Auxiliary toy for teaching young join mathematics

Abstract

The utility model relates to the technical field of toys, in particular to a young join mathematics teaching auxiliary toy which comprises a second bottom plate of a balance model and a first bottom plate of an arithmetic model, the first bottom plate and the second bottom plate are fixedly connected, a square groove and a circular groove are formed in the surface of the first bottom plate, an insertion block is fixedly connected to the surface of the second bottom plate, and the square groove and the circular groove are formed in the surface of the second bottom plate. And the surface of the inserting block is provided with an inserting groove, the inserting block is inserted into the square groove, the surface of the first bottom plate is fixedly connected with a lock catch assembly, the lock catch assembly comprises a sleeve, and the interior of the sleeve is slidably connected with a plug pin. According to the utility model, the bottom plate II of the balance model and the bottom plate I of the arithmetic model can be fixedly connected, so that the balance model and the arithmetic model can be kept stable when being carried and moved, the phenomenon of falling damage caused by accidental separation is avoided, and meanwhile, the balance model and the arithmetic model are convenient to disassemble and assemble; and the disassembly and assembly convenience and the disassembly and assembly working efficiency are improved.

Description

Technical Field

[0001] This utility model relates to the field of toy technology, and in particular to a math teaching aid to facilitate the transition from kindergarten to primary school. Background Technology

[0002] Educational toys are toys used in conjunction with teaching, primarily in kindergartens and primary and secondary schools for technology classes, experiments, and extracurricular sports activities. Announcement No. CN221632131U discloses a mathematical toy model for mathematics education, belonging to the field of mathematics education technology. Its key technical features include a balance component with a counterweight component fixedly connected to its bottom. An arithmetic component is snapped onto the right side of the counterweight component. The balance component includes a support, a lever, and a tray. The balance component fixes the working position of the counterweight component. The balance component and counterweight component work together to facilitate teaching, helping children understand the size of numbers. The counterweight component assists the balance component in comparing the size of different numbers. Finally, the arithmetic component helps children learn relevant mathematical knowledge. The counterweight component fixes the working position of the counterweight component, the support restricts the rotation of the lever, and the lever restricts the working position of the tray, enabling comparison between the trays. Finally, the tray and counterweight component work together to facilitate the operation of the counterweight component. However, in the use of the above technology, the balance component and the arithmetic component are simply fixed by the clips on the storage plate of the balance component, which are inserted into the support plate of the arithmetic component. However, this method is not secure and the two components can easily separate when the balance component and the arithmetic component are moved. In particular, the two components are more likely to separate accidentally when being carried and moved, which may cause one of them to fall and be damaged. Therefore, improvements are needed. Utility Model Content

[0003] The purpose of this utility model is to solve the technical problems mentioned in the background art.

[0004] This utility model adopts the following technical solution: a math teaching aid toy for early childhood education, including a balance model base plate two and an arithmetic model base plate one, the base plate one and the base plate two are fixedly connected, the surface of the base plate one is provided with a square groove and a round groove, the surface of the base plate two is fixedly connected with an insert block, the surface of the insert block is provided with a slot, the insert block is inserted into the square groove, the surface of the base plate one is fixedly connected with a locking assembly, the locking assembly includes a sleeve, the inside of the sleeve is slidably connected with a pin, the surface of the pin is fixedly connected with a pull rod, one end of the pull rod is fixedly connected with a handle, the surface of the pull rod is sleeved with a spring, and the slot is inserted into the slot.

[0005] Preferably, there are two sets of inserts, symmetrically distributed on both sides of the center of the surface of the second base plate, and two sets of pins, symmetrically distributed on both sides of the center of the surface of the first base plate. This improves the stability of the connection between the first base plate and the second base plate.

[0006] Preferably, a rod is fixedly connected to the surface of the second base plate, and the rod is inserted into the interior of the circular groove. This serves to position and assist in fixing, further increasing the stability of the connection between the first and second base plates and further preventing displacement between them.

