Mathematics teaching aid

Abstract

The utility model relates to the field of math teaching aids, and particularly discloses a math teaching aid which comprises a teaching aid storage box, a partition plate mechanism is arranged in the teaching aid storage box, the partition plate mechanism comprises a transverse partition plate and a longitudinal partition plate, a splicing slot is formed in the longitudinal partition plate, and a limiting bayonet is formed in the position, corresponding to the splicing slot, of the upper surface of the transverse partition plate. Hollow grooves are formed in the transverse partition plate in an array mode, poke rods are installed in the hollow grooves, a teaching aid mechanism is arranged at the position, located in the teaching aid storage box, of the interval between the transverse partition plate and the longitudinal partition plate, a plurality of spliced teaching aids are arranged in the teaching aid mechanism, and movable through holes are formed in the centers of the spliced teaching aids. After the mounting groove in the side surface of the spliced teaching aid is integrally pressed and clamped at one end of the poke rod, the poke rod is integrally arranged in the movable through hole in the spliced teaching aid, so that different numbers of spliced teaching aids can be poked at the two ends of the poke rod to train children to learn arithmetic.

Description

Technical Field

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

[0002] Mathematical thinking aids are tools used to help students understand and master mathematical concepts, cultivate logical thinking and problem-solving abilities. They concretize abstract mathematical concepts through intuitive physical models or interactive activities, and are suitable for students of different ages and mathematical levels. Building blocks are used for learning geometry, spatial thinking and basic arithmetic: by building with blocks, students can understand geometric concepts such as shape, volume, and symmetry. Building blocks are usually used in teaching mathematics to preschool children.

[0003] However, most current building block educational toys can only be used to understand geometric shapes through stacking, and cannot effectively help children understand numerical calculations, thus their practicality is low. Utility Model Content

[0004] In view of the shortcomings of the existing technology, this utility model provides a mathematical teaching tool that solves the problems mentioned in the background.

[0005] This utility model provides the following technical solution: a mathematical teaching aid, including a teaching aid storage box, wherein the internal part of the teaching aid storage box is provided with a partition mechanism, the partition mechanism including: a horizontal partition and a vertical partition, the internal part of the vertical partition is provided with a splicing slot, the upper surface of the horizontal partition is provided with a limiting slot corresponding to the position of the splicing slot, the internal part of the horizontal partition is provided with an array of hollow grooves, the internal part of the hollow grooves is provided with a toggle rod, the interval between the horizontal partition and the vertical partition is provided with a teaching aid mechanism inside the teaching aid storage box, the internal part of the teaching aid mechanism is provided with multiple splicing teaching aids, the center position of the splicing teaching aid is provided with a movable through hole, and the outer side wall of the splicing teaching aid is provided with an installation groove on one side through the movable through hole.

[0006] As a further embodiment of this utility model: the side surface of the teaching aid storage box is provided with slots corresponding to the two ends of the transverse partition, the upper surface of the assembled teaching aid is provided with a docking rod, and the lower surface of the assembled teaching aid is provided with a docking hole corresponding to the position of the docking rod.

[0007] As a further improvement of this utility model: the teaching aid storage box is provided with a cover on the top, and the upper surface of the cover is provided with an array of splicing holes.

[0008] As a further improvement of this utility model: the toggle lever is fixedly connected to the transverse partition, and the longitudinal partition is engaged with the limiting slot through the splicing slot.

[0009] As a further embodiment of this utility model: the inner diameter of the movable through hole is greater than the outer diameter of the actuating rod, and the inner diameter of the mounting groove is less than the outer diameter of the actuating rod.

[0010] As a further improvement of this utility model: the transverse partition is engaged with the slot, and the docking hole is engaged with the docking rod.

[0011] As a further improvement of this utility model, the inner diameter of the splicing socket is greater than the outer diameter of the splicing teaching aid.

