Combined mathematical teaching aid

Abstract

This utility model discloses a combined mathematical teaching aid, relating to the field of mathematical teaching aids. The aid mainly consists of a box, a diversion component, a first guide frame, and a second guide frame. The box contains a feeding slot, the diversion component includes multiple interference columns, and a channel groove is formed between the first and second guide frames. The box also has detachable components such as a first baffle and a second baffle. The bottom is connected to a base plate via hinges, and the box angle can be adjusted using an adjustment mechanism. Its working principle is that a small ball is placed in the feeding slot, and after the second baffle is removed, the ball randomly enters the channel groove via the diversion component. The sum of the number of balls in both channel grooves is 10, thus helping students understand the "making ten" method. Simultaneously, the adjustment mechanism allows the box to be at a suitable angle, facilitating the ball's descent and student operation. This teaching aid concretizes the abstract "making ten" method, effectively improving the teaching effect of addition operations within 10.

Description

Technical Field

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

[0002] In the field of mathematics education, the "making ten" method, as a core component of early learning, plays a foundational role in developing children's number sense and computational thinking.

[0003] Traditional teaching often relies on abstract numerical symbols and simple verbal explanations, which are difficult for young students whose cognition is still dominated by concrete thinking. In addition, the lack of teaching aids makes the learning process boring and reduces learning efficiency. Therefore, in order to facilitate students' understanding of the "making ten" method, this application designs a combined mathematical teaching aid. Utility Model Content

[0004] The purpose of this utility model is to address the shortcomings of existing technologies by proposing a combined mathematical teaching aid.

[0005] To achieve the above objectives, the present invention adopts the following technical solution:

[0006] A combination of mathematical teaching aids, comprising:

[0007] The box body has an internal dispensing slot;

[0008] A diversion component is disposed inside the dispensing slot;

[0009] Two first flow guides are respectively fixedly installed on the inner wall of the box body;

[0010] The second flow guide is fixedly installed on the inner wall of the box body, and a channel groove is formed between the first flow guide and the second flow guide;

[0011] The first baffle is detachably installed inside the box.

[0012] When the balls are dropped into the delivery slot, they are diverted by the diversion component, and several balls eventually randomly enter two channel slots.

[0013] The above technical solution further includes: the current splitter assembly includes multiple interference columns fixedly installed inside the housing.

[0014] Furthermore, the inner wall of the box is symmetrically provided with first slots, and the two sides of the first baffle are respectively inserted into the two first slots. The inside of the box is also provided with a ball retrieval groove.

[0015] Furthermore, a second baffle is detachably installed inside the box, and a second slot is symmetrically opened on the inner wall of the box, with the two sides of the second slot respectively inserted into the interior of the two second slots.

[0016] Furthermore, multiple digital blocks are installed between the inner wall of the box and the first flow guide.

[0017] Furthermore, a base plate is rotatably mounted on the bottom of the box via a hinge, and an adjustment mechanism is provided on the base plate for adjusting the angle of the box.

[0018] Furthermore, the adjustment mechanism includes a sleeve and a movable rod. The outer wall of the movable rod is slidably connected to the inner wall of the sleeve. The end of the movable rod away from the sleeve is rotatably mounted on the outer wall of the box. A rotating groove is provided on the outer wall of the base plate. The end of the sleeve away from the movable rod is rotatably mounted inside the rotating groove. A threaded locking rod is threadedly connected to the side wall of the sleeve. The threaded locking rod is used to lock and fix the movable rod.

[0019] Compared with the prior art, the beneficial effects of this utility model are as follows:

[0020] 1. This utility model includes a ball (assuming ten balls) and a box. A diversion component is installed inside the box. When the ten balls pass through the diversion component, they are automatically and intuitively divided into two parts, falling into two channel slots respectively. Students can clearly observe the number of balls in the two channel slots. Since the sum of the number of balls in the two channel slots is always ten, this process presents the abstract mathematical concept of "making ten" in a visual and operable way. By personally operating the balls and observing the diversion results, students can more easily and intuitively understand the operational logic of splitting a number into two parts and combining them with another number to make ten. This effectively helps students master the important mathematical concept of "making ten" and improves their learning effect in addition operations within ten.

[0021] 2. In this utility model, an adjustment mechanism is provided, which can adjust the angle of the box to facilitate the natural fall of the ball, and at the same time adjust it to a suitable angle to facilitate student operation. Attached Figure Description

[0022] Figure 1 This is a schematic diagram of the first overall structure of a combined mathematical teaching aid proposed in this utility model;

[0023] Figure 2 This is a schematic diagram of the usage state of this utility model;

[0024] Figure 3 This is a schematic diagram of the second overall structure of the present invention;

[0025] Figure 4 for Figure 1 A magnified structural diagram of point A in the middle.

