A primary school mathematics teaching counter

Abstract

The utility model relates to teaching aid technical field, concretely relates to a primary school mathematics teaching counter, including base, the both sides of base width direction are installed with side plate vertically, the top of base is provided with not less than two bead rods along its length direction array, and the both ends of bead rod are connected with base for arc structure, and a plurality of counting beads are arranged on the bead rod, and a reset plate is arranged on the bead rod, when the reset plate moves along the bead rod, can all the counting beads of one side of bead rod be dialled to the other side of bead rod, when the reset plate moves from below to above along the bead rod, can drive the counting beads of all bead rods front part along the bead rod and move upwards, with the reset plate and move upwards, the counting beads move downwards along the rear part of bead rod after passing through the arc part of bead rod, to this end realizes the quick reset of counting bead.

Description

Technical Field

[0001] This utility model relates to the field of teaching aids technology, specifically to a primary school mathematics teaching counter. Background Technology

[0002] In elementary school mathematics teaching, the abacus is a common teaching tool used to help students intuitively understand place value, carrying, and counting principles. A traditional teaching abacus typically consists of a base, a column, a bead-stringing rod, and counting beads. Students count and perform calculations by manually moving the counting beads.

[0003] During the teaching process, both students and teachers count and calculate by manually moving the counting beads. After counting and calculating, it is often necessary to return the counting beads to their initial state. The current method is to manually move each bead rod and each counting bead back, which is cumbersome and time-consuming, and thus affects the pace of class and learning efficiency to some extent. In addition, when the existing counter is carried or moved, the counting beads can slide freely on the bead rod, and the counting beads collide with each other, which generates noise, thus disrupting the classroom order and is not conducive to the long-term storage of teaching aids.

[0004] Therefore, it is necessary to design a counter for primary school mathematics teaching that facilitates quick reset of the counting beads, thereby improving classroom teaching efficiency. Utility Model Content

[0005] The technical solution of this utility model is: a primary school mathematics teaching counter, including a base, side plates vertically installed on both sides of the base in the width direction, and at least two bead-threading rods arranged in an array along the length direction of the top of the base. The bead-threading rods are arched and their two ends are connected to the base. Multiple counting beads are threaded on the bead-threading rods. A reset plate is sleeved on the bead-threading rods. When the reset plate moves along the bead-threading rods, it can push all the counting beads on one side of the bead-threading rods to the other side of the bead-threading rods.

[0006] Furthermore, each bead-threading rod represents a number of digits, and the corresponding number of digits is marked on the base of each bead-threading rod.

[0007] Furthermore, a rubber block is provided on the end face of the reset plate near the side plate, and limit blocks are installed on the inner walls of both side plates. The limit blocks are positioned opposite the bead-threading rod and located on the upper part of the side plate. The rubber block can be pressed and engaged with the limit block. When the reset plate moves along the bead-threading rod to be directly opposite the limit block, the rubber block and the limit block are pressed and engaged to restrict the sliding of the counting beads.

[0008] Furthermore, vertical limiting frames are provided on both sides of the longitudinal direction centered on the limiting block, and the vertical limiting frames are installed on the side plates.

[0009] Furthermore, a crossbar is provided between the two vertical limiting frames, and the crossbar makes contact with the surface of the limiting block on the side away from the side plate.

[0010] Furthermore, a partition plate is provided on the top of the base, with both ends of the partition plate connected to the inner walls of the side plates, and the two ends of the bead-threading rod are symmetrically located on both sides of the partition plate.

[0011] Furthermore, a rubber strip is provided on the side of the reset plate away from the bead threading rod.

[0012] Furthermore, both the upper and lower ends of the limiting block are set as inclined surfaces.

[0013] Furthermore, the upper and lower ends of the side of the rubber block facing away from the reset plate are set as inclined surfaces.

[0014] Furthermore, the diameter of the through hole on the reset plate for the bead-threading rod to pass through is larger than the maximum diameter of the bead-threading rod, but smaller than the diameter of the counting beads.

[0015] The beneficial effects are: 1. When the reset plate moves from bottom to top along the bead-threading rod, it can drive the counting beads located at the front of all the bead-threading rods to move upward along the bead-threading rod. As the reset plate moves upward, the counting beads pass through the arched part of the bead-threading rod and then move downward along the rear part of the bead-threading rod, thereby realizing the rapid reset of the counting beads.

[0016] 2. By pressing the rubber blocks at both ends of the reset plate against the limiting blocks, combined with the auxiliary limiting of the crossbar, the position of the counting beads is effectively fixed, preventing them from sliding randomly during storage or transportation and reducing noise interference. Attached Figure Description

[0017] Figure 1 This is a three-dimensional structural diagram of the reset plate of this utility model in its first state (counting state).

[0018] Figure 2 This is a three-dimensional structural diagram of the reset plate of this utility model in its second state (initial state).

[0019] Figure 3 This is a partial three-dimensional structural diagram of the reset plate of this utility model in its second state.

