A mathematical teaching aid

Abstract

The utility model discloses a mathematical teaching aid, including square board, the square board front is provided with digital placement area, digit read-write area, column formula area, vertical formula area, digital placement area is provided with the even distribution of circular groove no.

Description

Technical Field

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

[0002] Mathematics teaching, especially in primary education, often requires the use of physical teaching aids to help students understand numerical concepts, operational logic, and symbolic relationships. However, existing teaching aids generally suffer from limitations in functionality and interactive experience. Utility Model Content

[0003] The purpose of this invention is to provide a mathematical teaching aid to solve the problems mentioned in the background art.

[0004] To achieve the above objectives, this utility model provides the following technical solution: a mathematical teaching aid, including a square board, the front of which is provided with a number placement area, a writing area, an addition area, and a subtraction area. The number placement area is provided with a circular groove 1 evenly distributed in three rows and ten columns. The circular groove 1 is used to place a cylindrical block. The front of the cylindrical block is provided with a number label and its back is blank. The writing area is provided with a circular groove 2 evenly distributed in ten rows and three columns. The addition area (400) is provided with three circular groove 3 (410), a rectangular groove 1 (420), and a rectangular groove 2 (430) from left to right. Three circular groove 3 (410) are provided between the rectangular groove 1 (420) and the rectangular groove 2 (430). Three circular groove 3 (410) are provided to the right of the rectangular groove 2 (430). The subtraction area is provided with a circular groove 4 evenly distributed in three rows and three columns. A rectangular groove 4 is provided to the left of the three circular groove 4 in the middle.

[0005] Preferably, a rectangular groove three is provided above the rectangular groove two, and the surfaces of the rectangular groove one, rectangular groove two, and rectangular groove four are respectively provided with plus sign, equal sign, and minus sign markings. The rectangular groove three is used to place a rectangular block, and the upper and lower surfaces of the rectangular block are respectively provided with greater than sign and less than sign markings.

[0006] Preferably, the circular groove one, circular groove two, circular groove three, and circular groove four are the same size and shape.

[0007] Preferably, the front side of each row of cylindrical blocks is the same color and the colors between rows are different, while the back side of the cylindrical blocks is the same color.

[0008] Preferably, the square plate has a grid area on its reverse side, and each grid can hold the cylindrical block.

[0009] The technical effects and advantages of this utility model are as follows: By setting up a number placement area, a writing area, an addition area, and a subtraction area on the front of the square board, children can perform number recognition, writing, and calculation on the board by moving the cylindrical blocks. The functions are diverse and the interactive experience is strong. Attached Figure Description

[0010] Figure 1 This is a schematic diagram of the present invention; Figure 2 This is a schematic diagram of the back of the square plate of this utility model.

[0011] In the diagram: 100 square board, 200 number placement area, 210 circular slot one, 220 cylindrical block, 300 writing area, 310 circular slot two, 400 addition area, 410 circular slot three, 420 rectangular slot one, 430 rectangular slot two, 440 rectangular slot three, 450 rectangular block, 500 subtraction area, 510 circular slot four, 520 rectangular slot four, 600 grid area. Detailed Implementation

[0012] 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.

[0013] This utility model provides, for example Figure 1 The illustrated mathematical teaching aid includes a square board 100. The front of the square board 100 has a number placement area 200, a writing area 300, an addition area 400, and a subtraction area 500. The number placement area 200 has a first circular slot 210 evenly distributed in three rows and ten columns for placing cylindrical blocks 220. The front of each cylindrical block 220 has a number label, while its back is blank. The writing area 300 has a second circular slot 310 evenly distributed in ten rows and three columns. The addition area (400) is provided with three circular grooves (410), a rectangular groove (420), and a rectangular groove (430) from left to right. Three circular grooves (410) are provided between the rectangular grooves (420) and the rectangular grooves (430). Three circular grooves (410) are provided to the right of the rectangular grooves (430). The subtraction area 500 is provided with three circular grooves (510) evenly distributed in three rows and three columns. A rectangular groove (520) is provided to the left of the three circular grooves (510) in the middle.

[0014] Each row contains ten cylindrical blocks 220, each printed with the numbers 0-9. The cylinder blocks 220 can be placed face up in the addition area 400 and the subtraction area 500 for calculations, or face down in the writing area 300 for reading practice.

