Abstract: A game for teaching arithmetic skills involves having a player spin a wheel twice, the first time determines the arithmetic operation to be performed and the first number and the second spin determines the second number. The player then moves his or her game piece according to the results of the arithmetic operation, if the player correctly performs the operation and obtains the correct result. The player will forfeit his turn if he incorrectly performs the operation. Rules of the game control the direction of movement of the game pieces and the number of spaces the game piece can be moved on any one turn. A winner is determined by the first player to reach a finish position.

Abstract: An apparatus, system, and method are disclosed for teaching sequencing principles. An educational toy is provided with a plurality of panels that interlock with each other in a sequential pattern to form a multi-sided enclosure. A coded element may be represented on at least one of the panels. The coded element may be an element in a series forming a sequence to indicate the sequence pattern of the various panels. The sequence code or pattern to open the multi-sided enclosure is encrypted in the structural design of the various panels. Additional educational material may be represented on the various panels. In addition, an object containing educational material thereon may be included in the interior of the multi-sided enclosure.

Abstract: A mathematics education apparatus comprises a base array. The base array includes a plurality of rows, with each row having ten receiving positions. The mathematics education device further comprises a plurality of number pieces that each correspond to a number, including at least one number piece corresponding to numbers one through ten. Each number piece has a linear length that is proportional to the number corresponding to that number piece. Additionally, each number piece is configured to cover a quantity of receiving positions on the base array equal to the number corresponding to that number piece.

Abstract: A visual method of teaching arithmetic, in which graphical representations of familiar objects are used instead of numbers, is particularly well suited for children who are visually oriented and have difficulty with numbers. The shapes of the objects resemble the numerals zero through nine. The objects may appear in any visual medium. Students are first shown examples of multiplication, division, addition, and subtraction, in which objects replace numbers. Each object is then shown by itself. The numeral that corresponds to the number value of each object is then overlaid on top of each object. Students are also shown groups of colored dots or balls, in which the colors of the dots match the colors of the objects and the number of dots corresponds to the numerical value represented by its corresponding object.

Abstract: The present invention relates to a math manipulative educational learning game in which a plurality of rods are provided for use in various manipulative games designed to teach rudimentary arithmetic skills. In the preferred embodiment, the rods are of various lengths and/or volumes, with the shortest length comprising a unit length, and other rods being formed in integral multiples of the unit length. Various games are disclosed in which a child is encouraged to manipulate the rods in various ways and in order to learn various arithmetic lessons. For example, in one game a Game Master selects any of the rods except the rod having unit length and places it upon a game playing surface. Thereafter, the Partner must select a plurality of rods whose combined lengths equal the length of the rod played by the Game Master. These rods are laid end-to-end along side the rod played by the Game Master in order to demonstrate their length equality.

Abstract: A ten-frame subtraction system for teaching subtraction skills of the present invention preferably includes at least one card and at least one tile. The card has a positive numerical representation thereon represented by a corresponding quantity of graphical representations which are arranged in a predetermined arrangement. The tile has a negative numerical representation thereon represented by a corresponding quantity of cross-outs that are arranged in the predetermined arrangement. The tile is designed to interact with the card for teaching subtraction skills. Preferably the graphical representations remain visible through the tile if they are not covered by the cross-outs when the tile interacts with the card. The present invention is also directed to a method for using the ten-frame subtraction system to teach subtraction skills.

Abstract: Computer software and portable memory for an electronic educational toy designed to stimulate the development of a child's mind using audio feedback, the educational toy including an enclosure enclosing a processor, data storage medium and a speaker and having a substantially planar surface for being contacted by the child.

Abstract: A game apparatus and a method for assisting in teaching the addition and subtraction of positive and, especially, negative numbers, are based on the Null Theory of Adding and Subtracting Positive and Negative Numbers. The apparatus comprises (a) a plurality of positive units, (b) a plurality of negative units, (c) a demarcated playing zone, and (d) a means for measuring the number of free positive units and free negative units within the demarcated playing zone. Within the demarcated playing zone, free positive units combine with free negative units zone to form null units, with each null unit comprising an equal number of positive units and an equal number of negative units. Each null unit preferably comprises one positive unit and one negative unit.

Abstract: A math game and method includes a game board having a plurality of elongated slots therein. Each of the slots defines a row arranged in a plurality of columns. The columns each have a number of rows therein equal to a number of columns provided. A plurality of different multiplier indicia is positioned on the game board and positioned adjacent to one of the columns. A plurality of multiplicand indicia is positioned on the game board and positioned adjacent to one of the left ends of the rows. The columns each include multiplicand indicia beginning with a numeral 1 and progressing by one for each subsequent row. Each of a plurality of game pieces is mounted in one of the slots and is selectively positioned along a length thereof. A random number indicator indicates a number between 1 and a number equal to the number of the columns.

