GB2437356A

GB2437356A - Teaching Apparatus, e.g. for Maths, Question and Answers, and Writing

Info

Publication number: GB2437356A
Application number: GB0605447A
Authority: GB
Inventors: John Balfour Cockburn
Original assignee: Individual
Current assignee: Individual
Priority date: 2006-03-17
Filing date: 2006-03-17
Publication date: 2007-10-24
Also published as: GB0605447D0

Abstract

Three different teaching apparatus are disclosed. In a first embodiment, the apparatus comprises a master strip 10 having a plurality of equally sized sections, and a plurality of operation strips 14, the operations strips having lengths which correspond to an integer number of the equally sized sections of the master strip. The operation strips are arranged in use to be placed adjacent the master strip in order to teach mathematical functions. The sections of the master strip may be numbered e.g. from zero, and a stop portion 13 may be provided below the first section. In a second embodiment (Figs 5, 6) the teaching apparatus comprises a first page and a second underlying page. The first page contains one or more questions and adjacent to each question a cut away portion 54 in which the answer is written. The second page is arranged to receive the answers written at the cutaway portion and contains the questions and their answers so that the given answer can be checked. In a third embodiment (Figs 7, 8) the teaching apparatus comprises a sheet of material having an indented outline of various letters, such that the apparatus can receive the end of a writing implement and thereby teach the writing of letters.

Description

TEACHING APPARATUS

The present invention relates to teaching apparatus.

In known teaching methods, a pupil is taught to add and subtract using counters or number lines. However these methods have the disadvantage that the pupil can get the wrong answer when working on their own. When using counters, the pupil needs to first correctly count the first number of counters and then the second number of counters and finally to count the resulting number of counters. When first learning about numbers, pupils can have problems in accurately counting the counters. This means that the pupil may learn incorrect information. Number lines have similar problems in that they rely on pupils being able to correctly count the number to be added or subtracted to a first number.

In known teaching methods for teaching pupils to write, a page is provided with sample characters. The pupil is then able to copy these characters or write over the sample characters. This method relies only on a visual technique for learning.

In another teaching method, a book of questions is provided. The pupil is then able to write the answer on the page next to the relevant questions. The answers are then provided at the bottom of the page or the back of the book. It can be difficult to work out which answer goes with which question, particularly when a young pupil is Embodiments of the invention seek to overcome or at least reduce one or more of the above described problems.

According to a first aspect, there is provided teaching apparatus comprising: A master strip having a plurality of equally sized sections; and A plurality of operation strips, said operation strips having a lengths which corresponds to an to an integer number of said equally sized sections, wherein one or more of said operation strips is arranged to be placed, in use, adjacent said master strip to teach mathematical functions.

According to another aspect, there is provided teaching apparatus comprising a first page and a second underlying page, said first page arranged to contain one or more questions and adjacent to the or each question a cut away portion, said second page having an area exposed at said cutaway portion, said second page containing said one or more questions and an answer to said one or more questions, wherein said area of said second page which is exposed by said cut away portion of said first page is arranged adjacent respective ones of said questions and answers.

According to another aspect, there is provided teaching apparatus comprising a sheet of material, said sheet of material comprising an outline of an image to be produced, said outline being indented with respect to a surface of said sheet of material, said indentation being sized to receive a writing end of a writing instrument and having a depth to guide the writing end of a writing instrument.

For a better understanding of the present invention and as to how the same may be carried into effect, reference will now be made by way of example only to the accompanying drawings in which: Figure 1 shows teaching apparatus, embodying the present invention, for teaching addition and subtraction; Figure 2 shows an example of the apparatus of Figure 1, when used for addition; Figure 3 shows the apparatus of Figure 1 when used for subtraction; Figure 4 shows a modification to the apparatus of Figure 1; Figure 5 shows a first page of a different teaching apparatus embodying the invention; Figure 6 shows a second page of the teaching apparatus of Figure 5; Figure 7 shows teaching apparatus for use in the teaching of handwriting; and Figure 8 shows a cross section through the apparatus of Figure 7.

