Stationery set including a writing pad and ruler

Abstract

We provide a writing pad, ruler, and stationery set including a writing pad and ruler that allows users to draw parallel lines relatively easily, thereby improving the efficiency of learning geometry problems in arithmetic and mathematics, and enhancing the user's understanding. [Solution] The underlay 1 is made of a transparent material, has a planar shape that is approximately rectangular, and has underlay scale line segments 12 that act as underlay scales and numerical values ​​indicating their length on at least one side of the underlay 1, and at least one underlay scale line segment 12 is a transverse scale line segment 11 that extends in a direction approximately perpendicular to the underlay scale and extends until it touches the straight line on the opposite side, and the length of the longest underlay scale line segment 12 other than the transverse scale line segment 11 is 30 millimeters or more.

Description

Technical Field

[0001] The present invention relates to a pad, a ruler, and a stationery set including a pad and a ruler.

Background Art

[0002] Many elementary school students to high school students often place a pad under their notebooks when studying. By placing a pad, it becomes possible to draw firmly on the notebook, and there is an advantage that it is difficult to show through on the page under the notebook, and an easy-to-use pad is required.

[0003] Conventionally, rulers are widely used in schools such as elementary schools, junior high schools, senior high schools, and universities, offices, or each household. Mainly when elementary school students to university students study, a ruler that can study efficiently is required.

[0004] When elementary school students study arithmetic, there are problems related to figures including various plane figures and solid figures, and many elementary school students feel difficulty with figure problems. Even when junior high school students and senior high school students study mathematics, there are mainly problems related to figures including plane figures and solid figures as geometry, and it includes a large number of theorems and the like compared with arithmetic, and the difficulty level tends to be high.

[0005] In mathematics, figures often appear in analysis such as vectors and differential and integral calculus and algebra, and in the study of mathematics by junior high school students and senior high school students, the proportion of the field related to figures is large.

[0006] In problems related to the figures of plane figures in arithmetic, it is often a major point to find parallel lines as auxiliary lines. On the other hand, many elementary school students and junior high school students have difficulty finding these auxiliary lines.

[0007] When solving problems related to figures, it is an important point to accurately identify the properties of the figures from various viewpoints, and an attitude of drawing accurate figures is important. In order to improve arithmetic and mathematics academic ability, an attitude of drawing figures as accurately as possible is important.

[0008] For many elementary, middle, and high school students, drawing freehand can be difficult. Until they get used to it, drawing many straight lines parallel to a certain side using a ruler is an important step in improving their academic ability, and learning to draw shapes carefully is crucial.

[0009] When elementary school students consider geometry problems, or when middle and high school students consider geometry problems, using parallel lines as auxiliary lines often makes the problem easier to understand. However, drawing parallel lines with a single ruler can be difficult, so a ruler that makes it easy to draw many parallel lines is desirable.

[0010] When considering geometric shapes, right angles or perpendicularity are important properties. Therefore, if you can easily draw a line that is right or perpendicular to a given line, you are more likely to notice important points in geometry problems.

[0011] Underlays are often B5 to A4 size, and it is conceivable that they can be used as rulers by adding markings to them. Furthermore, as an improvement to underlays, underlays have been developed that have a straight ruler or protractor printed on them, or underlays with a built-in ruler or protractor, with the protractor part rounded for easier measurement (hereinafter referred to as "underlay with built-in ruler and protractor"), for example, as shown in Patent Document 1.

[0012] A ruler-and-protractor built-in underlayment is a large underlayment with markings, making it possible to draw straight lines of various lengths and measure the length of straight lines. Furthermore, the protractor makes it easy to measure the angle of a straight line and draw a straight line at a specific angle, which is a desirable feature for the user.

[0013] While ruler-protractor-integrated underlays improve convenience by expanding the uses of the underlay, the absence of a protractor section limits its original use and makes it less efficient for users to learn.

[0014] When a ruler has numerous slits, it is easy to draw straight lines in the slit portions as auxiliary lines. Therefore, rulers or line-drawing guide sheets (hereinafter referred to as "rulers with line-drawing slits") have been developed with multiple parallel straight-line guide slits arranged at certain intervals, and for example, Patent Document 2 is known.

[0015] A ruler with a slit for drawing lines is ideal for drawing ruled lines on blank paper, and its ability to easily draw numerous parallel lines makes it potentially useful for learning about shapes and other geometric concepts.

[0016] A ruler with slits for drawing lines has the advantage of easily drawing many parallel lines one after another. On the other hand, a major limitation is that parallel lines can only be drawn where the slits are located, because the spacing of the slits is fixed.

[0017] If the difference between the position of the parallel line the user wants to draw and the position of the slit is small, it is possible to draw a straight line parallel to the desired area by slightly shifting the ruler with a slit for drawing lines. However, there is a practical limitation because the line may unintentionally move diagonally during the parallel shift, resulting in a line that is no longer parallel to the original line.

