0007] Preferably, both sides of the square outer shell are provided with pressing plates, and the front end of each pressing plate is provided with a locking block. Both sides of the rear end of the protractor are provided with locking grooves that match the locking blocks. The pressing plates are made of polyethylene material, which has a certain toughness and can be pressed and bent within a certain range before automatically returning to their original position. When the two locking blocks are aligned with the corresponding locking grooves and the square outer shell is snapped into place at the rear end of the protractor, the locking blocks are limited by the locking grooves. When the square outer shell needs to be removed, the two pressing plates can be pressed, causing the two pressing plates to move the corresponding locking blocks slightly towards the middle of the square outer shell. At this time, the locking grooves release the locking of the locking blocks, and the square outer shell can be removed.

[0008] Preferably, a first limiting plate is provided on the outer surface of the central positioning post below the long groove. A first reset spring is connected between the top end of the first limiting plate and the bottom end of the long groove. When the central positioning post is pressed, the first limiting plate will pull the first reset spring, causing the first reset spring to be stretched.

[0009] Preferably, a second limiting plate is provided on the outer surface of the column below the extension frame. A second reset spring is connected between the top of the second limiting plate and the bottom of the extension frame. When the column is pressed, the second limiting plate will pull the second reset spring, causing the second reset spring to be stretched.

[0010] Preferably, the center positioning post can be locked by the long slot via a spring button, and the column can be locked by the extension frame via a spring button. When the center positioning post is locked by the long slot via the spring button, the bottom of the center positioning post will extend out to the bottom of the protractor, which can contact the blackboard. With the center positioning post as the center, when the column is locked by the extension frame via the spring button, the bottom of the chalk clamp at the bottom of the column extends out, and a standard circle can be drawn by rotating with the center positioning post as the center.

[0011] Compared with the prior art, the beneficial effects of this utility model are:

[0012] This elementary school math teacher's drawing tool, with its square casing, central positioning post, and upright post, combines multiple tools for easy assembly and disassembly. The protractor can be used as a ruler and compass, facilitating the drawing of standard circles and line segments of required lengths during teaching. It eliminates the need to carry multiple drawing tools, has a chalk-holding function, and is easy to handle and use. Attached Figure Description

[0013] Figure 1 This is a schematic diagram of the overall structure of this utility model;

[0014] Figure 2 This is a schematic diagram of the protractor structure of this utility model;

[0015] Figure 3 For the present utility model Figure 2 A schematic diagram of the structure at center A;

[0016] Figure 4 For the present utility model Figure 2 A magnified schematic diagram of the structure at point B in the middle.

[0017] In the diagram: 1. Protractor; 2. Square casing; 3. Bracket; 4. Angle scale; 5. Length scale; 6. Straight plate; 7. Arc groove; 8. Long groove; 9. Slot; 10. Center positioning post; 11. First limiting plate; 12. First return spring; 13. Chalk clip; 14. Second limiting plate; 15. Second return spring; 16. Extension frame; 17. Column; 18. Slider; 19. Pressing plate; 20. Locking block. Detailed Implementation

[0018] The technical solutions of the present utility model will be clearly and completely described below with reference to the accompanying drawings of the embodiments. Obviously, the described embodiments are only some embodiments of the present utility model, and not all embodiments. Based on the embodiments of the present utility model, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the protection scope of the present utility model.

[0019] In the description of this utility model, it should be noted that the terms "upper," "lower," "inner," "outer," "front end," "rear end," "both ends," "one end," and "the other end," etc., indicate the orientation or positional relationship based on the orientation or positional relationship shown in the accompanying drawings. They are used only for the convenience of describing this utility model and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation. Therefore, they should not be construed as limitations on this utility model. In addition, the terms "first" and "second" are used for descriptive purposes only and should not be construed as indicating or implying relative importance.

