JPS6312363Y2 - - Google Patents

Description

[Detailed Description of the Invention] (Field of Industrial Application) The present invention relates to a counter with a magnet for teaching purposes.

(Prior art) As an auxiliary teaching material for mathematics education,
The learning blackboard described in Publication No. 6821 and the
The arithmetic teaching tool described in No. 5166 is already publicly known.

Japanese Utility Model Publication No. 36-6821 describes the technical content of ``magnetically attaching a display piece with a magnet on the back side to an iron blackboard.''

In addition, the arithmetic teaching tool described in Utility Model Publication No. 56-5166 has a "whole shape shaped like a petal, with a through hole formed in the center, and one side around the through hole. "Ohajiki with a ring-shaped magnet attached to it"
is listed.

(Problems to be Solved by the Invention) The magnets provided in the display strips and scrolls described in the above publication are only exposed on one surface, and a partition wall is provided on the other surface. There is,
Furthermore, since the partition wall is thick and the distance from the other surface to the magnet is long, even if an attempt is made to magnetize the other surface, it will not be possible.

What is more important is that none of the teaching tools described in the above-mentioned bulletin can fully meet the current curriculum guidelines of the Ministry of Education, Culture, Sports, Science and Technology.

In other words, in elementary school mathematics education, the integrated teaching of numbers and quantities is stipulated in the curriculum guidelines of the Ministry of Education, Culture, Sports, Science and Technology.

First of all, in order to have a sufficient understanding of numbers, (1) number system (ichi, ni, san...or one,
Be able to correctly read the number words ``two'' and ``mitsutsu'' in correspondence with objects even if they are in reverse order. ) (2) Number system (33 in 3 is 3 10s and 3 1s,
Ability to write and read numbers correctly with the understanding that 3 is the same. ) (3) Ordinal number (what is the number from left to right or from bottom to top?) (4) Set number (5 for Kotup, 4 for red, and 3 for blue)
The last number, such as tsu, represents a group of things. ) (5) Size of numbers (5 is next to 4 and is one larger.) (6) Decomposition/composition (5 is 0 and 5, 1 and 4, 2 and 3,
3 and 2, 4 and 1, 5 and 0. ) (7) Understanding addition and subtraction of numbers (one number can be seen as the sum and difference of two numbers). As mentioned above, in order for numbers to become established as a concept and as a child's ability, ``Ohajiki'' is frequently used as a necessary and effective teaching material as a counting tool at the teaching stage.

An effective way to encourage children to learn with interest and motivation is to attach magnets to ``ohajiki'' and use them in conjunction with an ohajiki board (iron board) to provide instruction.

In addition to the "Ohajiki" described in Utility Model Application Publication No. 56-5166, this "Ohajiki" has a through hole formed in the center of the Ohajiki body of various shapes, as shown in Figures 3 and 4. A magnet is inserted into this through-hole and magnetically attached to an iron plate, so that it is easy to teach arithmetic by arranging them on the iron plate.

However, since the above-mentioned magnets are simply inserted into the main body, they may come off naturally, or children may play with them by pushing out the magnets with the tip of a pencil without the teacher's attention. This causes them to lose concentration in class, and they end up losing the magnets that have been pushed out, making the ohajiki useless.

Also, square "tiles" are used to help people understand the correspondence between quantities and numbers.
There is no counting device that has the functions of both a ``ohajiki'' and a ``tile''.

(Means for solving the problems) This invention eliminates the drawbacks of the conventional "ohajiki" mentioned above, and has the functions of both "ohajiki", a teaching tool for numbers, and "tiles", a teaching tool for quantities. The purpose is to provide a counting tool that makes it possible to teach numbers and quantities in an integrated manner.

In other words, the present invention provides the following features: (a) The counting device is formed into a rectangular plate-shaped body; (b) Both sides of the rectangular plate-shaped body are provided with an easily conspicuous outer contour in the shape of a flower such as a cherry blossom. (c) A bottomed columnar magnet holding hole with a thin film formed on one side is provided approximately in the center of the plate; (d) This magnet holding hole is filled with a magnet. This is a teaching counting device with a magnet, which is characterized by:

The counting device according to the present invention is formed into a square or rectangular plate-like body. Both sides of the plate-like body are provided with an outer contour in the shape of a familiar flower such as a cherry blossom.
The outer contour is usually formed by protrusions, but is not limited to this, and can also be formed by grooves or different colors.