[0018] Ruler sets containing rulers, set squares, protractors, etc. have traditionally been sold. These ruler sets are often sold enclosed in cases for ease of use by learners, and ruler sets designed to be stored together in special storage cases (hereinafter referred to as "ruler sets with storage cases") have been developed, such as those described in Patent Document 3.

[0019] A ruler set with a storage case offers advantages to the user because it includes various rulers, set squares, protractors, and other tools. While it's possible to draw a line parallel to a given line by combining two set squares perpendicularly, these rulers are often only about 15 to 18 centimeters in size, which significantly limits the practical range in which parallel lines can be drawn.

[0020] Furthermore, the length of the line segments marked on these rulers is often only about 10 millimeters, which tends to result in low accuracy when aligning the ruler with a line segment on paper.

[0021] While it is desirable for elementary, middle, and high school students to use the largest possible ruler when learning geometry, the limitations of pencil cases and pen cases mean that the vast majority of students do not use large rulers.

[0022] Against this backdrop, there is a growing demand for a new type of underlay, ruler, and stationery set including both an underlay and ruler that differs from existing underlays with built-in rulers and protractors, rulers with line-drawing slits, and ruler sets with storage cases. These products are designed to be usable by a wide range of people, from children to adults, make it easy to draw parallel lines, and allow for greater concentration on studying or work. They are efficient, simple, and highly desirable. [Prior art documents] [Patent Documents]

[0023] [Patent Document 1] Japanese Utility Model Publication No. Showa 54-025342 [Patent Document 2] Utility Model Registration No. 3094298 [Patent Document 3] Utility Model Registration No. 3192666 [Overview of the project] [Problems that the invention aims to solve]

[0024] The present invention has been made in view of the above circumstances, and it is possible for a user to relatively easily draw parallel straight lines, which can mainly enhance the efficiency of learning problems related to arithmetic figures and mathematics geometry, and enhance the user's understanding ability. An object of the present invention is to provide a drafting template, a ruler, and a stationery set including a drafting template and a ruler.

[0025] The present invention mainly aims to improve the learning efficiency by allowing primary school students to high school students to learn with free thinking when learning. With the advent of the Internet society, the learning method of primary school students to high school students searching and inputting on notebook computers and the like has increased, and the opportunity to write or draw by hand has decreased. In this social environment, an object of the present invention is to provide a drafting template, a ruler, and a stationery set including a drafting template and a ruler that enable primary school students to high school students to efficiently write or draw by hand, and to learn arithmetic figure problems and mathematics geometry while feeling the joy of learning.

[0026] In modern times, it has become easier to watch videos, and it is possible to watch a large number of learning-related videos on smartphones and the like. Among these learning-related videos, there are also many videos introducing how to solve arithmetic and mathematics problems, and watching these videos may contribute to a certain degree of improvement in academic ability.

[0027] On the other hand, it is difficult to improve arithmetic and mathematics academic ability only by watching videos. In order to improve academic ability, the posture of writing or drawing by one's own hand is important.

[0028] In modern times when the Internet has penetrated into life and watching videos has become common, it is particularly important for primary school students to high school students to actually draw various figures by their own hands. By drawing a straight line parallel or perpendicular to a certain straight line, the understanding of the figure is deepened. Moreover, it is important to improve academic ability in various learning fields such as figure problems and geometry.

[0029] In today's world, where various simulated experiences are possible through videos and other means, it is important to cultivate a learning attitude that finds joy in writing or drawing with one's own hands. The importance of such hands-on experiences that foster the enjoyment of learning is increasing, and so is the importance of stationery or stationery sets that enable efficient drawing of shapes. [Means for solving the problem]

[0030] The present invention provides an underlay that is easy for children, students, or adults to use. The underlay of the present invention is made of a permeable material, has a planar shape that is substantially rectangular, and has underlay scale lines that act as ruler markings on at least one side of the underlay, and numerical values ​​indicating the length, and at least one underlay scale line is a transverse scale line that extends in a direction substantially perpendicular to the underlay scale and extends until it touches the straight line on the opposite side, and the length of the longest underlay scale line line other than the transverse scale line is 30 millimeters or more.

[0031] Since the longest length of the scale line segment indicated on the underlay is 30 millimeters or more, it becomes easy to accurately align the scale line segment with the lines of a figure drawn on paper, making it easy to draw a straight line parallel to another straight line, and improving the accuracy of the parallelism.