Reference is made to first to Figure 1 which shows a first embodiment of the present invention. Figure 1 shows teaching apparatus to assist in the teaching of addition and subtraction.

The apparatus consists of a master strip 10. The master strip 10 is divided into equally sized section 12. In the embodiment shown in Figure 1, there are fifteen equally sized sections 12. It should be appreciated that this is by way of example only and more or less than fifteen sections can be provided.

The master strip 10 is elongate with the equally sized sections 12 placed one next to the other. Each of the sections 12 is numbered. The numbers are consecutive numbers.

In preferred embodiments of the present invention, the numbers start at 0 and increase by unit increments. The master strip 10 also has a stop portion 13 provided at one end, directly below the section containing the number "0". The purpose of this stop portion will be described in more detail hereinafter. It should be appreciated that in some embodiments of the invention, a similar stop portion may be provided at the other end of the master strip 10.

The apparatus also comprises a plurality of elongate operation strips. Three of these operation strips 14 are shown in Figure 1. Each operation strip 14 is provided with a number on it. The size, that is the length, of the operation strip 14 corresponds to the number on that strip 14. For example, the first operation strip 14 has the number "1" on it. It therefore has a size corresponding to the length one of the sections 12 of the master strip. The second operation strip 14 has the number "2" on it and thus has a length which corresponds to two sections 12 of the master strip 10. The operation third strip 14 has the number "3" on it and thus has a length which corresponds to three of the sections 12 of the master strip 10. Thus the use of the master and operation strips allows the pupil to have a visual representation of the magnitude of a number.

In preferred embodiments of the invention, the number is marked, centrally, on the strip. Additionally or alternatively each of the operation strips is divided into the associated number of sections 15. For example, an operation strip for the number "3" would be divided into three sections 15, with each section corresponding in size to a section of the master strip 10. Where the numbers are provided on the strips, as shown in Figure 1, odd numbers will be in the central section of the operation strip whilst even numbers will span a boundary between the two central sections.

Any number of these operation strips 14 may be provided. More than one operation strip 14 having the same number thereon can be provided. In embodiments of the present invention, one of more of the operation strips 14 may in fact have a length equal to the master strip. In alternative embodiments of the present invention, the length of the longest one of the operation strips 14 may be one less than the length of the master strip.

In some embodiments of the present invention, the size of the operation strips may be limited so that no more than two operation strips for a given number are provided and the two longest operation strips when placed side by side do not exceed the length of the master strip 10.

Reference is now made to Figure 2 which shows an example of how the teaching apparatus of Figure 1 is used. In this example, a pupil wishes to perform the sum 2+3.

The operation strip 14 having the number 2 is then placed against the master strip 10 with the stop portion 13 of the master strip 10 abutting the left hand edge 18 of the operation strip 14 with the number "2". The operation strip 14 with the number "3" is placed under the master strip 10 with its left hand edge 20 against the right hand edge 22 of the operation strip 14 containing the number "2". As can be seen from Figure 2, the right hand edge 24 of the second strip 14 with the number "3" is lined up with the end of the section 12 on the master strip 10 containing the number 5. The pupil is thus able to see that the sum 2 + 3 is equal to 5.

This technique can be used to add any two or more numbers, using suitably sized operation strips being placed one next to the other next to or even over the master strip.

Reference is now made to Figure 3 which shows how the apparatus of Figure 1 can be used to teach a pupil subtraction. In the example shown in Figure 3, the pupil wishes to subtract 3 from 10. The operation strip 14 containing the number "3" is taken and placed against the master strip 10 with the right hand edge 26 aligned with the right hand edge 28 of the section 12 of the strip 10 containing the number "10". The pupil is then able to see that the left hand edge 30 of the operation strip 14 is aligned with the right hand edge 32 of the section 12 containing the number "7". The pupil is thus able to determine that the result of the subtraction 10 -3 is 7.

In some embodiments of the invention, division or multiplication can be performed by the apparatus.

By frequent association of the numbers of a sum or the like, with the answer on the master strip, learning is reinforced. In addition, the size of the operation strips represents the magnitude of the number and this again helps to reinforce the learning.