[0015] In some specific embodiments of this utility model, a rectangular groove 440 is provided above the second rectangular groove 430, and the surfaces of the first rectangular groove 420, the second rectangular groove 430, and the fourth rectangular groove 520 are respectively provided with plus sign, equal sign, and minus sign markings. The third rectangular groove 440 is used to place a rectangular block 450, and the upper and lower surfaces of the rectangular block 450 are respectively provided with greater than sign and less than sign markings.

[0016] The greater than and less than signs on the rectangle 450 can be used to compare numbers, enhancing the interactive experience.

[0017] In some specific embodiments of this utility model, the circular groove 1 210, circular groove 2 310, circular groove 3 410, and circular groove 4 510 are the same size and shape.

[0018] Setting circular slots 1 (210), 2 (310), 3 (410), and 4 (510) to be the same size and shape enhances aesthetics and matches the size of cylindrical block 220.

[0019] In some specific embodiments of this utility model, the front side of each row of cylindrical blocks 220 is set with the same color and the colors between rows are different, while the back side of the cylindrical blocks 220 is the same color.

[0020] The cylindrical blocks 220 in each row have different colors on the front side for better differentiation, while the same color on the back side is for placement in the writing area.

[0021] In some specific embodiments of this utility model, the square plate 100 has a grid area 600 on its reverse side, and each grid can hold the cylindrical block 220.

[0022] The grid area 600 can be used to play a simple Sudoku game by using the number markings on the front of the cylinder block 220, which adds to the fun. Example

[0023] When playing the writing area game, for example, place 1, 2, and 3 cylindrical blocks 220 on each of the circular slots 310, with the back of the cylindrical blocks 220 facing up, and the child can write the number 123. Example

[0024] When playing in the addition area, for example, with the number 2+2, parents can place the cylindrical block 220 with the number 2 in the corresponding area to perform the addition. Then guide the child until the child places the number 4 after the equal sign, or the number 5 after the equal sign. Using the greater than and less than signs on the top and bottom of the rectangular block 450, the child can practice comparison. Logical operations can also be performed. Parents can guide the child to place two cylindrical blocks 220 into the circular slot 310 in the same column of the writing area, and then place two more cylindrical blocks 220, guiding the child to count to get the final sum of 4. The same applies to the subtraction area.

[0025] Finally, it should be noted that the above description is only a preferred embodiment of the present utility model and is not intended to limit the present utility model. Although the present utility model has been described in detail with reference to the foregoing embodiments, those skilled in the art can still modify the technical solutions described in the foregoing embodiments or make equivalent substitutions for some of the technical features. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of the present utility model should be included within the protection scope of the present utility model.

Claims

1. A mathematical teaching aid, comprising a square board (100), characterized in that: The square plate (100) has a number placement area (200), a writing area (300), an addition area (400), and a subtraction area (500) on its front side. The number placement area (200) has a circular slot 1 (210) evenly distributed in three rows and ten columns. The circular slot 1 (210) is used to place cylindrical blocks (220). The front of the cylindrical blocks (220) is marked with numbers, and the back is blank. The writing area (300) has a circular slot 2 (310) evenly distributed in ten rows and three columns. The addition area (400) is provided with three circular grooves (410), rectangular groove 1 (420), and rectangular groove 2 (430) from left to right. Three circular grooves (410) are provided between rectangular groove 1 (420) and rectangular groove 2 (430). Three circular grooves (410) are provided to the right of rectangular groove 2 (430). The subtraction area (500) is provided with circular grooves (510) evenly distributed in three rows and three columns. Rectangular grooves (520) are provided to the left of the three circular grooves (510) in the middle.

2. The mathematical teaching aid according to claim 1, characterized in that: A rectangular groove three (440) is provided above the rectangular groove two (430). The surfaces of the rectangular groove one (420), rectangular groove two (430), and rectangular groove four (520) are respectively marked with plus, equal and minus signs. The rectangular groove three (440) is used to place a rectangular block (450). The rectangular block (450) is marked with greater than and less than signs on its top and bottom surfaces, respectively.

3. A mathematical teaching aid according to claim 1, characterized in that: The circular grooves 1 (210), 2 (310), 3 (410), and 4 (510) are the same size and shape.

4. A mathematical teaching aid according to claim 1, characterized in that: The front side of each row of cylindrical blocks (220) is set with the same color and the colors between rows are different, while the back side of each cylindrical block (220) is the same color.

5. A mathematical teaching aid according to claim 1, characterized in that: The square plate (100) has a grid area (600) on its reverse side, and each grid can hold the cylindrical block (220).

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