Auxiliary learning tool for multiplication table

Abstract

The utility model relates to an auxiliary learning tool for a multiplication table, which comprises a box body, and a multiplicand assembly, a multiplier assembly and a product assembly are transversely arranged in the box body at intervals. The multiplicand assembly and the multiplier assembly are the same in structure and comprise a rotating shaft arranged in a rotating mode, the rotating shaft is provided with a driven gear and a number wheel, the driven gear is meshed with a driving gear arranged in a rotating mode, the driving gear is connected with a driving rod A, the driving rod A is connected with a handle A, and numbers from 1 to 9 are evenly arranged on the number wheel. The product number assembly comprises two synchronous belt wheels which are longitudinally arranged at intervals, a synchronous belt is arranged between the two synchronous belt wheels, product numbers are evenly arranged on the synchronous belt, at least one synchronous belt wheel is connected with a driving rod B, and the driving rod B is connected with a handle B; a cover plate is arranged at the upper end of the box body, and three openings are formed in the cover plate and used for displaying three sets of numbers. The device is reasonable in structural design, improves the learning interest of students, is convenient to carry and practice at any time, and helps the students to rapidly master the multiplication table.

Description

TECHNICAL FIELD

[0001] The utility model relates to multiplication oral formula auxiliary learning appliance. BACKGROUND

[0002] Multiplication oral formula is the basic skill of primary school arithmetic and the important content in mathematics learning. Proficiently mastering multiplication oral formula table helps improving calculation efficiency, cultivating logical thinking and mathematical ability. In daily teaching, multiplication oral formula teaching mainly takes teaching material as the main part, and then verifies student's mastery through classroom practice and questioning mode. According to the author's teaching experience for many years and the understanding of surrounding teachers, multiplication oral formula learning seems simple, but it is not easy to let students master it in a short time. Most students need 1 to 3 months to master it, a few students can master it within 1 month, and a very few students may need a semester to master it.

[0003] In order to enable students to quickly and proficiently master multiplication oral formula, the prior art has made various attempts, for example, Chinese patent discloses a multiplication oral formula children intelligence learning tool (authorized publication number: CN210925089U), which embodies multiplication oral formula in the form of a turntable, can stimulate students' learning interest, attract students' attention, and help students master multiplication oral formula as soon as possible. Practice has proved that in addition to mobilizing the enthusiasm of students, necessary after-school practice is also important, however, the above technical scheme and most of the existing multiplication oral formula tools (teaching aids) are only suitable for classroom use, and cannot meet the needs of students' after-school practice. Therefore, it is necessary to design a learning appliance which not only has a certain attraction, but also takes into account the use in class and after class.

[0004] It should be noted that the above content belongs to the technical cognition range of the inventor and does not necessarily constitute the prior art. SUMMARY

[0005] The utility model aims at solving the problems existing in the prior art, and provides multiplication oral formula auxiliary learning appliance, which has the advantages of reasonable structure design, improved learning interest of students, convenient carrying for practice at any time, and help students quickly master multiplication oral formula.

[0006] The utility model realizes the above-mentioned purposes by adopting the following technical scheme:

[0007] Multiplication auxiliary learning tool, including box, being multiplied element, multiplication element and product element are arranged in the box, the being multiplied element and multiplication element are same in structure, including rotation setting pivot, the pivot is equipped with driven gear and number wheel respectively, the driven gear is engaged with rotation setting driving gear, the driving gear is connected with driving rod A, driving rod A is connected with handle A, the number wheel is uniformly equipped with number 1~9, the product element includes two synchronous pulleys which are arranged in longitudinal direction, synchronous belt is arranged between two synchronous pulleys, the synchronous belt is uniformly equipped with product number, at least one synchronous pulley is connected with driving rod B, driving rod B is connected with handle B, the upper end of box is equipped with cover plate, three openings are arranged on the cover plate respectively, and three groups of numbers are displayed.

[0008] The driving rod A and driving rod B are designed as telescopic rods, and the side wall of the box is provided with a clamping groove for accommodating the handle A or the handle B.

[0009] The multiplication sign is arranged between the two openings above the being multiplied element and the multiplication element, and the equal sign is arranged between the two openings above the multiplication element and the product element.

[0010] The box is designed in the shape of a rectangular parallelepiped.

[0011] The utility model discloses the above -mentioned structure can bring following beneficial effects:

[0012] (1) the being multiplied element, multiplication element and product element are integrated into the box, and students can put them into the schoolbag for carrying, so that the students can practice at any time during the class and after the class, (2) the practice mode is to switch the numbers by operating the handle, which can help to arouse the interest of students, (3) the practice mode can be carried out by oneself or two people, which can not only interact with classmates, but also interact with parents, stimulate the initiative and the motility of students, and help students to quickly master the multiplication. DRAWINGS:

[0013] Fig. 1 It is the top view of the multiplication auxiliary learning tool of the utility model;

[0014] Fig. 2 It is the structure schematic view of the multiplication auxiliary learning tool of the utility model without cover plate;

[0015] Fig. 3 It is the side view of the multiplication auxiliary learning tool of the utility model;

[0016] In the figure, 1, box, 2, multiplicand component, 3, multiplier component, 4, product component, 5, rotating shaft, 6, driven gear, 7, number wheel, 8, driving gear, 9, driving rod A, 10, handle A, 11, synchronous pulley, 12, synchronous belt, 13, driving rod B, 14, handle B, 15, cover plate, 16, opening, 17, multiplicand, 18, multiplier, 19, product, 20, clamping groove, 21, multiplication sign, 22, equal sign. DETAILED DESCRIPTION

[0017] In order to more clearly illustrate the overall concept of the present application, the following will be described in detail with reference to the accompanying drawings.

