JPH0444671U - - Google Patents

Description

[Brief explanation of the drawing]

Although FIG. 1 is a perspective view of the main part of the teaching material according to the present invention, the figure shown in FIG. Figure 2 is an individual cutout of each part of Figure 1, and Figure 3 is a
The figure shows a situation in which a new symmetrical shape is created using 5 and 6 in Figure 2, and Figure 4 shows a situation in which a new symmetrical shape is created using 5 and 6 in Figure 2.
A new symmetrical shape obtained by increasing the number of pieces and using four pieces,
Figure 5 is a point-symmetric figure that can be made without turning over, Figure 6
Diagrams are also rotationally symmetrical shapes that can be made without turning over.
Figures 7 and 8 are examples of similar shapes with different scales, and Figures 9 and 10 are diagrams showing the work that children are required to do to show that the square of the scale is the area ratio. , Figures 11 to 13 are designed to help children understand that the exterior angles of a regular n-gon are twice the exterior angles of a regular (2n) polygon and three times the exterior angles of a regular (3n) polygon. A simple work process explanatory diagram, Figure 14, is a schematic diagram for explaining the work with dotted lines showing the work to make it clear that triangles have an important meaning in geometric figures and often appear in various situations. FIG. 15 is a diagram showing the task of confirming to the children that the small rectangle 11 has the same area as the other parts when n=4 and the scale is 1/√2. 1, 3...Large regular n-gon in this teaching material, 2
, 4, 11... Small regular n-gon drawn inside the large regular n-gon in this teaching material, 5, 6, 7, 8
, 9, 10, 12, 13, 14, 15...Triangle drawn around the above small regular n-gon, 12'
, 13', 14', 15'...12, 13, 14
, 15 are cut out, a part of them is cut, and they are lined up without any gaps. 16... Space for arranging them using the parts cut out from 12, 13, 14, and 15.

Amendment 2.4.19 The name of the invention is amended as follows. Name of the invention Form recognition teaching material The scope of the claims for utility model registration and the brief description of the drawings are amended as follows.

[Claims for Utility Model Registration] A regular n-gon is drawn on the surface of a roll-shaped material or a flat material that is easy to cut or cut out, and the scale is 1/√ (+1) or 1/√ or 1 inside. Form recognition in which n triangles are formed by drawing a regular n-gon of /k and the extension of each side of the regular n-gon to one of the vertices of the original large regular n-gon. Teaching materials (n, k are integers, n≧3, k≧2).

[Brief Description of the Drawings] Fig. 1 is a perspective view of the main parts of the teaching material according to the present invention, but since the figure shown in Fig. 1 is an important one showing an example of n=3, it is drawn as an ordinary plan view. Figure 2 is an individual cutout of each part of Figure 1, and Figure 3 is a
The figure shows a situation where a new symmetrical shape is created using 5 and 6 in Figure 3, and Figure 4 shows a situation in which a new symmetrical shape is created using 5 and 6 in Figure 3.
A new symmetrical shape obtained by increasing the number of pieces and using four pieces,
Figure 5 is a point-symmetric figure that can be made without turning over, Figure 6
Diagrams are also rotationally symmetrical shapes that can be made without turning over.
Figures 7 and 8 are examples of similar shapes with different scales, and Figures 9 and 10 are diagrams showing the work that children are required to do to show that the square of the scale is the area ratio. , Figures 11 to 13 are designed to help children understand that the exterior angles of a regular n-gon are twice the exterior angles of a regular (2n) polygon and three times the exterior angles of a regular (3n) polygon. A simple work process explanatory diagram, Figure 14, is a schematic diagram for explaining the work with dotted lines showing the work to make it clear that triangles have an important meaning in geometric figures and often appear in various situations. FIG. 15 is a diagram showing the task of confirming to the children that the small rectangle 11 has the same area as the other parts when n=4 and the scale is 1/√2. 1, 3...Large regular n-gon in this teaching material, 2
, 4, 11... Small regular n-gon drawn inside the large regular n-gon in this teaching material, 5, 6, 7, 8
, 9, 10, 12, 13, 14, 15...Triangle drawn around the above small regular n-gon, 12'
, 13', 14', 15'...12, 13, 14
, 15 are cut out, a part of them is cut, and they are lined up without any gaps. 16...A space for arranging them using the parts cut out from 12, 13, 14, and 15.

Claims (1)

[Scope of utility model registration request] Draw a regular n-gon on the surface of a roll-shaped material or a flat material that is easy to cut or cut, and inside it draw a regular n-gon with a scale of 1/√(+1), 1/√, or 1/k, and A morphological recognition teaching material (n and k are integers) in which n triangles are formed by drawing an extension line of each side of the regular n-gon to one of the vertices of the original large regular n-gon. n≧3, k≧2).