Multifunctional mathematical drawing teaching aid

Abstract

The utility model belongs to the field of mathematical drawing teaching aids, and provides a multifunctional mathematical drawing teaching aid which comprises a first compasses supporting leg and a second compasses supporting leg, the second compasses supporting leg is rotationally connected to the first compasses supporting leg, the front end face of the first compasses supporting leg and the front end face of the second compasses supporting leg are provided with drawing positioning assemblies, and the drawing positioning assemblies are connected with the first compasses supporting leg and the second compasses supporting leg. A containing groove is formed in the side wall of the first compass supporting leg. The angle plate is rotationally connected into the containing groove, a rotationally-connected clamping strip is arranged at the bottom of the angle plate, a clamping groove is formed in the bottom of the containing groove, and after the angle plate rotates to a proper angle, the clamping strip is rotationally inserted into the clamping groove. According to the multifunctional compasses, the traditional compasses are subjected to diversified design, so that the functionality of the compasses is improved, and the application range is wider.

Description

Technical Field

[0001] This utility model belongs to the field of mathematical drawing teaching aids, specifically a multifunctional mathematical drawing teaching aid. Background Technology

[0002] Mathematical drawing tools are indispensable tools in mathematics teaching. They can help students better understand mathematical concepts, improve their drawing skills and geometric intuition. Traditional mathematical drawing tools mainly include rulers, set squares, compasses and protractors.

[0003] These traditional mathematical drawing tools hold a very important position. They not only help students master basic geometric concepts and drawing skills, but also cultivate students' spatial imagination, accuracy, patience, and meticulousness.

[0004] Teachers often use compasses in class. By adjusting the distance between the two legs of the compass, circles of different radii can be drawn. However, the existing compasses are designed almost the same as those from a few years ago and lack other functions, which cannot meet the diverse teaching needs. Utility Model Content

[0005] To address the aforementioned technical problems, this utility model provides a multifunctional mathematical drawing teaching tool to solve the problem that existing compasses, when used as drawing tools, have limited functionality and cannot meet diverse teaching needs.

[0006] A multifunctional mathematical drawing teaching tool includes a compass leg one and a compass leg two. The compass leg two is rotatably connected to the compass leg one. The front end face of the compass leg one and the compass leg two is provided with a drawing positioning component. The side wall of the compass leg one is provided with a placement groove.

[0007] It also includes an angle plate, which is rotatably connected in the placement slot. The bottom of the angle plate is provided with a rotatably connected locking strip, and the bottom of the placement slot is provided with a locking groove. When the angle plate is rotated to a suitable angle, the locking strip is rotated and inserted into the locking groove.

[0008] Preferably, the top surface of the compass leg one is provided with a bearing groove, and the compass leg two can be completely rotated into the bearing groove.

[0009] Preferably, the drawing positioning component includes a suction cup and a retaining ring, and the front end face of the compass leg is provided with a positioning post, and the suction cup is rotatably connected to the end of the positioning post away from the compass leg.

[0010] Preferably, the retaining rings are symmetrically fixedly connected to the front end of the compass leg two, and an insertion hole is formed between the opposing arc surfaces of the two retaining rings. The vertical cross-sectional shape of the insertion hole is conical, and the shape of the cone is larger at the top and smaller at the bottom.

[0011] Preferably, the socket is provided with a fitted rubber ring, and the chalk is inserted into the socket and fits against the rubber ring.

[0012] Preferably, a top plate is provided at the bottom of the placement groove and near the front end of the compass leg 1, so that when the angle plate is rotated into the placement groove, the angle plate fits into the top plate.

[0013] Preferably, the angle plate has a rotating shaft inside, the angle plate is connected to the rotating shaft, and the number of the slots in the placement slot is not less than two, and they are evenly distributed.

[0014] Compared with the prior art, the present invention has the following beneficial effects:

[0015] 1. This utility model provides a placement groove on the first leg of a compass, a rotating angle plate in the placement groove, and spaced slots in the placement groove. The slots and the locking strips work together to open the angle plate to different angles. Thus, when it works with the first leg of the compass, it can draw line segments at different angles, thereby improving the functionality of the compass and making its application range wider.

[0016] 2. This utility model sets a positioning post and a suction cup at the front end of the compass leg. The suction cup replaces the conventional pointed tip. On the one hand, it can effectively avoid the situation of accidental injury from the traditional pointed tip when using the compass. On the other hand, the suction cup can be used to attach the compass to the blackboard when drawing a circle, thereby improving the stability of the drawing when the teacher uses the compass to draw on the blackboard.

[0017] 3. This utility model symmetrically sets retaining rings at the front end of the compass leg two, and inserts the chalk into the insertion hole formed by the two retaining rings. The insertion hole is designed in a conical shape, which makes it easier for the chalk to be inserted into the insertion hole. Attached Figure Description

[0018] Figure 1 This is a schematic diagram of the overall compass component structure of this utility model;

[0019] Figure 2 This is a schematic diagram of the structure of the compass component in the open state of this utility model;

[0020] Figure 3 This is a schematic diagram of the structure of the compass support leg and angle plate of this utility model;

[0021] Figure 4 This is a schematic diagram of the structure of the compass leg and retaining ring of this utility model.