[0020] Figure 4 This utility model Figure 3 A partial three-dimensional structural diagram.

[0021] Figure 5 This is a three-dimensional structural diagram of the reset plate of this utility model.

[0022] In the attached diagram, the following labels are used: 1-base, 11-divider plate, 2-side plate, 3-bead threading rod, 4-counting bead, 5-reset plate, 51-rubber strip, 6-rubber block, 7-vertical limit frame, 8-horizontal bar, 9-limit block. Detailed Implementation

[0023] The present invention will now be described in detail with reference to the accompanying drawings and specific embodiments.

[0024] Example: A primary school mathematics teaching counter, such as Figures 1-5 As shown, the system includes a base 1, a partition plate 11, side plates 2, bead-threading rods 3, counting beads 4, and a reset plate 5. Side plates 2 are vertically mounted on both sides of the base 1 in the width direction. A partition plate 11 is positioned at the center of the top of the base 1, with both ends of the partition plate 11 connected to the inner walls of the side plates 2. The partition plate 11 divides the top of the base into front and rear sides. Five bead-threading rods 3 are arrayed along the length of the partition plate 11 on the top of the base 1. Each bead-threading rod 3 consists of two vertical rods and one arc-shaped rod. The two vertical rods are symmetrically installed on the front and rear sides of the partition plate 11, and the two ends of the arc-shaped rod are connected to the upper ends of the two vertical rods, thus forming an arched structure of the bead-threading rod arch 3. Each bead-threading rod 3 represents a digit number, and the corresponding mathematical digit number is marked on the base 1 corresponding to each bead-threading rod 3 (not shown in the figure). In this embodiment, using... Figure 1 For example, the number of digits is marked on the front of the base 1, and from right to left, they are the ones place, tens place, hundreds place, thousands place, and ten-thousands place, which makes it easier for students to intuitively understand the concept of place value. The bead-threading rod 3 can also be distinguished by different colors. Ten counting beads 4 are threaded on the bead-threading rod 3. A reset plate 5 is fitted on the bead-threading rod 3. When the reset plate 5 moves along the bead-threading rod 3, it can push all the counting beads 4 on one side of the bead-threading rod 3 to the other side of the bead-threading rod 3, such as pushing the counting beads 4 located on the front side of the bead-threading rod 3 to the back side of the bead-threading rod 3, so as to realize the rapid reset of the counting beads 4 on the bead-threading rod 3 to zero.

[0025] like Figure 5 As shown, a rubber strip 51 is provided on the side of the reset plate 5 away from the bead rod 3. This arrangement can increase the friction when the reset plate 5 is pushed by hand, thus making it easier for students to apply force.

[0026] like Figure 4 As shown, the reset plate 5 has through holes for five bead-threading rods 3 to pass through. The diameter of the through holes is larger than the maximum diameter of the bead-threading rod 3, so as to ensure that the reset plate 5 can smoothly pass through the arc-shaped part of the bead-threading rod 3 when it moves along the bead-threading rod 3. At the same time, the diameter of the through holes is smaller than the center diameter of the counting beads 4, so that the reset plate 5 can reliably push the counting beads 4 to move together when sliding, without passing through the counting beads 4.

[0027] like Figure 4 and Figure 5As shown, a rubber block 6 is provided on the end face of the reset plate 5 near the side plate 2. Limiting blocks 9 are installed on the inner walls of the two side plates 2. The limiting blocks 9 are directly opposite the vertical rod part behind the bead-threading rod 3 and are located on the upper part of the side plate 2. The rubber block 6 can be pressed and engaged with the limiting block 9. When the reset plate 5 moves along the bead-threading rod 3 to be directly opposite the limiting block 9, the rubber block 6 and the limiting block 9 are pressed and engaged to restrict the sliding of the counting beads 4.

[0028] like Figure 4 As shown, vertical limiting frames 7 are provided on both sides of the longitudinal direction centered on the limiting block 9. The vertical limiting frames 7 on both sides effectively limit the reset plate 5 within the range of the block 9. The vertical limiting frames 7 are installed on the side plate 2. A crossbar 8 is provided between the two vertical limiting frames 7. The crossbar 8 is in contact with the surface of the limiting block 9 away from the side plate 2. The two vertical limiting frames 7 and the crossbar 8 form an "H" shape structure. When the reset plate 5 is located below the crossbar 8, the crossbar 8 limits the upward movement of the reset plate 5.

[0029] The upper and lower ends of the limiting block 9 are both set as inclined surfaces, and the upper and lower ends of the side of the rubber block 6 facing away from the reset plate 5 are also set as inclined surfaces.