Figure 4 shows a modification to the teaching apparatus of Figure 1. In this modification, a board 36 is provided. The board is divided up into rows 38 and colunins 40. Arranged along the top row of the board 36 is the master strip 10'. It should he appreciated that in a preferred embodiment of the present invention, the master strip is printed on the board. The operation strips 14 can then be used on this board as described in relation to Figures 2 and 3. In this embodiment, the master strip is shown at the top of the board. In alternative embodiments of the present invention, the master strip can be printed in a different position on the board, for example in the middle or bottom row of the board or any other suitable intermediate row.

In another alternative embodiment of the present invention, the master strip 10 shown in Figure 1 can be placed on the board of Figure 4 in any suitable position.

In board shown in Figure 4, a number of rows are shown. In some embodiments of the present invention, only two rows may be provided, one for the master strip 10 and one for the row on which a particular sum or subtraction is to be performed. Of course, more than two rows may be provided.

In the embodiments shown in Figures 1 to 4, the master strip 10 is shown as a horizontal row. It should be appreciated that embodiments of the present invention can alternatively be formulated as an elongate column. The operation strips 14 would then also need to be provided as columns.

In embodiments of the present invention, it is preferred that the sections 12 have numerals thereon. However, in alternative embodiments of the present invention, each section may have a dot or similar shape. Likewise, the strips may have a number of dots or similar shape, the number of dots or similar shape corresponding to the length of the operation strip 14. In one modification, the operation strips may have one side with the sections marked with numbers and on the other side, the sections only without the numbers.

In a modification to the arrangement shown on Figure 1 means may be provided for masking the number contained on one or more of the sections on the master strip. The pupil will then perform the sum and could check the answer by lifting one or more flats covering the master strip 10.

It should be appreciated that the numbers on the master and operation strips do not need to be integers but can for example be binary numbers, fractions or decimal numbers for example.1, .2 etc..

In one modification to the present invention, the master strip and/or the operation strips may be provided with an anti-slip backing to prevent movement of the strips in use. The anti-slip backing may be a sticky material and/or be a material which has a frictional resistance to movement. A backing material, board or guide maybe provided on which the master strip and/or operation strip are placed, with the backing material, board or guide interacting with the master strip or operation strip to prevent movement thereof.. For example Velcro may be used or a mechanical interaction may be achieved. In one embodiment, a groove is provided for accommodating at least one of the master and the operation strips. The width of the groove would be slightly wider than the width of the respective strip. The length of the groove would correspond to the length of the master strip.

It should be appreciated that in preferred embodiments of the invention, the stop portion 13 is arranged to extend above the surface on which the operation strip is placed to prevent an operation strip being placed thereon. The stop portion allows the pupil to do calculations where the answer is "0".

In alternative embodiments of the invention, the apparatus can be used with positive and/or negative numbers. This may mean that the first number of the master strip is not "0", Reference is now made to Figures 5 and 6, which show a second embodiment of the present invention. This teaching apparatus is in the form of for example a book.

Figure 5 shows a one page of the book whilst Figure 6 shows a succeeding, underlying, page of the book. In the embodiment shown in Figure 5, the page 50 has a plurality of cut-out portions 54. These cut-out portions 54 are arranged adjacent a question 56.

The question can take the form of a mathematical question. The question may be a sum for example, 3 + 7. The question can be a subtraction, for example 12 -3. The question can be a multiplication, 2 x I or a division, for example 6 3. It should be appreciated that a single page may include a mixture of different mathematical questions. In the examples given, there are two numbers which need to be combined, subtracted from one another, multiplied or divided. It should be appreciated that more complicated mathematical questions can be provided involving three or more numbers and one or more mathematical operators In the example shown in Figure 5, the mathematical questions are the times table.

The page shown in Figure 5 is immediately preceding the page shown in Figure 6.

Accordingly, when the pupil writes the answer in the cut-out portion 54 on the page shown in Figure 5, the answer appears on the underlying page 52, shown in Figure 6.