[0022] In the picture:

[0023] 1. Compass leg one; 2. Compass leg two; 3. Placement slot; 4. Angle plate; 5. Clip; 6. Slot; 7. Bearing slot; 8. Suction cup; 9. Snap ring; 10. Positioning post; 11. Insertion hole; 12. Rubber ring; 13. Top plate; 14. Rotating shaft. Detailed Implementation

[0024] The embodiments of this utility model will be described in further detail below with reference to the accompanying drawings and examples. The following examples are for illustrative purposes only and should not be construed as limiting the scope of this utility model.

[0025] As attached Figure 1 To be continued Figure 4 As shown:

[0026] Example 1: This utility model provides a multifunctional mathematical drawing teaching tool, including compass leg 1 and compass leg 2. The compass leg 2 is rotatably connected to the compass leg 1. The front end face of the compass leg 1 and the compass leg 2 is provided with a drawing positioning component. The side wall of the compass leg 1 is provided with a placement groove 3.

[0027] It also includes an angle plate 4, which is rotatably connected in the placement groove 3. The bottom of the angle plate 4 is provided with a rotatably connected locking strip 5, and the bottom of the placement groove 3 is provided with a locking groove 6. When the angle plate 4 is rotated to a suitable angle, the locking strip 5 is rotated and inserted into the locking groove 6.

[0028] It should be noted that by setting a placement groove 3 on the compass leg 1, setting a rotating angle plate 4 in the placement groove 3, and setting spaced slots 6 in the placement groove 3, the locking strip 5 cooperates with the slots 6 to drive the angle plate 4 to open to different angles. Thus, after cooperating with the compass leg 1, it can draw line segments at different angles, thereby improving the functionality of the compass and making its application range more extensive.

[0029] In this embodiment, the top surface of the compass leg 1 is provided with a bearing groove 7, and the compass leg 2 can be completely rotated into the bearing groove 7.

[0030] It should be noted that by setting a bearing groove 7 on the compass leg 1, when the compass leg 2 rotates toward the compass leg 1, it can be completely inserted into the bearing groove 7, thereby hiding the compass leg 2 and reducing the size of the device, making it easier to carry.

[0031] In this embodiment, the drawing positioning component includes a suction cup 8 and a retaining ring 9. The front end face of the compass leg 1 is provided with a positioning post 10, and the suction cup 8 is rotatably connected to the end of the positioning post 10 away from the compass leg 1.

[0032] It should be noted that by setting a positioning post 10 and a suction cup 8 at the front end of the compass leg 1, the suction cup 8 replaces the original conventional pointed tip. On the one hand, this can effectively avoid the situation of accidental injury caused by the traditional pointed tip when using the compass. On the other hand, the suction cup 8 allows the compass to be attached to the blackboard when drawing a circle, thereby improving the stability of the drawing when the teacher uses the compass to draw on the blackboard.

[0033] In this embodiment, the retaining rings 9 are symmetrically fixedly connected to the front end of the compass leg 2. An insertion hole 11 is formed between the opposing arc surfaces of the two retaining rings 9. The vertical cross-sectional shape of the insertion hole 11 is conical, and the shape of the cone is larger at the top and smaller at the bottom.

[0034] It should be noted that clasps 9 are symmetrically set at the front end of the compass leg 2. The chalk is inserted into the socket 11 formed by the two clasps 9. The socket 11 is designed in a conical shape to facilitate better insertion of the chalk into the socket 11.

[0035] In this embodiment, a fitted rubber ring 12 is provided inside the socket 11, and the chalk is inserted into the socket 11 and fits into the rubber ring 12.

[0036] It should be noted that by designing a fitted rubber ring 12 inside the socket 11, when the chalk is inserted into the socket 11, it will come into contact with the rubber ring 12. On the one hand, this can better fix the chalk, and on the other hand, the rubber material is soft, which can protect the chalk to a certain extent, thereby preventing it from breaking when inserted.

[0037] In this embodiment, a top plate 13 is provided at the bottom of the placement groove 3 and near the front end of the compass leg 1. When the angle plate 4 is rotated into the placement groove 3, the angle plate 4 fits into the top plate 13.

[0038] It should be noted that a top plate 13 is set at the bottom of the placement groove 3 near the front end. When the angle plate 4 is placed and fits against the top plate 13, a gap is formed between the bottom surface of the angle plate 4 and the bottom surface of the placement groove 3, so that the card strip 5 can be located in the gap, providing storage space for the card strip 5.

[0039] In this embodiment, the angle plate 4 is provided with a rotating shaft 14 inside, the angle plate 4 is connected to the rotating shaft 14, and the number of the slots 6 in the placement slot 3 is not less than two, and they are evenly distributed.