[0032] The present invention provides a ruler that is easy for children, students, or adults to use. The ruler of the present invention is made of a translucent material, has a planar shape in which at least one end of line segments and curves are connected to form a closed shape, has ruler scale lines and numerical values ​​indicating length, and is characterized in that at least one ruler scale line is a transverse scale line that extends in a direction substantially perpendicular to the ruler scale until it touches the opposite straight line or curve, and the length of the longest ruler scale line segment other than the transverse scale line is 10 millimeters or more.

[0033] A set square will also work.

[0034] The planar shape of the ruler can be roughly rectangular.

[0035] The planar shape of the ruler can be a roughly polygonal shape.

[0036] This invention provides a stationery set of a ruler and underlay that is easy for children, students, or adults to use. The present invention comprises an underlay ruler stationery set characterized by comprising: an underlay ruler made of substantially the same transparent material, having a planar shape that is substantially rectangular, having underlay markings that serve as ruler markings on at least one side of the underlay ruler and numerical values ​​indicating the length, having at least one underlay marking line segment that extends substantially perpendicular to the underlay markings and extends until it touches a straight line on the opposite side, and the longest underlay marking line segment other than the transverse marking line segment being 30 millimeters or more in length; and a ruler having a planar shape that is closed with at least one end of line segments and curves connected to each other, having ruler markings that serve as ruler markings and numerical values ​​indicating the length, having at least one ruler marking line segment that extends substantially perpendicular to the ruler markings and extends until it touches a straight line or curve on the opposite side, and the longest ruler marking line segment other than the transverse marking line segment being 10 millimeters or more in length.

[0037] By aligning a cross-sectional scale line segment with a given line, it becomes easier to draw straight lines perpendicular or horizontal to that line. Furthermore, by using the scale on the underlay, children, students, and pupils can learn to draw larger figures by using an underlay ruler, which is larger than the size of a ruler they normally use.

[0038] The material for the underlay, ruler, or underlay and ruler stationery set is preferably transparent or translucent.

[0039] The scale markings and grid lines on the underlayment are based on the metric system, the inch system, or both the metric and inch systems. If multiple scale markings and grid lines are indicated on the underlayment, it is preferable that they be indicated on different sides or lines in the planar shape of the underlayment.

[0040] The ruler markings and ruler marking lines indicated on the ruler are based on the metric system, the inch system, or both the metric and inch systems. If multiple ruler markings and ruler marking lines are indicated on the ruler, it is preferable that they be indicated on different straight or curved lines in the planar shape of the ruler.

[0041] When using the metric system, it is preferable that the lengths of the scale lines indicated on the underlayment are longer for scale lines that are multiples of 0 and 5 centimeters than for scale lines that are other centimeters.

[0042] When using the metric system, it is preferable that the lengths of the ruler markings that indicate lengths in multiples of 0 and 5 centimeters are longer than the lengths of the other ruler markings that indicate lengths in centimeters.

[0043] When using the metric system, it is preferable that the length of the underlayment scale line segment indicating a length in centimeters is longer than the length of the underlayment scale line segment indicating a length in millimeters.

[0044] When using the metric system, it is preferable that the length of the ruler's scale markings, when based on the metric system, be longer for the scale markings indicating a length in centimeters than for the scale markings indicating a length in millimeters.

[0045] In the case of the metric system, the length of the grid lines indicated on the underlayment may be approximately the same as the length of the grid lines indicating a length in centimeters.

[0046] When using the metric system, the length of a ruler's markings indicating a centimeter may be approximately the same as the length of a ruler's marking indicating a millimeter.

[0047] When using the metric system, the length of the grid lines indicated on the underlayment should be such that the difference in length between adjacent grid lines indicating centimeters is approximately the same, and the length may gradually increase from the grid line indicating 0 centimeters.

[0048] When using the metric system, the length of the ruler's scale lines indicated on a ruler should be such that the difference in length between adjacent scale lines indicating centimeters is approximately the same, and the length may gradually increase from the scale line indicating 0 centimeters.

[0049] When using the metric system, the lengths of the grid lines indicated on the underlayment should be such that the difference in length between adjacent grid lines indicating centimeters is approximately the same, and the lengths may gradually decrease from the grid line indicating 0 centimeters.

[0050] When using the metric system, the length of a ruler's markings indicates a length in centimeters. The difference in length between adjacent markings indicating centimeters should be approximately the same, and the length may gradually decrease from the marking indicating 0 centimeters.

[0051] When the length of the grid lines indicated on the underlay is based on the inch system, the length of the grid lines indicating integer values ​​in inches may be 30 millimeters or more, and the length of the grid lines indicating numerical values ​​other than integers may be 20 millimeters or more.

[0052] When the length of the ruler's scale lines indicated on the ruler is based on the inch system, the length of the ruler's scale lines indicating an integer value in inches may be 30 millimeters or more, and the length of the ruler's scale lines indicating a value other than an integer may be 20 millimeters or more.

