JPH041998Y2 - - Google Patents

Description

[Detailed description of the invention] The present invention consists of a two-unit building block 2 in which two unit cubes 1 with faceted sides are joined and connected side-to-side, and a two-unit building block 2 has a groove at the joint, and three unit cubes 1 are connected side-to-side. 3 units of bar-shaped building blocks 3 and key-shaped building blocks 4 that have grooves in all their joints, and 4 units that have grooves in all their joints that are joined and connected side to side. A part or all of the building blocks, which are made up of a total of seven parts: the T-shaped building blocks 5, the L-shaped building blocks 6, the N-shaped building blocks 7, and the convex-shaped building blocks 8, can be arranged on a flat surface, stacked, or combined to create a flat and This relates to a toy used as an arithmetic learning tool for playing with various three-dimensional shapes.

As shown in FIG. 2, each side of the unit cube 1 is shaved to eliminate corners to form a chamfered portion 10. In each of the first, third, fourth, fifth, and sixth figures, the chamfered portion 10 appearing at the joint of each unit cube is represented by a single line.

Traditionally, the building blocks known as Somar are made by joining and connecting three or four unit cubes side by side, resulting in only 7 concave polyhedra out of 10 polyhedra, not including convex polyhedra. Moreover, the unit cube used is one with no faces.

The building blocks of the present invention consist of flat 4, 6,
7, 8 and 3 of planar convex polyhedrons 2, 3, 5
This number has been added to make seven items. 3 building blocks of a planar convex polyhedron instead of 3 building blocks of a three-dimensional concave polyhedron
With this invention, which uses individual blocks, it is much easier to combine the building blocks than with Sommer.

In addition, these building blocks can be used not only by stacking or standing them up like conventional building blocks, but also by arranging them on a flat surface to create shapes, and it is also possible to stand up those two-dimensional shapes. Even if it is difficult to stand, it can be easily erected by placing rubber bands in the grooves of the joints of the unit cubes to stabilize them.

You can use some of the seven building blocks as needed,
Use several sets of 7 pieces. Furthermore, since the rubber band used to stabilize the modeling is also placed in the groove, it does not interfere with subsequent modeling. The use of rubber bands expands the range of shapes that can be made with real building blocks, creating a never-before-imagined level of fun when playing with building blocks.

Furthermore, each building block has the characteristic that it is made by joining and connecting unit cubes with faceted edges.
You can easily read how many unit cubes the finished figure is made of. In other words, it is possible to express the size of a planar figure and a three-dimensional figure made up of real building blocks using integers. This proves that this building block is an epoch-making building block that can be used as an arithmetic learning tool that enables integrated learning of shapes and quantities in the following four respects.

(1) Addition and subtraction For example, the meaning of addition of 2 + 3 is plane
Can be understood concretely as a three-dimensional figure.

It is difficult to make schoolchildren understand the meaning of extremely abstract mathematical expressions that express not only numbers but also the addition of quantities, such as length, size, and weight, such as 2 + 3 = 5. However, the unit cube 2
When schoolchildren are asked to confirm the addition of shapes using building blocks made up of cubes and three unit cubes, they understand the meaning of the formula 2+3 as a very concrete fact that can be confirmed with both hands and eyes.

(2) You can understand at a glance the relationship between the sides, area, and volume of similar shapes and bodies.

There is no need to actually calculate and investigate relationships such as the area of a similar shape with double the length of one side is four times the original area, and the volume of a similar shape is eight times the original volume. This can be confirmed very easily by simply counting the number of unit cubes that make up the similar figures/similar bodies created using .

(3) Students can create symmetric shapes and learn their properties.

Even if the building blocks used are not symmetrical, it is possible to construct a symmetrical figure.

Students can learn fused shapes and quantities by creating similar and symmetrical shapes while taking into account the number of unit cubes that make up the building blocks.

(4) Be able to develop drawing creation and drawing reading skills.

Objects made of building blocks that have grooves at the joints of unit cubes, especially planar shapes, can be easily expressed in diagrams by recording them on graph paper. On the other hand, it is not difficult to read a given drawing and create a model. For this reason, these building blocks are ideal for learning drawings.