[0030] Before use (in the initial state), such as Figure 2 As shown, the reset plate 5 is located on the upper rear side of the bead-threading rod 3. Its two ends, rubber blocks 6, are pressed against the limiting blocks 9 and limited by the crossbar 8, confining all the counting beads 4 to the rear side of the partition plate 11. When needed, the reset plate 5 is pushed upwards, moving upwards along the bead-threading rod 3. Under the upward thrust, the rubber blocks 6 pass through the crossbar 8 and continue moving upwards, disengaging from the limiting blocks 9. They then move along the arc-shaped portion of the bead-threading rod 3 and the vertical section on the front side of the rod 3 until the reset plate 5 reaches the bottom of the front side of the bead-threading rod 3 (e.g., ...). Figure 1 (As shown) During the counting operation, the counting beads 4 to be counted are moved from the rear side to the front side of the partition plate 11. When the counting beads 4 need to be quickly reset for the next counting operation, the reset plate 5 is pushed upward, causing it to move along the vertical rod of the bead-threading rod 3 from the bottom front side to the top rear side. The reset plate 5 pushes all the counting beads 4 on the front side through the top of the arc-shaped rod of the bead-threading rod 3, returning them all to the rear side of the partition plate 11, thus achieving efficient reset of all the counting beads 4 on the bead-threading rod 3. After the bead-threading rod 3 is reset, the reset plate 5 moves from top to bottom along the bead-threading rod 3 to the front side of the partition plate 11, facilitating the quick reset of the counting beads 4 for the next operation.

[0031] When the counter needs to be stored and organized, to prevent the counting beads 4 from moving freely along the bead-threading rod 3 and causing noise, the reset plate 5 moves all the counting beads 4 to the rear of the partition plate 11. The reset plate 5 then continues to move along the bead-threading rod 3, and the rubber blocks 6 at both ends of the reset plate 5 move downwards along the limiting block 9 until the rubber blocks 6 reach below the crossbar 8. At this point, the rubber blocks 6 and the limiting block 9 are pressed together, and under the limiting action of the crossbar 8, the reset plate 5 can then keep the counting beads 4 in place (e.g., Figure 2 (The state shown).

[0032] The above description is merely a specific embodiment of this utility model, but the protection scope of this utility model is not limited thereto. Any variations or substitutions that can be easily conceived by those skilled in the art within the technical scope disclosed in this utility model should be included within the protection scope of this utility model. Therefore, the protection scope of this utility model should be determined by the scope of the claims.

Claims

1. A primary school mathematics teaching counter, comprising a base (1), side plates (2) vertically mounted on both sides of the base (1) in the width direction, and at least two bead-threading rods (3) arranged in an array along the length direction on the top of the base (1), the bead-threading rods (3) having an arched structure and their two ends connected to the base (1), and multiple counting beads (4) threaded on the bead-threading rods (3), characterized in that: A reset plate (5) is fitted on the bead-threading rod (3). When the reset plate (5) moves along the bead-threading rod (3), it can push all the counting beads (4) on one side of the bead-threading rod (3) to the other side of the bead-threading rod (3). A rubber block (6) is provided on the end face of the reset plate (5) near the side plate (2). Limiting blocks (9) are installed on the inner walls of the two side plates (2) respectively. The limiting blocks (9) are set directly opposite the bead-threading rod (3) and located on the upper part of the side plate (2). The rubber block (6) can be squeezed and cooperated with the limiting block (9). When the reset plate (5) moves along the bead-threading rod (3) to be directly opposite the limiting block (9), the rubber block (6) and the limiting block (9) squeeze and cooperate to restrict the sliding of the counting beads (4).

2. The elementary school mathematics teaching counter as described in claim 1, characterized in that: Each bead-threading rod (3) represents a number of digits, and the corresponding number of digits is marked on the base (1) corresponding to each bead-threading rod (3).

3. A primary school mathematics teaching counter as described in claim 2, characterized in that: Vertical limit frames (7) are provided on both sides of the longitudinal direction centered on the limit block (9), and the vertical limit frames (7) are installed on the side plate (2).

4. A primary school mathematics teaching counter as described in claim 3, characterized in that: A horizontal bar (8) is provided between the two vertical limiting frames (7), and the horizontal bar (8) is in contact with the surface of the limiting block (9) away from the side plate (2).

5. A primary school mathematics teaching counter as described in claim 1, characterized in that: The base (1) has a partition plate (11) on top. The two ends of the partition plate (11) are connected to the inner walls of the two side plates (2). The two ends of the bead rod (3) are symmetrically located on both sides of the partition plate (11).

6. A primary school mathematics teaching counter as described in claim 1, characterized in that: A rubber strip (51) is provided on the side of the reset plate (5) away from the bead threading rod (3).

7. A primary school mathematics teaching counter as described in claim 1, characterized in that: The upper and lower ends of the limiting block (9) are both set as inclined surfaces.

8. A primary school mathematics teaching counter as described in claim 1, characterized in that: The upper and lower ends of the rubber block (6) on the side facing away from the reset plate (5) are set as inclined surfaces.

9. A primary school mathematics teaching counter as described in claim 1, characterized in that: The diameter of the through hole opened on the reset plate (5) for the bead threading rod (3) to pass through is greater than the maximum diameter of the bead threading rod (3) and less than the diameter of the counting bead (4).

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