[0053] The lengths of the grid lines marked on a ruler and the lengths of the grid lines marked on a ruler may be determined by a specific rule.

[0054] When using the metric system, the thickness of the grid lines on a ruler may be such that the grid line indicating a length in centimeters is thicker than the grid line indicating a length in millimeters.

[0055] In the case of the metric system, the thickness of the ruler's markings may be such that the markings indicating a length in centimeters are thicker than the markings indicating a length in millimeters.

[0056] When using the metric system, the thickness of the grid lines on a ruler may be greater for grid lines indicating lengths in multiples of 0 and 5 centimeters than for grid lines indicating lengths in other centimeters.

[0057] When using the metric system, the thickness of the ruler markings may be greater for markings indicating lengths in multiples of 0 and 5 centimeters than for markings indicating lengths in other centimeters.

[0058] When using the metric system, the thickness of the grid lines on a ruler may be approximately the same as the thickness of the grid lines indicating a length in centimeters.

[0059] When using the metric system, the thickness of the ruler's markings can be approximately the same for a marking indicating a centimeter length as it is for a marking indicating a millimeter length.

[0060] The thickness of the grid lines on a ruler and the thickness of the grid lines on a ruler may be determined by a specific rule.

[0061] In a ruler and underlay stationery set, it is preferable that the colors of the markings and marking lines on the ruler and underlay are approximately the same.

[0062] When using the metric system, the colors of the grid lines and markings on the underlayment may differ from the colors of the grid lines indicating lengths in multiples of 0 and 5 centimeters.

[0063] When using the metric system, the color of the ruler's markings and scale segments may differ from the color of the markings indicating lengths in multiples of 0 and 5 centimeters.

[0064] In a ruler and underlay stationery set, it is preferable that the colors of the numbers on the length-indicating scale lines on the ruler and underlay are all approximately the same.

[0065] When using the metric system, the size of the numbers indicating the scale on rulers and underlays may be such that the numbers indicating lengths in centimeters that are multiples of 0 and 5 are larger than the numbers indicating other lengths.

[0066] The numbers indicating the scale on the ruler and underlay do not have to be arranged neatly on a straight line; they may be offset.

[0067] The edges of rulers and underlays should preferably have a rounded shape.

[0068] In a ruler and underlay stationery set, it is preferable that the colors of the ruler and underlay materials be approximately the same.

[0069] In a ruler and underlay stationery set, it is preferable that the thickness of the ruler and the underlay be approximately the same, but the thickness of the ruler may be greater than the thickness of the underlay.

[0070] In a ruler and underlay stationery set, it is preferable that the thickness of the ruler and the underlay be approximately the same, but the thickness of the ruler may be thinner than the thickness of the underlay.

[0071] The parts of the underlay and ruler other than the scale and scale lines are preferably transparent or semi-transparent.

[0072] The number of cross-sectional grid lines on the underlayment may be multiple.

[0073] The number of cross-sectional grid lines on a ruler may be multiple.

[0074] The cross-sectional shape of at least a portion of the end section of the ruler may have a straight, inclined shape.

[0075] The cross-sectional shape of at least a portion of the end section of the ruler may be a curved shape that is concave or convex in the vertical direction.

[0076] The end section of the ruler may have a rectangular cutout, creating a concave shape.

[0077] The underlay and ruler may have at least one or more recesses on their upper surfaces that are roughly circular, roughly elliptical, or polygonal in shape.

[0078] The underlay and ruler may have at least one opening on one of their upper surfaces that is approximately circular, approximately elliptical, or polygonal in shape.

[0079] The top and bottom surfaces of the underlay and ruler may be treated with an anti-slip finish.

[0080] In these specifications, if the ruler and underlay are based on the inch system rather than the metric system, centimeters shall be read as 1 / 2 inch and millimeters as 1 / 12 inch, respectively.

[0081] In the underlayment scale and underlayment scale line segments indicated on the underlayment, at least one underlayment scale and underlayment scale line segment is based on either the metric system or the inch system, and if multiple underlayment scales and underlayment scale line segments are indicated, it is preferable that they be indicated on another side or line segment of the planar shape of the underlayment.

[0082] In the ruler markings and ruler marking segments marked on the ruler, at least one ruler marking and ruler marking segment is based on either the metric system or the inch system, and if multiple ruler markings and ruler marking segments are marked, it is preferable that they be marked on straight lines or curves with different planar shapes of the ruler.

[0083] The underlay may be equipped with both metric and inch scales.

[0084] A ruler may be equipped with both metric and inch scales.

[0085] The markings on a ruler can also be in the form of engraved grooves.

[0086] The underlay and ruler stationery set may also be an underlay and ruler set that includes at least one of a protractor, a set square, and a triangular scale, in addition to the underlay and ruler.