[0012] Compared with the prior art, the beneficial effects of this utility model are:

[0013] After removing the horizontal partition that is snapped into the slot from the inside of the teaching aid storage box, the mounting groove on the side surface of the assembly teaching aid is pressed and snapped into place at one end of the lever. The lever is then set in the movable through hole inside the assembly teaching aid. Therefore, different numbers of assembly teaching aids can be moved at both ends of the lever to train children's arithmetic learning.

[0014] The horizontal partitions can be used to install different numbers of vertical partitions, thus dividing the space inside the teaching aid storage box. This allows for the placement of teaching aids of different shapes in different spaces, making it convenient for children to access and use them. Attached Figure Description

[0015] Figure 1 A schematic diagram of the structure of a mathematical teaching tool;

[0016] Figure 2 This is a schematic diagram of a partition mechanism in a mathematical teaching tool.

[0017] Figure 3 This is an internal diagram of a math teaching aid storage box.

[0018] Figure 4 This is a schematic diagram of the structure of a teaching aid mechanism in a mathematical teaching tool.

[0019] Figure 5 This is a structural diagram of a mathematical teaching aid that involves assembling different teaching tools.

[0020] In the diagram: 1. Teaching aid storage box; 2. Cover; 3. Splicing socket; 4. Partition mechanism; 5. Teaching aid mechanism; 101. Slot; 401. Horizontal partition; 402. Vertical partition; 403. Splicing slot; 404. Limiting bayonet; 405. Hollow groove; 406. Actuating rod; 501. Splicing teaching aid; 502. Movable through hole; 503. Mounting groove; 504. Connecting socket; 505. Connecting rod. Detailed Implementation

[0021] 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.

[0022] like Figure 1-5 As shown, this embodiment provides a mathematical teaching aid, including a teaching aid storage box 1. The storage box 1 has an internal partition mechanism 4, which includes a horizontal partition 401 and a vertical partition 402. The vertical partition 402 has a splicing slot 403 inside. The upper surface of the horizontal partition 401 has a limiting slot 404 corresponding to the position of the splicing slot 403. The vertical partition 402 is engaged with the limiting slot 404 through the splicing slot 403. The horizontal partition 401 has an array of hollow grooves 405 inside. A toggle lever 406 is installed inside the hollow grooves 405. The movable rod 406 is fixedly connected to the transverse partition 401. The space between the transverse partition 401 and the longitudinal partition 402 is located inside the teaching aid storage box 1, where a teaching aid mechanism 5 is provided. Multiple splicing teaching aids 501 are provided inside the teaching aid mechanism 5. A movable through hole 502 is provided at the center of the splicing teaching aid 501. The inner diameter of the movable through hole 502 is longer than the outer diameter of the movable rod 406. An installation groove 503 is provided on one side of the outer wall of the splicing teaching aid 501 that passes through the movable through hole 502. The inner diameter of the installation groove 503 is shorter than the outer diameter of the movable rod 406.

[0023] like Figure 2-3 As shown, in this embodiment, slots 101 are provided on the side surface of the teaching aid storage box 1 at both ends of the horizontal partition 401. The horizontal partition 401 is engaged with the slots 101. A docking rod 505 is installed on the upper surface of the splicing teaching aid 501. A docking hole 504 is provided on the lower surface of the splicing teaching aid 501 at the position corresponding to the docking rod 505. The docking hole 504 is engaged with the docking rod 505. A cover 2 is provided on the top of the teaching aid storage box 1. Splicing holes 3 are arrayed on the upper surface of the cover 2. The splicing holes 3 are embedded grooves of various shapes. The shape and number of teaching aid mechanisms 5 provided inside the teaching aid storage box 1 are also set according to the different shapes in the splicing holes 3. The inner diameter of the splicing holes 3 is greater than the outer diameter of the splicing teaching aid 501.