[0026] In the picture:

[0027] 10. Box body; 11. Dispensing slot; 12. Interference column; 13. First flow guide frame; 14. Second flow guide frame; 15. Channel slot; 16. Small ball; 17. Digital block; 18. First baffle; 19. Ball retrieval slot; 20. Second baffle; 21. Second slot; 30. Base plate; 31. Rotating slot; 32. Sleeve; 33. Movable rod; 34. Threaded locking rod. Detailed Implementation

[0028] The technical solution of this utility model will be further described below with reference to the accompanying drawings and specific embodiments.

[0029] Example 1

[0030] See attached document Figure 1-4 ,include:

[0031] The box 10 has an internal delivery slot 11, where the ball 16 is initially placed.

[0032] The box body 10 has a detachable second baffle 20 installed inside. The inner wall of the box body 10 has symmetrical second slots 21. The two sides of the second slots 21 are respectively inserted into the two second slots 21. The second baffle 20 is set here to block the small balls 16 inside the delivery slot 11. After all the small balls 16 are put into the delivery slot 11, the second baffle 20 is pulled up, and the small balls 16 in the delivery slot 11 can fall down at the same time.

[0033] Diversion component, the diversion component is set inside the delivery slot 11;

[0034] Two first flow guides 13 (the top of the first flow guide 13 is an inclined side wall) are fixedly installed on the inner wall of the box body 10 respectively;

[0035] The second flow guide 14 (the top of the second flow guide 14 is triangular) is fixedly installed on the inner wall of the box 10. A channel groove 15 is formed between the first flow guide 13 and the second flow guide 14. When the ball 16 is put into the delivery slot 11, after being diverted by the diversion component, several balls 16 eventually randomly enter the two channel grooves 15.

[0036] The first baffle 18 is detachably installed inside the box body 10. The inner wall of the box body 10 is symmetrically provided with first slots, and the two sides of the first baffle 18 are respectively inserted into the two first slots. The box body 10 is also provided with a ball retrieval groove 19. The first baffle 18 can be used to block the ball 16 in the channel groove 15. When the first baffle 18 is pulled up, the ball 16 in the channel groove 15 will enter the ball retrieval groove 19 under the action of gravity. The ball retrieval groove 19 has a relatively large space, which facilitates the subsequent removal of the ball.

[0037] The shunt assembly includes multiple interference pillars 12 that are fixedly installed inside the housing 10.

[0038] Multiple digital blocks 17 are installed between the inner wall of the housing 10 and the first flow guide 13; among them, such as Figure 2 As shown in the diagram, in this scheme, ten number blocks 17 are respectively arranged on both sides of the interior of the box 10. Each number block 17 is marked with a number, which is "1" to "10" from bottom to top. The width of each number block 17 is the same as the diameter of a single ball 16. Thus, if there are 5 balls 16 stacked in the channel groove 15, the top ball 16 is placed parallel to the number block 17 marked "number 5", making it easy for learners to observe the number of balls 16 in the channel groove 15.

[0039] The bottom of the box 10 is mounted on a base plate 30 via a hinge. An adjustment mechanism is provided on the base plate 30 to adjust the angle of the box 10. By adjusting the angle of the box 10, the box 10 can be placed at an angle on a horizontal plane, which makes it easier for the ball 16 to fall naturally by gravity. Adjusting the angle of the box 10 also makes it easier for the user to use and improves comfort.

[0040] The adjustment mechanism includes a sleeve 32 and a movable rod 33. The outer wall of the movable rod 33 is slidably connected to the inner wall of the sleeve 32. The end of the movable rod 33 away from the sleeve 32 is rotatably mounted on the outer wall of the box 10. A rotating groove 31 is provided on the outer wall of the base plate 30. The end of the sleeve 32 away from the movable rod 33 is rotatably mounted inside the rotating groove 31. A threaded locking rod 34 is threadedly connected to the side wall of the sleeve 32. The threaded locking rod 34 is used to lock and fix the movable rod 33. When adjusting the angle of the box 10, the threaded locking rod 34 can be rotated counterclockwise to release the threaded locking rod 34 from fixing the movable rod 33. Then, the movable rod 33 is pulled to adjust the length between the movable rod 33 and the sleeve 32. After adjustment, the threaded locking rod 34 is rotated clockwise to lock and fix the movable rod 33. When the sleeve 32 and the movable rod 33 are at different lengths, the box 10 can be placed at different angles.