The underlying page 52 will show the same question as the preceding page and additionally will show the correct answer to the question. The correct answer to the question is arranged so that it is not visible when the pupil has the preceding page 50 open. In this way, the pupil is able to check answer against the correct answer by turning to the page shown in Figure 6.

It should be appreciated that the question need not be a mathematical question but can be any suitable question requiring the user to write one or more words andlor one or more letters.

In one preferred embodiment of the present invention, the questions comprise a times table. Advantageously, the times table is divided up into three distinct blocks 60, 62 and 64 on the same page. Thus, the spacing 66 between adjacent ones of the blocks 60, 62 and 64, is greater than the spacing 68 between two adjacent questions in a block.

In preferred embodiments of the present invention, the cut-away portions 54 are arranged in a column. Thus, the cut-away portions underlie one another.

In alternative embodiments of the present invention, the questions can be arranged in such a form that the cut-away portions 54 are arranged in a row.

Alternatively, any other suitable pattern for the position of the cut-away portions 54 can be provided.

The cut away portions are preferably rectangular but in alternative embodiments of the present invention may be any other suitable shape.

To assist in making the separate questions appear distinct, a distinguishing region 70 may be provided between adjacent questions. For clarity, only one of those regions 70 is shown. The regions may be provided between each adjacent question in a block.

The region may be provided between adjacent blocks however, in preferred embodiments the area is left clear.

The region 70 can take any suitable form such as a block of one or more colours, and/or any suitable pattern and/or shading. Preferably the region 70 does not include lines.

It should be appreciated that in preferred embodiments of the invention, there is no colour or lines printed around the cut-away portion The questions can take any suitable form and can require any form of answers such as a word, a number or a picture. For example the question may relate to time and require a pupil to write a time or draw the hands of a clock or the like.

I'he cut-away portions are such that the areas exposed thereby on the second page are arranged to the left of the answer on the second page.

Reference is now made to Figure 7 which shows a third embodiment of the present invention.

The embodiment shown in Figures 7 and 8 shows a teaching aid which can be used to assist in the teaching of writing. In particular, a sheet of material 100 is provided. On that sheet 100 is provided the outline 102 of various letters. The outline 102 of the letters is indented as shown in Figure 8. Figure 8 is a cross-section through the sheet of material 100 along line A-A. As can be seen, there are a plurality of indentations 104 which correspond to the outline of the letter.

The outline 102 of the letter may additionally have some marking on it to highlight it.

For example, the sheet 100 may be of a first colour, with the outline 102 of the letters being in a second, different colour. The outline may be marked in a continuous colour or by a discontinuous colour, for example a dotted or dashed line. Thus the indentation would contain the outline of the character or the like therein. The outline may be printed.

It should be appreciated that the indentations may be presented in a sequence or sequences of differing depths of indentation. Differing depths of indentation may be provided on the same character or the like andlor on different characters.

I'he material can be any suitable material, for example paper, card or plastics.

The indentations 104 are sized as to accommodate the writing end of a writing instrument such as a pen or pencil. Thus, the pupil will use a pencil or the like and the indentations will guide the writing instrument of the pupil so that the pupil is able to learn how to form the characters correctly. Thus this means that the pupil learns additionally form the guided movement of the hand.

It should he appreciated that the indentation needs to be deep enough to guide the writing end of the writing instrument as well as wide enough to receive the writing end of the writing instrument.

It should be appreciated that this technique can be used with any other suitable symbols, such as a number. The same technique can be used for drawings, shapes or the like.

In the arrangement shown in Figure 8, the indentations are shown as being contained within the material. In some embodiments of the present invention, the indentations may be such that they extend beyond the opposite surface of the material to that on which the user writes.

The material may contain printed instructions and/or arrows or any other suitable guidance to assist the pupil in forming the letters etc correctly. In particular, this may assist the pupil in following the guidance provided by the indentations in the correct sequence.

Claims

CLAIMS

1. A teaching apparatus comprising: A master strip having a plurality of equally sized sections; and A plurality of operation strips, said operation strips having a lengths which corresponds to an to an integer number of said equally sized sections, wherein one or more of said operation strips is arranged to be placed, in use, adjacent said master strip to teach mathematical functions.