[0040] It should be noted that by designing a rotating shaft 14 on the angle plate 4, the angle plate 4 can rotate on the compass leg 1. Multiple slots 6 are set in the placement groove 3 and are distributed at intervals. The distance between the center points of two adjacent slots 6 can be determined according to the rotation angle of the angle plate 4. For example, after the clip 5 moves from one slot 6 to the next slot 6, the angle plate 4 rotates outward by 15 degrees or other degrees. This can be adjusted flexibly.

[0041] As can be seen from the above, when the teacher needs to use the compass drawing tool during class, the chalk is first inserted between the two retaining rings 9 on the second leg 2 of the compass. The two retaining rings 9 form an insertion hole 11, and there is a rubber ring 12 inside the insertion hole 11. The internal shape of the insertion hole 11 is conical. After the chalk is inserted, it can be fixed by the rubber ring 12. The front end of the first leg 1 of the compass is connected to a suction cup 8 through the positioning post 10. The suction cup 8 is fixed on the blackboard. The suction cup 8 and the positioning post 10 are connected by rotation. By rotating the first leg 1 of the compass, circles can be drawn on the blackboard.

[0042] Meanwhile, the compass leg 1 has a scale line on the side away from the placement groove 3. When the compass leg 2 rotates into the bearing groove 7, lines of different lengths can be drawn on the blackboard through the scale of the compass leg 1.

[0043] When it is necessary to draw a line at a certain angle, the angle plate 4 is rotated out of the placement slot 3. The retaining strip 5 on the angle plate 4 is also connected to the placement slot 3 through the rotating shaft 14. The angle plate 4 is rotated outward to form a certain angle with the top surface of the compass leg 1. After rotating to the appropriate angle, the retaining strip 5 is inserted into the corresponding retaining slot 6, thereby fixing the angle plate 4. This allows it to cooperate with the compass leg 1 to draw line segments at different angles. Multiple retaining slots 6 are set in the placement slot 3 and are distributed at intervals. The distance between the center points of two adjacent retaining slots 6 can be determined according to the rotation angle of the angle plate 4. For example, after the retaining strip 5 moves from one retaining slot 6 to the next retaining slot 6, the angle plate 4 rotates outward by 15 degrees, 10 degrees, or 5 degrees. This can be flexibly adjusted, thereby improving the overall functionality of the compass and making its functions more diverse.

[0044] The embodiments of this utility model are given for the purpose of illustration and description. Although embodiments of this utility model have been shown and described above, it is understood that the above embodiments are exemplary and should not be construed as limiting the utility model. Those skilled in the art can make changes, modifications, substitutions and variations to the above embodiments within the scope of this utility model.

Claims

1. A multifunctional mathematical drawing teaching tool, characterized in that, include: Compass support leg one (1) and compass support leg two (2), the compass support leg two (2) is rotatably connected to the compass support leg one (1), the front end face of the compass support leg one (1) and the compass support leg two (2) is provided with a drawing positioning component, and the side wall of the compass support leg one (1) is provided with a placement groove (3). It also includes an angle plate (4), which is rotatably connected in the placement groove (3). The bottom of the angle plate (4) is provided with a rotatably connected locking strip (5), and the bottom of the placement groove (3) is provided with a slot (6). When the angle plate (4) is rotated to a suitable angle, the locking strip (5) is rotated and inserted into the slot (6).

2. The multifunctional mathematical drawing teaching aid as described in claim 1, characterized in that: The top surface of the compass leg one (1) is provided with a bearing groove (7), and the compass leg two (2) can be completely rotated into the bearing groove (7).

3. The multifunctional mathematical drawing teaching aid as described in claim 1, characterized in that: The drawing positioning component includes a suction cup (8) and a retaining ring (9). The front end face of the compass leg (1) is provided with a positioning post (10). The suction cup (8) is rotatably connected to the end of the positioning post (10) away from the compass leg (1).

4. The multifunctional mathematical drawing teaching aid as described in claim 3, characterized in that: The retaining ring (9) is symmetrically fixedly connected to the front end of the compass leg (2). An insertion hole (11) is formed between the opposite arc surfaces of the two retaining rings (9). The vertical cross-section of the insertion hole (11) is conical, and the shape of the cone is larger at the top and smaller at the bottom.

5. The multifunctional mathematical drawing teaching aid as described in claim 4, characterized in that: The insertion hole (11) is provided with a fitted rubber ring (12), and the chalk is inserted into the insertion hole (11) and fits into the rubber ring (12).

6. The multifunctional mathematical drawing teaching aid as described in claim 1, characterized in that: A top plate (13) is provided at the bottom of the placement groove (3) and near the front end of the compass leg (1). When the angle plate (4) is rotated into the placement groove (3), the angle plate (4) fits into the top plate (13).

7. The multifunctional mathematical drawing teaching aid as described in claim 6, characterized in that: The angle plate (4) is provided with a rotating shaft (14) inside, and the angle plate (4) is connected to the rotating shaft (14). The number of slots (6) in the placement slot (3) is not less than two, and they are evenly distributed.

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