[0041] In this embodiment, the working principle of the device is as follows: When teaching, all ten balls are first placed into the delivery slot 11. At this time, the second baffle 20 is in the inserted state, blocking the balls from falling. When it is time to start demonstrating the method of making ten, the second baffle 20 is pulled out upwards. The balls in 11 fall simultaneously under the action of gravity and enter the diversion component area. The multiple interference columns 12 in the diversion component will cause the balls to randomly divert to both sides and enter the two channel slots 15 formed between the first guide frame 13 and the second guide frame 14 respectively.

[0042] Since there are a total of ten balls, the sum of the number of balls in the two channel slots 15 is always 10. By observing the number of balls in the two channel slots 15, students can intuitively see the process of splitting and combining numbers. For example, if there are 3 balls in one channel slot and 7 balls in the other channel slot, it corresponds to the operation logic of making 10 with 3 and 7, thus helping students understand the concept of the "making 10" method.

[0043] The number block 17 installed between the inner wall of the channel trough 15 and the first flow guide 13 makes it easy for students to observe the number of balls in the channel trough 15. If there are 5 balls in the channel trough 15, the top ball will be parallel to the number block 17 marked "5", making it easy for students to accurately know the number of balls.

[0044] When it is necessary to remove the small ball from the channel groove 15, first pull the first baffle 18 upwards. The small ball in the channel groove 15 will fall into the ball retrieval groove 19 under the action of gravity. The ball retrieval groove 19 has a large space, which facilitates the subsequent removal of the small ball.

[0045] In addition, when it is necessary to adjust the angle of the box 10 to facilitate the natural fall of the ball or to facilitate student operation, the threaded locking rod 34 can be rotated counterclockwise to release the fixation of the movable rod 33. Then, the movable rod 33 can be pulled to adjust the length between the movable rod 33 and the sleeve 32, thereby changing the tilt angle of the box 10. After the adjustment is completed, the threaded locking rod 34 can be rotated clockwise to lock and fix the movable rod 33, so that the box 10 is kept at a suitable angle.

[0046] The above description is only a preferred embodiment of the present utility model, but the protection scope of the present utility model is not limited thereto. Any equivalent substitutions or changes made by those skilled in the art within the technical scope disclosed in the present utility model, based on the technical solution and the inventive concept of the present utility model, should be included within the protection scope of the present utility model.

Claims

1. A combined mathematical teaching aid, characterized in that, include: The box body (10) has an inlet slot (11) inside. Diversion component, the diversion component is disposed inside the delivery slot (11); Two first flow guides (13) are fixedly installed on the inner wall of the box body (10); The second flow guide (14) is fixedly installed on the inner wall of the box (10), and a channel groove (15) is formed between the first flow guide (13) and the second flow guide (14). The first baffle (18) is detachably installed inside the box (10), and multiple digital blocks (17) are installed between the inner wall of the box (10) and the first flow guide (13). When the ball (16) is put into the delivery slot (11), after being diverted by the diversion component, several balls (16) eventually randomly enter the two channel slots (15).

2. The combined mathematical teaching aid according to claim 1, characterized in that, The diversion assembly includes multiple interference columns (12) fixedly installed inside the housing (10).

3. The combined mathematical teaching aid according to claim 2, characterized in that, The inner wall of the box (10) is symmetrically provided with first slots, and the two sides of the first baffle (18) are respectively inserted into the two first slots. The box (10) is also provided with a ball retrieval groove (19).

4. A combined mathematical teaching aid according to claim 3, characterized in that, The box (10) has a second baffle (20) that can be detachably installed inside. The inner wall of the box (10) has symmetrically opened second slots (21). The two sides of the second slots (21) are respectively inserted into the interior of the two second slots (21).

5. A combined mathematical teaching aid according to claim 4, characterized in that, The bottom of the box (10) is mounted with a base plate (30) via a hinge. An adjustment mechanism is provided on the base plate (30) for adjusting the angle of the box (10).

6. A combined mathematical teaching aid according to claim 5, characterized in that, The adjustment mechanism includes a sleeve (32) and a movable rod (33). The outer wall of the movable rod (33) is slidably connected to the inner wall of the sleeve (32). The end of the movable rod (33) away from the sleeve (32) is rotatably installed on the outer wall of the box (10). A rotating groove (31) is provided on the outer wall of the bottom plate (30). The end of the sleeve (32) away from the movable rod (33) is rotatably installed inside the rotating groove (31). A threaded locking rod (34) is threadedly connected to the side wall of the sleeve (32). The threaded locking rod (34) is used to lock and fix the movable rod (33).

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