[0020] like Figures 1 to 4As shown in the figure, this embodiment provides a drawing tool for elementary school math teachers, including a protractor 1. A square outer shell 2 is detachably mounted on the rear end of the protractor 1. Angle markings 4 are provided at the top of the protractor 1, and length markings 5 ​​are provided at the rear edge of the top of the square outer shell 2. The protractor 1 can be used to measure angles, and the square outer shell 2 can be detached and used as a ruler. A long groove 8 is provided at the rear end of the protractor 1 inside the square outer shell 2. A central positioning post 10 is inserted into one side of the long groove 8. A slider 18 is slidably connected to the rear of the outer surface of the long groove 8. An extension frame 16 is provided at the rear end of the slider 18. A column 17 is inserted through the top of the extension frame 16, and a chalk clip 13 is provided at the bottom of the column 17. After removing the square outer shell 2, the central positioning post 10 can be pressed, causing the bottom of the central positioning post 10 to extend... The bottom of the protractor 1 extends outwards. The bottom of the center positioning post 10 is conical and can contact the blackboard as the center. Then, chalk is installed at the chalk clip 13 position at the bottom of the post 17. Press the post 17 to make the bottom of the chalk extend outwards from the bottom of the protractor 1. The slider 18 moves linearly on the outer surface of the long groove 8. The top of the long groove 8 is marked with a scale. The distance that the slider 18 moves on the outer surface of the long groove 8 is the radius of the circle drawn. When the bottom of the chalk contacts the blackboard, the protractor 1 can be rotated with the center positioning post 10 as the center to draw a standard circle. A bracket 3 is set at the center position of the protractor 1. A straight plate 6 is hinged inside the bracket 3. The straight plate 6 can be rotated with the bracket 3 as the center. The chalk can be pressed against the straight edge of the inner wall of the protractor 1 and the straight plate 6 to draw the required angle.

[0021] Specifically, the inner wall of the protractor 1 is provided with an arc-shaped groove 7, and one end of the straight plate 6 extends into the arc-shaped groove 7. When the straight plate 6 is flipped, the arc-shaped groove 7 provides auxiliary limiting for the straight plate 6, and at the same time, the angle pointed to by one end of the straight plate 6 can be seen more intuitively.

[0022] Furthermore, both sides of the square outer shell 2 are provided with pressing plates 19, and the front end of each pressing plate 19 is provided with a locking block 20. Both sides of the rear end of the protractor 1 are provided with locking grooves 9 that match the locking blocks 20. The pressing plates 19 are made of polyethylene material, which has a certain toughness and can be pressed and bent within a certain range before automatically resetting. When the two locking blocks 20 are aligned with the corresponding locking grooves 9 and the square outer shell 2 is snapped into place at the rear end of the protractor 1, the locking blocks 20 are limited by the locking grooves 9. When the square outer shell 2 needs to be removed, the two pressing plates 19 can be pressed, causing the two pressing plates 19 to move the corresponding locking blocks 20 slightly towards the middle position of the square outer shell 2. At this time, the locking grooves 9 release the locking of the locking blocks 20, and the square outer shell 2 can be removed.

[0023] Furthermore, a first limiting plate 11 is provided on the outer surface of the central positioning post 10 below the long groove 8. A first reset spring 12 is connected between the top end of the first limiting plate 11 and the bottom end of the long groove 8. When the central positioning post 10 is pressed, the first limiting plate 11 will pull the first reset spring 12, causing the first reset spring 12 to be stretched.

[0024] Furthermore, a second limiting plate 14 is provided on the outer surface of the column 17 below the extension frame 16. A second return spring 15 is connected between the top of the second limiting plate 14 and the bottom of the extension frame 16. When the column 17 is pressed, the second limiting plate 14 will pull the second return spring 15, causing the second return spring 15 to be stretched.

[0025] Furthermore, the center positioning post 10 can be locked by the long slot 8 via a spring button, and the column 17 can be locked by the extension frame 16 via a spring button. The spring button is actually similar to the component used on an umbrella pole, requiring a flexible button and a limiting hole to cooperate. The limiting hole is set on the long slot 8 and the extension frame 16, and the button is set on the center positioning post 10 and the column 17. When the center positioning post 10 is pressed and locked by the long slot 8 via the spring button, the bottom of the center positioning post 10 will extend out to the bottom of the protractor 1, which can contact the blackboard. With the center positioning post 10 as the center, when the column 17 is pressed and locked by the extension frame 16 via the spring button, the bottom of the chalk clip 13 at the bottom of the column 17 extends out, and a standard circle can be drawn by rotating with the center positioning post 10 as the center.