[0018] In the following description, a number of specific details are set forth in order to provide a thorough understanding of the present application. However, the present application can be practiced without the specific details, other than those described in the specification, and therefore, the scope of the present application is not limited to the specific embodiments disclosed in the specification.

[0019] Each of the embodiments in the specification is described in a progressive manner, and the same or similar parts between the embodiments can be referred to each other, and each embodiment focuses on the difference from other embodiments.

[0020] In addition, the terms "transverse", "longitudinal", "vertical", and the like are only for description purposes, and cannot be understood as indicating or implying relative importance or implicitly indicating the position of the technical features indicated.

[0021] In the present application, unless otherwise explicitly specified and limited, the terms "provided with", "provided", "connected", and the like should be understood in a broad sense, for example, it can be fixedly connected, or detachably connected, or integrated; it can be mechanically connected; it can be directly connected, or indirectly connected through an intermediate medium. For those skilled in the art, the specific meaning of the above terms in the present application can be understood according to the specific circumstances.

[0022] As Figs. 1-3As shown, the multiplication table auxiliary learning tool comprises a box 1, the box 1 is transversely spaced apart to be provided with a multiplicand component 2, a multiplier component 3 and a product component 4; the multiplicand component 2 and the multiplier component 3 are the same structure, comprising a rotating shaft 5, the rotating shaft 5 is respectively provided with a driven gear 6 and a number wheel 7, the driven gear 6 is engaged with a driving gear 8 arranged in rotation, the driving gear 8 is connected with a driving rod A 9, the driving rod A 9 is connected with a handle A 10, the number wheel 7 is uniformly provided with numbers 1-9; the product component 4 comprises two synchronous pulleys 11 arranged longitudinally, a synchronous belt 12 is arranged between the two synchronous pulleys 11, the synchronous belt 12 is uniformly provided with product numbers, at least one synchronous pulley 11 is connected with a driving rod B 13, the driving rod B 13 is connected with a handle B 14; the upper end of the box 1 is provided with a cover plate 15, the cover plate 15 is respectively provided with three openings 16 for displaying three groups of numbers. By integrating the multiplicand component 2, the multiplier component 3 and the product component 4 into the box 1, it is convenient for students to put them into the schoolbag for carrying, and then the purpose of practicing at any time during and after class can be realized; the practice mode is to realize number switching by operating the handle, which helps to arouse the interest of students in learning; the practice mode can not only be carried out by oneself, but also can be carried out by two people, which not only can interact with classmates, but also can interact with parents, stimulate the initiative and activity of students, and help students quickly master the multiplication table. The specific interaction mode can be that one person selects the multiplicand 17 and the multiplier 18 by rotating the handle A 10 (equivalent to giving a question), and the other person selects the product 19 by rotating the handle B 14 (equivalent to giving an answer), and the reverse training can also be carried out, that is, one person selects the product 19 by rotating the handle B 14 (asks a question), and the other person selects the multiplicand 17 and the multiplier 18 by rotating the handle A 10 (answers, part of the product number corresponds to the case, for example, the product number 24, 24=3*8, 24=4*6). Since there are 36 product numbers, and there are only 9 multiplicands and multipliers, the multiplicand 17 and the multiplier 18 are displayed by the number wheel 7, and the product 19 is displayed by the synchronous belt 12 with larger area.

[0023] The driving rod A 9 and the driving rod B 13 are designed as telescopic rods, and the side wall of the box 1 is provided with a clamping groove 20 for accommodating the handle A 10 or the handle B 14. The telescopic rod design is mainly convenient for stretching out and retracting the handle, and thus more convenient for carrying (convenient for storage).

[0024] The two openings 16 above the multiplicand component 2 and the multiplier component 3 are provided with a multiplication sign 21, and the two openings 16 above the multiplier component 3 and the product component 4 are provided with an equal sign 22. Further clarify the multiplication table.

[0025] The box 1 is designed in the shape of a rectangular parallelepiped. The rectangular parallelepiped structure not only facilitates carrying, but also has sufficient internal space, which is convenient for layout of the installation positions of various components.

[0026] The above detailed description does not limit the scope of the application, and any modification or transformation made by those skilled in the art to the embodiments of the application falls within the scope of the application.

[0027] The details of the application not described are known to those skilled in the art.

Claims

1. A multiplication aid for learning multiplication tables, characterized by Including box, the box is equipped with the multiplicand component, multiplicand component and product component in lateral spacing; the multiplicand component and multiplicand component structure are same, including the rotation setting pivot, the pivot is equipped with driven gear and number wheel respectively, the driven gear is engaged with the rotation setting driving gear, the driving gear is connected with driving rod A, the driving rod A is connected with handle A, the number wheel is uniformly equipped with number 1~9;The product component includes longitudinally spaced two synchronous pulleys, and is equipped with synchronous belt between two synchronous pulleys, the synchronous belt is uniformly equipped with product number, at least one synchronous pulley is connected with driving rod B, the driving rod B is connected with handle B;The upper end of the box is equipped with cover plate, the cover plate is respectively equipped with three openings, for showing three groups of numbers.

2. The multiplication fact aid learning tool of claim 1, wherein The driving rod A and driving rod B are designed into telescopic rod, and the sidewall of the box is provided with a clamping groove for accommodating the handle A or handle B.

3. The multiplication-fact aid learning tool according to claim 1 or 2, characterized by The two openings above the multiplicand component and multiplicand component are equipped with multiplication sign, and the two openings above the multiplicand component and product component are equipped with equal sign.

4. The multiplication fact aid learning tool of claim 3, wherein The box is designed into rectangular parallelepiped shape.

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