[0007] Preferably, a magnet is fixedly connected inside the slot, and the magnet is magnetically connected to the pin. Here, the magnetic connection enhances the stability of the connection and reduces the risk of component separation due to pin loosening.

[0008] Preferably, an arc plate is fixedly connected to the surface of the sleeve, and the surface of the arc plate has a slot. Here, by placing the handle on the pull rod into the slot on the arc plate, it can further assist in the assembly and disassembly of the balance model and the arithmetic model, thereby further improving the convenience of assembly and disassembly.

[0009] Preferably, both the first and second base plates have anti-slip pads fixedly connected to their lower surfaces. These anti-slip pads are made of rubber, and limit components are fixedly connected to their surfaces. Here, the anti-slip pads ensure the toy remains stable on flat surfaces such as tabletops, preventing the toy from sliding and interfering with the child's operation and learning, allowing the child to focus on math games and learning tasks.

[0010] Preferably, the limiting component includes a T-slot and a limiting rod. The lower surface of the base plate has a T-slot and a limiting groove. The T-slot is slidably connected inside the T-slot, and the limiting rod is inserted inside the limiting groove. The T-slot and the limiting rod are made of the same material as the anti-slip pad. This improves the stability of the connection between the protective pad and the base plate, and also facilitates the disassembly and assembly of the anti-slip pad, making it easier to replace aged or damaged pads later to avoid affecting its use.

[0011] Compared with the prior art, the advantages and positive effects of this utility model are as follows:

[0012] 1. This utility model incorporates a sleeve, pin, pull rod, spring, handle, and insert block structure. When separating the balance model and the arithmetic model, pulling the handle causes the pull rod and pin to slide inside the sleeve, disengaging the pin from the slot on the insert block. Then, rotating the handle allows it to engage with the groove on the arc plate, separating the balance mold from the arithmetic mold. This allows for a fixed connection between the base plate two of the balance model and the base plate one of the arithmetic model, ensuring stability during transport and movement and preventing accidental detachment and damage. It also facilitates assembly and disassembly, improving convenience and efficiency.

[0013] 2. In this utility model, by setting an anti-slip mat and a T-shaped limiting rod structure, when the anti-slip mat is installed on the bottom surface of the base plate, the T-shaped rod on the anti-slip mat is slidably connected to the T-shaped groove on the base plate, and the limiting rod is inserted into the limiting groove. This ensures that the anti-slip mat keeps the toy stable on flat surfaces such as tabletops, preventing the toy from sliding and interfering with the child's operation and learning, allowing the child to focus on math games and learning tasks. On the other hand, it also facilitates the disassembly and assembly of the anti-slip mat, making it convenient to replace the aged and damaged anti-slip mat later to avoid affecting its use. Attached Figure Description

[0014] Figure 1 A schematic diagram of a math teaching aid for the transition from preschool to primary school is provided for this utility model;

[0015] Figure 2 An exploded view of a math teaching aid for early childhood education is provided for this utility model.

[0016] Figure 3 This utility model proposes a math teaching aid toy for the transition from kindergarten to primary school. Figure 2 Enlarged view of point A in the middle;

[0017] Figure 4 This utility model proposes a math teaching aid toy for the transition from kindergarten to primary school. Figure 2 Enlarged view at point B in the middle;

[0018] Figure 5 This invention provides a partial schematic diagram of a math teaching aid for the transition from preschool to primary school.

[0019] Legend:

[0020] 1. Base plate one; 2. Base plate two; 3. Insert block; 4. Square groove; 5. Insert rod; 6. Round groove; 7. Sleeve; 8. Pin; 9. Pull rod; 10. Spring; 11. Slot; 12. Magnet; 13. Arc plate; 14. Groove; 15. Anti-slip pad; 16. T-shaped rod; 17. Limiting rod; 18. T-shaped groove; 19. Limiting groove; 20. Handle. Detailed Implementation

[0021] To better understand the above-mentioned objectives, features, and advantages of this utility model, the present utility model will be further described below with reference to the accompanying drawings and embodiments. It should be noted that, unless otherwise specified, the embodiments and features described in these embodiments can be combined with each other.