[0087] The underlay, ruler, or underlay and ruler stationery set is preferably a physical object that can be used when studying at a desk, but it may also be part of a learning system such as a computer, where the user uses the underlay, ruler, or underlay and ruler stationery set by dragging or other means on the screen.

[0088] The present invention provides a learning system equipped with a screen-based system underlay that is easy for children, students, or adults to use. The system underlay in the learning system of the present invention has a planar shape that is substantially rectangular, and on at least one side of the system underlay, at least one of the system underlay scale lines that serve as a ruler and the system underlay scale lines that have numerical values ​​written on them are system cross-sectional scale lines that are extended in a direction substantially perpendicular to the system underlay scale until they touch a straight line on the opposite side, and the length of the longest system underlay scale line line other than the system cross-sectional scale line line is 30 millimeters or more.

[0089] The present invention provides a learning system equipped with an on-screen system ruler that is easy for children, students, or adults to use. The system ruler in the learning system of the present invention has a planar shape in which at least one end of line segments and curves are connected to form a closed shape, and at least one of the system ruler scale line segments, which are line segments of the system ruler scale indicated on the system ruler, is provided with a system cross-sectional scale line segment that extends in a direction substantially perpendicular to the system ruler scale until it touches the opposite straight line or curve, and the length of the longest system ruler scale line segment other than the system cross-sectional scale line segment is 10 millimeters or more.

[0090] Children, students, and adults are increasingly learning on screens rather than on paper. In this context, a learning system equipped with a system underlay and system ruler that allows for enjoyable and efficient learning can provide a new system of learning in screen-based learning, which tends to be uniform. [Effects of the Invention]

[0091] According to the present invention, it is possible to realize a new underlay, ruler, or underlay and ruler stationery set including an underlay and ruler that makes it possible to efficiently learn arithmetic geometry problems and geometry, allows users to feel the enjoyment of learning by using their own hands, and enables them to progress through their learning efficiently. [Brief explanation of the drawing]

[0092] [Figure 1] (a) of the underlay according to the first embodiment is a perspective view, and (b) is a plan view. [Figure 2] (c) and (d) are perspective views and plan views, respectively, of the underlay according to the second embodiment. [Figure 3] (e) is a perspective view and (f) is a plan view of the triangular ruler according to the third embodiment. [Figure 4] (g) is a perspective view and (h) is a plan view of the ruler according to the fourth embodiment. [Figure 5] A perspective view of a stationery set consisting of a ruler and a general ruler according to the fifth embodiment. [Figure 6] A plan view of the underlay ruler stationery set according to the fifth embodiment. [Figure 7] (i) is a plan view of the underlay and ruler stationery set according to the fifth embodiment, with the underlay and ruler combined, and (j) is a plan view of the underlay in (i) with the position of the underlay fixed and only the ruler moved vertically in parallel. [Figure 8] A perspective view of a stationery set consisting of a ruler and a writing pad according to the sixth embodiment. [Figure 9] A plan view of the underlay ruler stationery set according to the sixth embodiment. [Figure 10] (k) is a plan view of the underlay and ruler stationery set according to the sixth embodiment, where the underlay and ruler are combined, and (l) is a plan view in which the position of the underlay in (k) is fixed, and only the ruler is moved vertically in parallel. [Figure 11] As an example of the sixth embodiment, a geometric plane diagram consisting of multiple straight lines that the learner is studying. [Figure 12] This is an example of using the underlay ruler stationery set according to the sixth embodiment, where (m) is a plan view in which a cross-sectional grid line segment of the underlay is superimposed on one side of a figure, and (n) is a plan view in which the ruler is placed at the position where a parallel line is to be drawn, aligned with the side of the underlay. [Figure 13] A perspective view of a stationery set consisting of a ruler and a writing pad according to the seventh embodiment. [Figure 14]A plan view of the underlay ruler stationery set according to the seventh embodiment. [Figure 15] (o) is a plan view of the underlay and ruler stationery set according to the seventh embodiment, with the underlay and ruler combined, and (p) is a plan view of the underlay in (o) with the position fixed and only the ruler moved vertically in parallel. [Figure 16] An enlarged cross-sectional view of the end portion of the ruler according to the 8th embodiment, where a part of the end cross section is inclined in a straight line. [Figure 17] An enlarged cross-sectional view of a curved end of a ruler according to the 9th embodiment, in which a portion of the end cross section is concave in the vertical direction. [Figure 18] An enlarged cross-sectional view of a curved end portion of the ruler according to the 10th embodiment, where a part of the end cross section is convex in the vertical direction. [Figure 19] An enlarged cross-sectional view showing a rectangular, recessed shape in which a portion of the end cross-section of the ruler according to the 11th embodiment is cut out. [Modes for carrying out the invention]

[0093] Hereinafter, embodiments of the present invention will be described in detail with reference to the drawings.