And since the so-called "tile" and "ohajiki" are integrated, "ohajiki" is used to understand the concept of number as a discrete quantity, and "tile" is used to help understand the concept of number as a continuous quantity. It is possible to teach both sides at the same time.

In other words, as shown in Figure 5, if the teacher arranges the counting tools in a line and instructs the children to focus on the plate-shaped object, that is, the rectangular tile, they can be used as ``tiles'' to help students understand numbers as continuous quantities. can.

If the teacher instructs the students to focus on the flower-shaped pattern, it can be used as a ``return'' to help them understand the concept of numbers as separated quantities.

In this way, the fact that one counting device can be used to teach both the concept of number as a discrete quantity and the concept of number as a continuous quantity, compared to teaching each with separate teaching materials at different times, Children are quick to understand numbers.

(Example) An embodiment of the present invention will be described based on the drawings.

In FIGS. 1, 2, and 5, a conspicuous outer contour 3 is provided on both sides of a square plate-like body 1 made of synthetic resin by forming protrusions 2 in the shape of a flower such as a cherry blossom. A columnar projection 4 having approximately the same height as the outer contour 3 is formed on both sides at approximately the center of the plate-like body 1.
A columnar magnet holding hole 6 with a bottom is provided with a thin film 5 remaining therein.

In the figure, the magnet holding hole 6 is cylindrical, but it may also be rectangular.

Note that an inner contour 7 is formed on the other surface 12 by the columnar projections 4 and the magnet holding holes 6. The magnet holding hole 6 is filled with a magnet 8.

To explain one method of using this invention, as shown in Figure 5, if the counting tools are arranged in a line and the teacher instructs the children to focus on the plate-shaped object, that is, the rectangular tile, it will be possible to calculate the continuous quantity. It can be used as a "tile" to help you understand the number of numbers.

If the teacher instructs the students to focus on the flower-shaped pattern, it can be used as a ``return'' to help them understand the concept of numbers as separated quantities.

(Effects of the invention) (a) The counting device according to the invention uses a rectangular plate-like body and has a flower-shaped outer outline such as a cherry blossom-like shape on both sides, so it is similar to what is called a "tile" and "ohajiki". are integrated.

Therefore, it is possible to simultaneously teach both ``ohajiki'', which helps students understand the concept of numbers as discrete quantities, and ``tiles'', which help students understand the concept of numbers as continuous quantities. In other words, if a teacher instructs children to focus on square tiles, they can be used as "tiles" to help students understand numbers as continuous quantities. Then, if the teacher instructs the children to focus on the flower-shaped pattern, it will become a "Ohajiki" for understanding the concept of number as a separated quantity.
Can be used as

In this way, one counting device can be used to teach both the concept of number as a discrete quantity and the concept of number as a continuous quantity, compared to teaching each using separate teaching materials at different times. , children are quick to understand numbers.

(b) The magnet holding hole is formed with a thin film left on one side without penetrating it.

Therefore, unlike thick partition walls, since it is a thin film, it has little effect on the magnetic force, and both sides of the counter can be magnetically attached, so there is no need to worry about the front and back sides during instruction.

In addition, in the case of a holding hole with a magnet holding hole that penetrated through it, the inserted and filled magnet could be pushed out with the tip of a pencil, but in the case of the present invention, due to the presence of a thin film, the tip of the pencil etc. It is not possible to push out a magnet.

Therefore, students can concentrate on the lesson and the learning effect is enhanced, and there is no need to waste the counting tool by losing the magnet.

[Brief explanation of the drawing]

Fig. 1 is a plan view of an embodiment of the present invention, Fig. 2 is a sectional view taken along line A-A in Fig. 1, Fig. 3 is a plan view of a conventional Ohajiki, and Fig. 4 is B of Fig. 3. -B sectional view,
FIG. 5 is a plan view showing one state of use. 1: Plate-shaped body, 2: Projection, 3: Outer contour, 5: Thin film, 6: Magnet holding hole, 8: Magnet.

Claims (1)

[Scope of Claim for Utility Model Registration] (a) The counting device is formed into a rectangular plate-shaped body; (b) Both sides of the rectangular plate-shaped body have an easily conspicuous outer outline in the shape of a flower such as a cherry blossom. (c) A column-shaped magnet holding hole with a bottom and a thin film formed on one side is provided approximately in the center of this plate-like body. (d) A magnet is placed in this magnet holding hole. A teaching counter with a magnet, characterized by being filled with.