[0024] The working principle of this utility model is as follows: Multiple teaching aid mechanisms 5 can be connected using different numbers of interlocking teaching aids 501 to adjust the overall height. The previous interlocking teaching aid 501 is positioned by the interlocking rod 505 on its upper surface corresponding to the interlocking hole 504 on the lower surface of the next interlocking teaching aid 501, thus completing the installation. Teaching aid mechanisms 5, assembled to different heights, are inserted into corresponding shaped interlocking holes 3 on the top of the cover 2. Therefore, this can be used to train children's understanding of shapes. Simultaneously, different numbers of vertical partitions can be installed on the horizontal partition 401 inside the teaching aid storage box 1 using snap-fit ​​connections. The plate 402 divides the internal space of the teaching aid storage box 1, thus storing teaching aids 5 of different shapes. At the same time, after removing the horizontal partition 401 that is snapped into the slot 101 from the inside of the teaching aid storage box 1, the vertical partition 402 is removed. After pressing and snapping the mounting groove 503 on the side surface of the splicing teaching aid 501 at one end of the lever 406, the lever 406 is set in the movable through hole 502 inside the splicing teaching aid 501. Therefore, different numbers of splicing teaching aids 501 can be moved at both ends of the lever 406 to train children's arithmetic learning.

[0025] It should be noted that, in this document, relational terms such as "first" and "second" are used only to distinguish one entity or operation from another entity or operation, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Moreover, the terms "comprising," "including," or any other variations thereof are intended to cover non-exclusive inclusion, such that a process, method, article, or apparatus that comprises a list of elements includes not only those elements but also other elements not expressly listed, or elements inherent to such process, method, article, or apparatus.

[0026] Although embodiments of the present invention have been shown and described, it will be understood by those skilled in the art that various changes, modifications, substitutions and alterations can be made to these embodiments without departing from the principles and spirit of the present invention, the scope of which is defined by the appended claims and their equivalents.

Claims

1. A mathematical teaching aid comprising a teaching aid storage box (1), characterized in that, The inside of the teaching aid storage box (1) is provided with a partition mechanism (4), the partition mechanism (4) comprises: a transverse partition (401), a longitudinal partition (402), the inside of the longitudinal partition (402) is provided with a splicing slot (403), the upper surface of the transverse partition (401) is provided with a limiting socket (404) corresponding to the position of the splicing slot (403), a plurality of hollow grooves (405) are arranged in the inside of the transverse partition (401), a plurality of toggle levers (406) are arranged in the inside of the hollow grooves (405), the space between the transverse partition (401) and the longitudinal partition (402) is provided with a teaching aid mechanism (5) in the inside of the teaching aid storage box (1), a plurality of splicing teaching aids (501) are arranged in the inside of the teaching aid mechanism (5), a movable through hole (502) is arranged at the center position of the splicing teaching aid (501), an installation groove (503) is arranged at the side of the movable through hole (502) of the outer wall of the splicing teaching aid (501), a plurality of splicing slots (101) are arranged at the two end positions of the transverse partition (401) of the side surface of the teaching aid storage box (1), a plurality of butt joint insertion rods (505) are arranged on the upper surface of the splicing teaching aid (501), a plurality of butt joint insertion holes (504) are arranged on the lower surface of the splicing teaching aid (501) corresponding to the positions of the butt joint insertion rods (505).

2. The mathematical teaching aid of claim 1, wherein, The upper surface of the cover (2) is provided with a plurality of splicing insertion holes (3).

3. The mathematical teaching aid of claim 1, wherein, The toggle lever (406) is fixedly connected with the transverse partition (401), and the longitudinal partition (402) is connected with the limiting socket (404) through the splicing slot (403).

4. The mathematical teaching aid of claim 1, wherein, The inner diameter size length of the movable through hole (502) is greater than the outer diameter size length of the toggle lever (406), and the inner diameter size length of the installation groove (503) is less than the outer diameter size length of the toggle lever (406).

5. The mathematical teaching aid of claim 1, wherein, The transverse partition (401) is connected with the splicing slot (101), and the butt joint insertion hole (504) is connected with the butt joint insertion rod (505).

6. The mathematical teaching aid of claim 2, wherein, The inner diameter size length of the splicing insertion hole (3) is greater than the outer diameter size length of the splicing teaching aid (501).

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