[0022] Many specific details are set forth in the following description in order to provide a full understanding of the present invention. However, the present invention may also be implemented in other ways different from those described herein. Therefore, the present invention is not limited to the specific embodiments disclosed in the following specification.

[0023] Example 1

[0024] Please see Figure 1-4 This utility model provides a technical solution: a math teaching aid toy for early childhood education, comprising a balance model base plate 2 and an arithmetic model base plate 1, which are fixedly connected. The surface of base plate 1 has a square groove 4 and a round groove 6. A plug 3 is fixedly connected to the surface of base plate 2, and a slot 11 is formed on the surface of plug 3, which is inserted into the square groove 4. A locking assembly is fixedly connected to the surface of base plate 1, including a sleeve 7, a pin 8 slidably connected inside the sleeve 7, a pull rod 9 fixedly connected to the surface of the pin 8, a handle 20 fixedly connected to one end of the pull rod 9, and a spring 10 sleeved on the surface of the pull rod 9. The slot 11 is inserted inside the slot 11. There are two sets of insert blocks 3, which are symmetrically distributed on both sides of the middle of the surface of the second base plate 2. There are two sets of pins 8, which are symmetrically distributed on both sides of the middle of the surface of the first base plate 1. This improves the stability of the connection between the first base plate 1 and the second base plate 2. The surface of the second base plate 2 is fixedly connected with a rod 5, which is inserted into the inside of the circular groove 6. This serves to position and assist in fixing, further increasing the stability of the connection between the first base plate 1 and the second base plate 2, and further preventing displacement between the two. The slot 11 is fixedly connected with a magnet 12, which is magnetically connected to the pin 8. Here, the magnetic connection enhances the stability of the connection and reduces the risk of component separation due to loosening of the pin 8. The surface of the sleeve 7 is fixedly connected to the arc plate 13, and the surface of the arc plate 13 has a slot. Here, the handle 20 on the pull rod 9 can be placed in the slot 14 on the arc plate 13, which further assists in the disassembly and assembly of the balance model and the arithmetic model, and further improves the convenience of disassembly and assembly.

[0025] Example 2

[0026] Please see Figure 2-5Both base plate 1 and base plate 2 have anti-slip pads 15 fixedly connected to their lower surfaces. The anti-slip pads 15 are made of rubber, and a limiting component is fixedly connected to the surface of the anti-slip pads 15. Here, the anti-slip pads 15 ensure that the toys remain stable on flat surfaces such as tabletops, preventing the toys from sliding and interfering with the children's operation and learning, allowing the children to focus on math games and learning tasks. The limiting component includes a T-slot 18 and a limiting rod 17. The lower surface of base plate 1 has a T-slot 18 and a limiting groove 19. The T-slot 16 is slidably connected inside the T-slot 18, and the limiting rod 17 is inserted inside the limiting groove 19. The T-slot 16 and the limiting rod 17 are made of the same material as the anti-slip pads 15. This can improve the stability of the connection between the anti-slip pads 15 and base plate 1, and also facilitate the disassembly and assembly of the anti-slip pads 15, making it convenient to replace the aged and damaged anti-slip pads 15 in the future, so as not to affect the use.