[0094] Specific examples of embodiments of the present invention are not limited to the following first to eleventh embodiments. For the sake of clarity, similar parts and components in the drawings are given the same numbering. The drawings, specification, and claims include a combination of numerous features. The parties may also, for convenience, consider these features individually and combine them to form further advantageous combinations. Thus, individual or several embodiments can be combined to their advantage.

[0095] (First Embodiment) Figure 1 shows a placemat 21 equipped with a cross-sectional grid line segment 11 according to the first embodiment. The planar shape of the placemat 21 is approximately rectangular, and the placemat 21 is transparent. The cross-sectional grid line segment 11 makes it easy to align with lines of figures on a notebook or paper, and makes it easy to draw line segments perpendicular to a given line segment.

[0096] A single cross-sectional scale segment 11 is provided approximately in the center of the longitudinal direction of the underlay sheet 21. Furthermore, in the underlay sheet 21 that has the cross-sectional scale segment 11, the cross-sectional scale segment 11 is provided at a scale mark indicating 10 centimeters, which is a multiple of 5.

[0097] The underlayment markings on underlayment 21 are based on the metric system, and the longest underlayment marking 12, other than the cross-sectional marking 11, is 30 millimeters long and is equipped with markings in centimeters that are multiples of 5, including 0. Even with underlayment markings other than the cross-sectional markings, it is easy for the user to draw a line segment perpendicular to a line segment by overlapping the underlayment marking with a line segment in a figure, or to draw a parallel straight line by combining it with a ruler.

[0098] In the underlay sheet 21, the length of the underlay sheet scale line segment provided on the scale indicating centimeter values ​​other than multiples of 0 and 5 is 20 millimeters.

[0099] The specific configuration of other parts can be modified in various ways without departing from the spirit of the present invention. [Examples]

[0100] (Second Embodiment) Figure 2 shows the underlayment 23 according to the second embodiment. The planar shape of the underlayment 23 is approximately rectangular, and the underlayment 23 is transparent. Because it is equipped with six cross-sectional scale lines 11, it is easy to align the cross-sectional scale lines with a certain line, the distance the underlayment needs to be moved is smaller than with the underlayment 21, and it is easier than with the underlayment 21 to draw a line segment perpendicular to a certain line segment, or to draw a parallel straight line by combining it with a ruler.

[0101] In the underlayment 23, the longest underlayment scale segment 12, other than the cross-sectional scale segment 11, is 30 millimeters long and is provided on the scale that indicates values ​​in centimeters based on the metric system.

[0102] In underlay sheet 23, the length of all the scale lines indicating millimeter values ​​based on the metric system is 15 millimeters, which is longer than the length of the scale lines on a typical ruler.

[0103] (Third embodiment) Figure 3 shows a ruler 31 equipped with cross-sectional scale lines 11 according to the third embodiment. The planar shape of the ruler 31 is approximately a right triangle, and the ruler 31 is transparent. Equipped with three cross-sectional scale lines 11, it is easy to align the ruler 31 with lines of figures on a notebook or on paper, and it is easy to draw line segments perpendicular to a given line segment, or to draw parallel lines by combining it with the ruler.

[0104] The longest ruler scale segment 13, other than the cross-sectional scale segment 11, is 15 millimeters long and is provided on the scale that indicates centimeter values ​​based on the metric system. In addition, in ruler 31, the length of all the underlay scale segments that indicate millimeter values ​​based on the metric system is 5 millimeters, which is longer than the length of scale segments on a typical ruler.

[0105] (Fourth Embodiment) Figure 4 shows a ruler 33 with cross-sectional scale lines according to the fourth embodiment. The planar shape of the ruler 33 is a closed shape in which at least one end of line segments and curves are connected, and the ruler 33 is transparent. It is equipped with three cross-sectional scale lines 11, making it easy to align with lines of figures on a notebook or on paper, and making it easy to draw line segments perpendicular to a given line segment, or to draw parallel straight lines by combining it with the ruler.

[0106] The longest ruler scale segment 13, other than the cross-sectional scale segment 11, is 5 millimeters long and is provided on the scale indicating centimeter values ​​based on the metric system. In addition, in ruler 33, the length of all underlay scale segments indicating millimeter values ​​based on the metric system is 2.5 millimeters, which is slightly longer than the length of scale segments on a typical ruler.

[0107] Part of the planar shape of ruler 33 is curved, and this curved section can be used by the user to draw smooth curves.

[0108] (Fifth embodiment) Figures 5 to 7 show a desk mat 21 with cross-sectional grid lines and a ruler 34 with a general planar shape that is approximately rectangular, according to the fifth embodiment. The desk mat 21 is identical to the desk mat of the fifth embodiment. The desk mat 21 is transparent and has one cross-sectional grid line 11 on a desk mat 21 that is approximately A4 size. It is possible to draw a straight line parallel to a given straight line by combining a general ruler perpendicular to the desk mat.