[0026] The usage method of this embodiment is as follows: When it is necessary to use the protractor 1 to draw a circle, press the two pressing plates 19, so that the two pressing plates 19 drive the corresponding locking blocks 20 to move slightly towards the middle position of the square shell 2. At this time, the locking slot 9 releases the locking of the locking blocks 20, and the square shell 2 can be removed. Then, press the center positioning post 10 and lock it through the long slot 8 via the spring button. The bottom of the center positioning post 10 will extend out of the bottom of the protractor 1 and contact the blackboard. Then press the column 17 and lock it through the spring button via the extension frame 16. The bottom of the chalk fixed by the chalk clip 13 at the bottom of the column 17 extends out. Rotate with the center positioning post 10 as the center to draw a standard circle. The removed square shell 2 can be used as a ruler to draw line segments of the required length. The straight plate 6 can be flipped with the support 3 as the center. The chalk can be used to draw the required angle by sticking to the straight edge of the inner wall of the protractor 1 and the straight plate 6.

[0027] Finally, it should be noted that the above description is merely a preferred embodiment of this utility model and is not intended to limit the utility model. Although the utility model has been described in detail with reference to the foregoing embodiments, those skilled in the art can still modify the technical solutions described in the foregoing embodiments or make equivalent substitutions for some of the technical features. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of this utility model should be included within the protection scope of this utility model.

Claims

1. A drawing tool for elementary school math teachers to use in teaching drawing, comprising a protractor (1), characterized in that: The protractor (1) is detachably mounted with a square outer shell (2) at its rear end. An angle scale (4) is provided at the top of the protractor (1). A length scale (5) is provided at the rear edge of the top of the square outer shell (2). A long groove (8) is provided at the rear end of the protractor (1) inside the square outer shell (2). A center positioning post (10) is inserted into one side of the long groove (8). A slider (18) is slidably connected to the rear of the outer surface of the long groove (8). An extension frame (16) is provided at the rear end of the slider (18). A column (17) is inserted through the top of the extension frame (16). A chalk clip (13) is provided at the bottom of the column (17). A bracket (3) is provided at the center of the protractor (1). A straight plate (6) is hinged inside the bracket (3).

2. The drawing tool for elementary school mathematics teachers to use in teaching diagrams according to claim 1, characterized in that: The inner wall of the protractor (1) is provided with an arc-shaped groove (7), and one end of the straight plate (6) extends into the arc-shaped groove (7).

3. A drawing tool for elementary school math teachers to use in teaching diagrams, as described in claim 1, characterized in that: The square outer shell (2) is provided with pressing plates (19) on both sides, and the front end of the pressing plates (19) is provided with a locking block (20). The rear end of the protractor (1) is provided with a locking groove (9) that matches the locking block (20).

4. A drawing tool for elementary school math teachers to use in teaching diagrams, as described in claim 1, characterized in that: A first limiting plate (11) is provided on the outer surface of the central positioning post (10) below the long groove (8), and a first reset spring (12) is connected between the top end of the first limiting plate (11) and the bottom end of the long groove (8).

5. A drawing tool for elementary school mathematics teachers to use in teaching diagrams, as described in claim 1, characterized in that: A second limiting plate (14) is provided on the outer surface of the column (17) below the extension frame (16), and a second reset spring (15) is connected between the top of the second limiting plate (14) and the bottom of the extension frame (16).

6. A drawing tool for elementary school mathematics teachers to use in teaching diagrams, as described in claim 1, characterized in that: The central positioning post (10) can be locked by the long slot (8) via a spring button, and the column (17) can be locked by the extension frame (16) via a spring button.

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