[0027] Working principle: During use, when it is necessary to separate the balance model and the mathematical model for demonstration and teaching, the balance model and the mathematical model need to be separated. When separating the balance model and the arithmetic model, pull handle 20. Handle 20 causes the lever 9 and the pin 8 to slide inside the sleeve 7 and compress the spring 10. The pin 8 disengages from the slot 11 on the insert block 3. Then, rotate handle 20 to engage it inside the groove 14 on the arc plate 13. This separates the balance mold from the arithmetic mold. The lever 5 and the insert block 3 on the second base plate 2 disengage from the circular groove 6 and square groove 4 on the first base plate 1, respectively. This allows the base plate 2 of the balance model to be fixedly connected to the base plate 1 of the arithmetic model, enabling... When carrying and moving the balance model and arithmetic model, they can remain stable with each other, preventing accidental detachment and falling damage. This also facilitates disassembly and assembly, improving convenience and efficiency. When the protective pad is installed on the bottom surface of the base plate 1, the T-shaped rod 16 on the anti-slip pad 15 slides into the T-shaped groove 18 on the base plate 1, while the limiting rod 17 is inserted into the limiting groove 19. This ensures the anti-slip pad 15 keeps the toy stable on flat surfaces like tabletops, preventing it from slipping and interfering with children's operation and learning, allowing them to focus on math games and learning tasks. Furthermore, it facilitates disassembly and assembly of the anti-slip pad 15, making it easy to replace worn or damaged pads later to avoid affecting its use.

[0028] The above description is merely a preferred embodiment of the present utility model and is not intended to limit the present utility model in any other way. Any person skilled in the art may make changes or modifications to the above-disclosed technical content to create equivalent embodiments for application in other fields. However, any simple modifications, equivalent changes, and modifications made to the above embodiments based on the technical essence of the present utility model without departing from the technical solution of the present utility model shall still fall within the protection scope of the present utility model.

Claims

1. A math teaching aid for early childhood education, comprising a base plate two (2) of a balance scale model and a base plate one (1) of an arithmetic model, characterized in that: The base plate 1 (1) and the base plate 2 (2) are fixedly connected. The surface of the base plate 1 (1) is provided with a square groove (4) and a round groove (6). The surface of the base plate 2 (2) is fixedly connected with a plug (3). The surface of the plug (3) is provided with a slot (11). The plug (3) is inserted into the square groove (4). The surface of the base plate 1 (1) is fixedly connected with a locking assembly. The locking assembly includes a sleeve (7). The inside of the sleeve (7) is slidably connected with a pin (8). The surface of the pin (8) is fixedly connected with a pull rod (9). One end of the pull rod (9) is fixedly connected with a handle (20). The surface of the pull rod (9) is fitted with a spring (10). The slot (11) is inserted into the slot (11).

2. The early childhood education math teaching aid toy according to claim 1, characterized in that: There are two sets of the inserts (3), and the two sets of inserts (3) are symmetrically distributed on both sides of the middle part of the surface of the second base plate (2). There are two sets of the pins (8), and the two sets of pins (8) are symmetrically distributed on both sides of the middle part of the surface of the first base plate (1).

3. The early childhood education math teaching aid toy according to claim 1, characterized in that: A rod (5) is fixedly connected to the surface of the base plate (2), and the rod (5) is inserted into the inside of the circular groove (6).

4. The early childhood education math teaching aid toy according to claim 1, characterized in that: A magnet (12) is fixedly connected inside the slot (11), and the magnet (12) is magnetically connected to the pin (8).

5. The early childhood education math teaching aid toy according to claim 1, characterized in that: The sleeve (7) is fixedly connected to an arc plate (13), and the surface of the arc plate (13) is provided with an insertion port (14).

6. The early childhood education math teaching aid toy according to claim 1, characterized in that: The lower surfaces of both the base plate 1 (1) and the base plate 2 (2) are fixedly connected with anti-slip pads (15), which are made of rubber and have limit components fixedly connected to their surfaces.

7. The early childhood education math teaching aid toy according to claim 6, characterized in that: The limiting component includes a T-slot (18), a limiting rod (17), and a T-rod (16). The lower surface of the base plate (1) is provided with a T-slot (18) and a limiting groove (19). The T-rod (16) is slidably connected inside the T-slot (18), and the limiting rod (17) is inserted inside the limiting groove (19). The T-rod (16) and the limiting rod (17) are made of the same material as the anti-slip pad (15).

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