[0109] Figure 6 shows a plan view of the fifth embodiment, which combines the underlay sheet 21 with cross-sectional scale lines and a general ruler 34. Figure 7(j) shows a plan view in which the position of the underlay sheet 21 in (i) is fixed, and only the ruler 34 is moved vertically in parallel. In this way, by using the underlay sheet 21 with cross-sectional scale lines in combination with a general ruler 31, it is easy to draw parallel straight lines.

[0110] (Sixth Embodiment) Figures 8 to 10 show a ruler and underlay stationery set according to the sixth embodiment, comprising an underlay 22 having a cross-sectional scale line segment and a ruler 32 having a cross-sectional scale line segment. The planar shape of the underlay 22 is approximately rectangular, and the planar shape of the ruler 32 is approximately trapezoidal. The underlay 22 and the ruler 32 are translucent. The underlay 22 has one cross-sectional scale line segment 11, which is provided on the underlay scale that points to values ​​in centimeter units that are multiples of 0 and 5.

[0111] In the underlayment 22, the longest underlayment scale segment 12, other than the cross-sectional scale segment 11, is 60 millimeters long and is present on the scale indicating values ​​that are multiples of 5, including 0, based on the metric system. Also, in the underlayment 22, the lengths of all underlayment scale segments indicating values ​​in centimeters other than 0 and multiples of 5, based on the metric system, are 30 millimeters long, which is longer than the lengths of scale segments on a typical ruler.

[0112] In underlay sheet 22, the length of the scale lines indicating millimeter values ​​based on the metric system is 15 millimeters, which is longer than the length of the scale lines on a typical ruler.

[0113] In the underlayment 22, the cross-sectional scale line segment 11 may be provided at a position that does not indicate multiples of 0 and 5, and may be placed near the approximate center in the longitudinal direction of the underlayment 22.

[0114] Figure 9 shows a plan view of the combination of the underlay 22 and ruler 32 of the sixth embodiment, and Figure 10(l) shows a plan view in which the position of the underlay 22 of (k) is fixed and only the ruler 32 is moved vertically in parallel. It is relatively easy for the user to overlay the line segment of the underlay 22 with cross-sectional scale lines onto a line segment of a figure on a notebook or piece of paper and draw a parallel straight line using the ruler 32.

[0115] Because the planar shape of the ruler 32 is roughly trapezoidal, the length of the contact area between the underlay 22 and the ruler 32 is relatively long. Therefore, when the ruler 32 is placed next to the underlay 22, it is stable and easy for the user to use.

[0116] Figures 11 to 12 show a specific method of using a ruler and underlay stationery set that includes an underlay 22 and a ruler 32, along with cross-sectional scale lines, according to the sixth embodiment.

[0117] Figure 11 shows a figure composed of multiple triangles. This example demonstrates how to use a ruler and underlay stationery set equipped with cross-sectional grid lines to draw a straight line passing through point D and parallel to side AB at the position indicated by the dotted line.

[0118] Figure 12(m) shows the cross-sectional grid line segment 11 of the underlayment 22 superimposed on side AB. Because the length of the cross-sectional grid line segment 11 is long, it is possible to position it with high precision. Figure 12(n) shows that the ruler 32 is placed perpendicular to the positioned underlayment 22, and a straight line is drawn passing through D and parallel to side AB.

[0119] (Seventh Embodiment) Figures 13 to 15 show a stationery set comprising a ruler and a ruler 33 equipped with a cross-sectional scale line segment, according to the seventh embodiment. The ruler 23 is the same as that of the second embodiment, and the ruler 33 is the same as that of the fourth embodiment. The ruler 23 and the ruler 33 are translucent. The ruler 23 is equipped with six cross-sectional scale line segments 11, which are provided on the ruler scale that indicate values ​​in centimeter units that are multiples of 0 and 5.

[0120] Figure 14 shows a plan view of the seventh embodiment, combining the underlay sheet 23 with cross-sectional grid lines and the ruler 33 with cross-sectional grid lines, while Figure 15(p) shows a plan view in which the position of the underlay sheet 23 (o) is fixed and only the ruler 33 is moved vertically in parallel.

[0121] Since the underlay sheet 23 has six cross-sectional grid lines 11 along its shorter side, the user does not need to move the underlay sheet 23 significantly when aligning the cross-sectional grid lines 11 of the underlay sheet 23 with a line segment on the paper, making it easy to draw parallel lines using the ruler 33.