2. A teaching apparatus as claimed in claim 1, wherein the longest of said operation strips is equal in length to said master strip.

3. A teaching apparatus as claimed in claim 1, wherein the longest of said operation strips is equal to one less than the number of sections of said master strip.

4. A teaching apparatus as claimed in claim 1, wherein said operation strips are such that a combined length of the two longest operation strips does not exceed the length of the master strip.

5. A teaching apparatus as claimed in any preceding claim, wherein said master strip is elongate.

6. A teaching apparatus as claimed in any preceding claim, wherein each section of said master strip is marked with a number.

7. A teaching apparatus as claimed in claim 6, wherein said sections of said master strip are consecutively numbered.

8. A teaching apparatus as claimed in any preceding claim, wherein at least one of said operation strips is provided with a number, said number corresponding to the length of the said strip.

9. A teaching apparatus as claimed in claim 8, wherein said number is located centrally of said operation strip.

10. A teaching apparatus as claimed in any preceding claim, whcrcin operation strips are divided into a number of sections, the number of sections corresponding to the respective length of said operation strips.

11. A teaching apparatus as claimed in any of claims 6 to 10, wherein said numbers are one of: integers, decimal numbers, fractions and binary numbers.

12. A teaching apparatus as claimed in any preceding claim, wherein said mathematical function comprises addition, division, multiplication and./or subtraction.

13. A teaching apparatus as claimed in any preceding claim, wherein a board is provided on which said master and operation strips are placed in use.

14. A teaching apparatus as claimed in claim 14, wherein a board is provided, said master strip being integral to said board.

15. A teaching apparatus as claimed in any preceding claim, wherein the first section on said master strip has the number zero and a stop portion is provided below said first section.

16. A teaching apparatus as claimed in any preceding claim, wherein said apparatus comprises means for preventing relative movement between at least one of said master strip and said operation strips.

17. A teaching apparatus as claimed in claim 17, wherein said means for preventing relative movement comprises a backing on at least one of said master and said operation strips.

18. l'eaching apparatus comprising a first page and a second underlying page, said first page arranged to contain one or more questions and adjacent to the or each question a cut away portion, said second page having an area exposed at said cutaway portion, said second page containing said one or more questions and an answer to said one or more questions, wherein said area of said second page which is exposed by said cut away portion of said first page is arranged adjacent respective ones of said questions and answers.

19. A teaching apparatus as claimed in claim 18, wherein said cut away portions are substantially rectangular.

20. A teaching apparatus as claimed in any of claims 18 or 19, wherein said cut away portions are arranged in a colunm on said first page.

21. A teaching apparatus as claimed in any of claims 18 to 21, wherein said questions comprises a times table.

22. A teaching apparatus as claimed in any of claims 18 to 21, wherein said questions are divided into three blocks.

23. A teaching apparatus as claimed in claim 22, wherein a spacing between adjacent blocks is greater that a spacing between adjacent questions in block.

24. A teaching apparatus as claimed in claim 22 or 23, wherein a region is defined between questions in a block, said region between questions in a block being of a different appearance.

25. A teaching apparatus as claimed in any of claims 18 to 24, wherein said area of said second page exposed by said cutaway portion is arranged to the left of a respective answer.

26. 1'eaching apparatus comprising a sheet of material, said sheet of material comprising an outline of an image to be produced, said outline being indented with respect to a surface of said sheet of material, said indentation being sized to receive a writing end of a writing instrument and having a depth to guide the writing end of a writing instrument.

27. A teaching apparatus as claimed in claim 26, wherein said outline image is provided in a different colour to the colour of the sheet of material.

28. A teaching apparatus as claimed in claim 27, wherein the outline is one of a solid colour, dashed or dotted lines.

29. A teaching apparatus as claimed in any of claims 20 to 22, wherein said material comprises one of plastics, paper and card.

30. Apparatus substantially as hereinbefore described with reference to andlor as shown in Figures 1 to 4, Figures 5 and 6, or Figures 7 and 8 of the accompanying drawings.