In addition to the above-mentioned four advantages, the present invention also has the characteristic that it can serve as a concrete means for fostering creativity. The reason for this is that once one model is completed, variations can be easily created by replacing, moving, or exchanging some of the building blocks. For example, once an animal is created, it can often be transformed in more than 20 ways, even excluding simple changes such as turning its head sideways or backwards. Knowing this, schoolchildren actively seek ways to transform the objects they create. This positivity is a factor that nurtures the seeds of creativity.

The unit cube of the building block structure is not limited to wood; it can be made of plastic, paper, or any other material as long as it has a flat surface. Further, the rubber band used as needed is not limited to a rubber band, and may be a striated body such as a rubber string.

Next, the configuration and embodiments of the present invention will be explained with reference to the drawings.

Figure 1 is a perspective view of seven building blocks with grooves in the joints made by connecting two, three or four unit cubes 1 with their faces side-to-side; , the rod shape 3 and the key shape 4 are all three, and the field shape 5, the L shape 6, the N shape 7, and the convex shape 8 are all four unit cubes 1 joined and connected.

Figure 2 is a perspective view of a unit cube with its faces removed, Figure 3
The figure shows a perspective view of a configuration example of a similar shape and a similar body, and A and B are a similar shape and a similar body whose sides are twice as large as the building blocks 2. C is a similar figure with each side three times as large, and a similar figure can be made with three sets of real building blocks. In the drawing, the grooves between adjacent building blocks are made thicker to clearly show the combination of building blocks. The drawings from Figure 4 onwards have the same representation, but figures from Figure 5 onwards are scaled.

Figure 4 (i) is a perspective view of a symmetrical flying bird made up of building blocks 2 and 4, and each side has a similar shape (b) that is twice as large, and the similar parts are omitted from the diagram. Two sets of main building blocks are enough to make it. The number of unit cubes that make up the similar shape (ro) is 20,
Asymmetric building blocks 6 are not used. (ha) is a symmetrical flying bird made by adding this building block 6.

FIG. 5 is a perspective view of an example of a two-legged flat animal made from seven real building blocks. When one of them, for example 1, is made, the head building block 4 is replaced and moved to 2, and 3 and 4 are made. 5 swapped the head and tail of 1
Although not shown in the figure, three variations can be obtained by similar replacement and movement of the head 4. Also, by moving 3, we get 6, and by exchanging 4 and 6 and moving 2 and 5, we get 7. Although the explanation will be omitted below, up to 16 can be easily obtained by movement and replacement, and several variations can be made by further replacement. All but 16 can be erected without additional rubber bands. The dotted line 16 is the rubber band 9.

Figure 6 shows an example of a one-legged bird that can stand without a rubber band.
Figure 7 shows a perspective view of three-dimensional modeling examples in which 1 is a human, 2 and 3 are snakes, 4 to 9 are sitting animals, and 10, 11, and 12 are animals that stand on four legs. be. In each figure, in order to clearly show how the building blocks are connected, the grooves at the joints of the unit cubes are omitted.

[Brief explanation of the drawing]

The drawings show an embodiment of the present invention, where Fig. 1 shows seven building blocks, Fig. 2 shows a unit cube constituting the building blocks,
Figure 3 shows similar shapes and analogues of building block 2, Figure 4 shows a symmetrical flying bird, Figure 5 shows a two-legged animal that can be easily replaced with each other, Figure 6 shows a one-legged bird, 7th
The figure is an example of three-dimensional modeling. 1...Unit cube, 2...2 units of building blocks, 3
...3 units of bar-shaped building blocks, 4...3 units of key-shaped building blocks, 5...4 units of field-shaped building blocks, 6...4 units of L-shaped building blocks, 7...4 units of N-shaped building blocks, 8...
...4 units of convex building blocks, 9...Rubber bands, 10...
Chamfered part.

Claims (1)

[Scope of utility model registration request] A 2-unit building block 2 with a groove at the joint where two of the unit cubes 1 with faces are joined and connected side to side, and a building block 2 of 2 units that has a groove in the joint where three unit cubes 1 are joined and connected side to side and all the joints are connected. 3 units of stick-shaped building blocks 3 and key-shaped building blocks 4 with grooves, and 4 units of T-shaped building blocks 5, L-shaped building blocks 6 and N with grooves in all joints of the 4 units joined and connected side to side. A set of building blocks that requires a total of 7 blocks, 7 shaped blocks and 8 convex blocks.