Learning materials related to vertices, edges, faces, etc. of a solid

Abstract

This invention is a three-dimensional figure made of plastic joints and straws, covered with a transparent sheet, and is a learning material for understanding the vertices, edges, faces of the three-dimensional object and their relationships. 【Solution means】Insert the straw 2 into the plastic joint 1, insert the joint on the opposite side of the straw to make a three-dimensional figure, which is useful for understanding the number of vertices, edges, and faces of the three-dimensional object, the arrangement and intersection of edges. Furthermore, covering with a transparent development sheet is useful for understanding the number of faces, the arrangement and intersection of edges and faces, and faces and faces. Also, taking advantage of the advantages of the transparent sheet, it helps to understand the positions of invisible vertices and edges when drawing a sketch, and by tracing the faces on paper and connecting them, it helps to understand how to correctly draw the development view.

Description

Technical Field

[0001] The present invention relates to a teaching material for learning three-dimensional figures, and is used for learning by connecting and assembling vertices, edges, faces, etc. that make up a three-dimensional object.

Background Art

[0002] Conventionally, in the elementary school education curriculum, learning of various three-dimensional figures such as rectangular parallelepipeds, cubes, and other polyhedrons has been required. In the learning of three-dimensional figures, it has been one of the problems to understand the number of vertices, edges, and faces that make up the three-dimensional figure, the way the edges intersect and are arranged, the way the edges and faces intersect and are arranged, and the method of drawing perspective views and development views.

[0003] However, generally in textbooks and the like, since a three-dimensional figure consisting of three dimensions is replaced and represented by a two-dimensional plane figure, for example, a perspective view, it is difficult for children to spatially understand the three-dimensional figure. Therefore, in the educational field, they have traced the faces from an actual box to assemble a rectangular parallelepiped or a cube, or assembled a rectangular parallelepiped or a cube with clay balls as vertices and bamboo skewers as edges, and have understood the number of vertices, edges, and faces, the way the edges intersect and are arranged, the way the edges and faces intersect and are arranged, and the method of drawing perspective views and development views.

Summary of the Invention

Problems to be Solved by the Invention

[0004] However, the above-described methods are inconvenient for each learner to learn three-dimensional figures. Boxes for tracing faces are often brought by learners from home, and they come in various sizes and shapes, making it difficult to trace the faces. In addition, three-dimensional figures made of clay balls and bamboo skewers or plastic rods are unstable and easily deformed, taking a long time to form into a rectangular parallelepiped or a cube shape, and it is extremely difficult to lift it and observe it from various directions. Therefore, there has been a problem that it is difficult to understand the various elements that make up a three-dimensional figure.

Means for Solving the Problems

[0005] Therefore, the three-dimensional figure learning material described in claim 1 is created in view of the above-mentioned problems of the prior art, and its purpose is to provide a highly effective learning material that can realistically understand the number of vertices and sides that make up a three-dimensional figure, the arrangement and intersection of sides, and can easily grasp the relationship between sides when drawing a perspective view.

[0006] In addition, by covering it with the transparent development sheet described in claim 2, the arrangement and intersection of the surfaces and sides of the three-dimensional object, as well as the relationship between the surfaces, can be easily understood, and it becomes easier to grasp the relationship between the surfaces when drawing a development view, thereby providing a learning material with an even higher learning effect.

Advantages of the Invention

[0007] In the present invention, since the joint part is made of plastic and the connecting part extends in the X-axis, Y-axis, and Z-axis directions, a rectangular parallelepiped or cube formed by connecting 8 joints and 12 straws is light and has a stable form, which is useful for learning the number of vertices, sides, and surfaces that make up a three-dimensional figure, the arrangement and intersection of sides, while observing from various angles.

[0008] In addition, covering it with a transparent development sheet is useful for learning the number of surfaces, the arrangement and intersection of sides and surfaces, and the method of drawing perspective views and development views.

Brief Description of the Drawings

[0009]

Figure 1

Figure 2

Figure 3

Embodiments for Carrying out the Invention

[0010] Insert straws corresponding to the sides into a joint whose cross-section forming the vertex part of a rectangular prism is an octagon to form a rectangular prism. Through the process of creating it and the subsequent observations, learners will study and examine the components of three-dimensional figures (such as the number of vertices and sides), as well as properties such as the arrangement and intersection of sides.

[0011] By covering with the transparent unfolded sheet according to Claim 2, learners will study and examine the number of faces, the arrangement and intersection of sides and faces, or faces and faces.

Example

[0012] An example will be described below with reference to the accompanying drawings. 1 in [Figure 1] is a joint part that also serves as the vertex of a three-dimensional figure. Insert straws into the convex part here. In the manner of [Figure 2], insert straws of three types of lengths (4 of each type) into the convex part of the joint. It is important to insert one straw of each of the three types of straws into one joint. Then, insert the joint into the opposite side of the straw and insert the straw into its convex part. At this time, it is important to ensure that the opposite sides are made of straws of the same length. By performing this assembly work through trial and error, learners can intuitively grasp the shape of a rectangular prism on their own. After the assembly is completed, the number of sides and vertices, the number of sides of the same length, and how many sets there are can be confirmed. Furthermore, the arrangement and intersection of sides can be learned while freely changing the viewing angle.

[0013] When covering the assembled rectangular prism in [Figure 2] with the transparent unfolded sheet in [Claim 2], as shown in [Figure 3], the faces of the three-dimensional figure are formed, and the number of faces, the sides and faces, and the arrangement and intersection of faces and faces can be learned. When learning, if the vertices and faces are symbolized and written on the transparent sheet with an oil-based pen, it can be specifically examined. Also, since this teaching material is covered with a transparent sheet, the positions of the sides and vertices of the parts that are not visible in the actual rectangular prism can also be confirmed. This enables learners to draw correct perspective views. Furthermore, by tracing and connecting each face of the solid on paper, the method of drawing an unfolded view can also be learned.

Industrial Applicability

[0014] In the school education field, each child can use this teaching material to learn about three-dimensional figures specifically and intuitively, which can be greatly utilized in the education industry.

Explanation of symbols

[0015] 1 Joint that also serves as the vertex of the three-dimensional figure 2 Straw corresponding to the side of the three-dimensional figure

Claims

1. This is a learning material for three-dimensional figures, consisting of joint parts extending from the vertices of a three-dimensional figure in three directions (the X-axis, Y-axis and Z-axis) (the octagonal cross section makes it easy to insert and remove cylindrical straws) and straws that represent the edges of the three-dimensional figure. By connecting the joint parts and the straws to create a three-dimensional figure, students can understand the number of edges and vertices of rectangular prisms and cubes, and the arrangement and intersecting of the edges.

2. 2. The teaching material for learning solid figures according to claim 1, wherein the solid figures are covered with a transparent development sheet folded so as to encase them, thereby enabling students to understand the number of faces, the arrangement of the faces and the edges, and the arrangement and intersection of the faces.

Images