[0122] Furthermore, the shape of the ruler with cross-sectional markings 33 is such that the length of the contact area between the underlay 23 and the ruler 33 is increased, with at least one or more line segments and curve ends connected to form a closed planar shape. Therefore, when the ruler with cross-sectional markings 33 is placed next to the underlay 23, the ruler is stable, making it easy for the user to draw parallel straight lines.

[0123] By moving the ruler 33 along the underlay 23, it is easy to draw a curve that is parallel to the curved portion of the ruler 33 and has approximately the same shape.

[0124] (Eighth embodiment) Figure 16 shows a cross-sectional view of the end of a ruler equipped with a cross-sectional scale line segment 11 according to the eighth embodiment. In part or more of the end of the ruler, the cross section 41 is inclined in a straight line, making the end sharp, which has the effect of making it easier for the user to draw thin lines.

[0125] (Ninth Embodiment) Figure 17 shows a cross-sectional view of the end of a ruler equipped with a cross-sectional scale line segment 11 according to the ninth embodiment. A portion or more of the end of the ruler is curved and concave in the vertical direction, which has the effect of making it easier for the user to hold the end of the ruler or the underlay.

[0126] (Tenth embodiment) Figure 18 shows a cross-sectional view of the end of a ruler equipped with a cross-sectional scale line segment 11 according to the 10th embodiment. A portion or more of the end of the ruler is curved in a convex direction in the vertical direction, which makes the end smooth and makes it easier for the user to draw lines.

[0127] (11th embodiment) Figure 19 shows a cross-sectional view of the end of a ruler equipped with a cross-sectional scale line segment 11 according to the 11th embodiment. A portion or more of the end of the ruler has a rectangular cutout in its cross-sectional shape, creating a recessed shape. When the user places the ruler and the underlayment perpendicularly side by side, the underlayment and the ruler interlock in this shape, providing stability and making it very easy for the user to draw lines. [Industrial applicability]

[0128] The underlay, ruler, and underlay ruler stationery set according to the present invention can be widely applied to various aspects of daily life, such as stationery for students from elementary school to university or graduate school, or stationery for working adults when studying or working. [Explanation of Symbols]

[0129] 1. Underlayment equipped with cross-sectional grid lines 2. A triangular ruler equipped with cross-sectional grid lines. 3. A stationery set consisting of a ruler and a ruler, both equipped with cross-sectional grid lines. 4. Ruler end 11. Cross-sectional grid lines 12. Among the underlayment grid lines other than the cross-sectional grid lines, the longest underlayment grid line. 13. The longest ruler grid segment other than the cross-sectional grid segment. 21. Underlayment equipped with cross-sectional grid lines. 22. Underlayment equipped with cross-sectional grid lines. 23. Underlayment with cross-sectional grid lines 31. Ruler equipped with cross-sectional grid lines. 32. Ruler equipped with cross-sectional grid lines. 33. A ruler whose planar shape is a closed shape formed by the connection of the ends of at least one line segment and curve, and which is equipped with cross-sectional scale lines. 34. General ruler 41. Inclined end of ruler 42. Concave curved inclined portion at the end of the ruler 43. Convex curved inclined portion at the end of the ruler 51... Ruler end with a roughly rectangular cutout 61...A figure consisting of multiple straight lines that learners will study. 62...The straight lines that learners consider drawing to solve geometry problems. 63. A straight line drawn by a student to solve a geometry problem.

Claims

1. A stationery set comprising a desk mat and a ruler, wherein the desk mat is made of a translucent material, has a planar shape that is substantially rectangular, and has a desk mat scale line segment that serves as a ruler and a numerical value indicating the length on at least one side of the desk mat, at least one of the desk mat scale line segments is a transverse scale line segment that extends in a direction substantially perpendicular to the desk mat scale and extends until it touches a straight line on the opposite side, and the ruler is made of a translucent material, and has a planar shape that is at least one of a line segment and a curve A stationery set of a ruler and underlay, characterized in that it has a closed shape with two ends connected to each other, is equipped with ruler scale lines and numerical values ​​indicating length, at least one of the ruler scale lines is a transverse scale line that extends in a direction substantially perpendicular to the ruler scale until it touches a straight or curved line on the opposite side, and at least a part of the end cross-sectional shape, which is the cross-sectional shape of at least one end of the underlay or ruler, is a recessed shape that is cut out in a rectangular shape.

2. The underlay ruler stationery set according to Claim 1, characterized in that the underlay and the ruler are made of substantially the same material.

3. The underlay ruler stationery set according to Claim 1, characterized in that the underlay and the ruler are substantially the same color.

4. The underlay ruler stationery set according to Claim 1, characterized in that the underlay and the ruler have substantially the same thickness.

5. The underlay ruler stationery set according to Claim 1, characterized in that at least a portion of the cross-sectional shape of the end of the ruler is inclined in a curved manner.

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