Abstract: Methods of dynamically presenting transformations of expressions comprising symbols representing abstract concepts are described. Methods are presented of animating these symbols to exhibit the transformations and, optionally, link these animations with the corresponding animations of a concrete pictorial model. Additional methods are described linking these animations with computer controlled and,even computer calculated explanations of the process in both text and sound. The purpose is to present the rules for transforming abstract representations (for example equations) in ways that are much easier to understand and remember. Such animations are the modern dynamic “illustrations” of these transformations. Methods are described of computer controlled sequencing of the animations with corresponding animations of a concrete analogical model.

Abstract: A method of playing a mathematical game to calculate a target value includes generating the target value randomly, generating a plurality of calculating numbers to be used to calculate the target value, and calculating, by a first player, an initial solution that is equal to the target value, by combining the calculating numbers with any combination of a plurality of mathematical operations in any order. The calculating numbers can also be generated randomly and the plurality of mathematical operations includes addition, subtraction, multiplication, division, powers and roots. If the first player fails to attain the initial solution equal to the target value, then an alternate solution is attained by the first player that approximates the target value.

Abstract: A method of playing a mathematical game to calculate a target value includes generating the target value randomly, generating a plurality of calculating numbers to be used to calculate the target value, and calculating, by a first player, an initial solution that is equal to the target value, by combining the calculating numbers with any combination of a plurality of mathematical operations in any order. The calculating numbers can also be generated randomly and the plurality of mathematical operations includes addition, subtraction, multiplication, division, powers and roots. If the first player fails to attain the initial solution equal to the target value, then an alternate solution is attained by the first player that approximates the target value.

Abstract: A hand-held learning device is disclosed. The hand-held learning device includes a housing and a processor unit in the housing. A memory unit is coupled to the processor unit, and the memory unit comprises code for at least one problem. A motion activated switch is coupled to the processor unit. The motion activated switch is activated after a user of the hand-held learning device moves the entire hand-held interactive learning device from a first position to a second position. An output device is coupled to the processor unit and presents the problem or the answer to the problem to the user.

Abstract: An educational mathematical game using specialized dice, substantially as disclosed herein.

Abstract: An arithmetic teaching device including a base plate bearing a table with numerical indicia and a cover plate secured atop the base plate. The cover plate is provided with a number of slots configured to permit the numerical indicia in the table to be viewed through the slots. A number of slides are positioned in the slots between the base plate and the cover plate, each of the slides has a length about half that of the slots.

Abstract: A kit containing an Instructor unit sized for presentation to a group and multiple Child training units both set up to allow students to visually model and relate addition, subtraction, multiplication, and division in primary mathematics. The manipulative units include a plurality of colored cubes arranged in slots so that the movement of particular cubes from one side of the slots to the other side represents numbers in a mathematical operation. Tally trays of five slots may be removed from the device and hold up to 10 cubes to demonstrate regrouping operations on a mat.

Abstract: Game apparatuses and methods for assisting in teaching the addition, subtraction, multiplication, and division of positive and, especially, negative numbers, are based on the Null Theory of Adding, Subtracting, Multiplying, and Dividing Positive and Negative Numbers. An exemplary game apparatus comprises (a) a plurality of positive units, (b) a plurality of negative units, (c) a demarcated playing zone, and (d) a means for measuring the number of free positive units and free negative units within the demarcated playing zone. Within the demarcated playing zone, free positive units combine with free negative units zone to form null units, with each null unit comprising an equal number of positive and negative units. Each null unit preferably comprises one positive unit and one negative unit.

Abstract: An electronic toy appliance for use with interchangeable graspable objects such as blocks or tiles, the toy appliance designed to stimulate the development of a child's mind using audio feedback.

Abstract: A teach-aiding weight set includes a white, a red, a light green, a purple, a yellow, a green, a black, a brown, a blue, and an orange weight. Each of the weights is provided with spaced shallow grooves to show a plurality of equal sections corresponding to a specific weight thereof. The specific color, weight, and shallow-groove-divided sections of each of the weights help small children to learn primary mathematical concepts, particularly the concept of weight.

Abstract: An electronic educational toy designed to teach letters, words and numbers and stimulate the development of a child's mind using audio feedback, the educational toy including an enclosure enclosing a processor, a data storage medium and a speaker and having a substantially flat surface, at least a portion of which comprises a work platform on which a child manipulates and places an object.

Abstract: An arithmetic teaching device including a base plate bearing a table with numerical indicia and a cover plate secured atop the base plate. The cover plate is provided with a number of slots configured to permit the numerical indicia in the table to be viewed through the slots. A number of slides are positioned in the slots between the base plate and the cover plate, each of the slides has a length about half that of the slots.

Abstract: An electronic toy designed to stimulate the development of a child's mind using audio feedback, the toy comprising an object having a plurality of sides, the object adapted for lateral movement and rotational manipulation by a child on a substantially horizontal surface so that the child can laterally move the object on the substantially horizontal surface and select different sides of the object to face upwardly.

Abstract: An electronic toy appliance designed to stimulate the development of a child's mind using audio feedback, the toy comprising an object having a plurality of substantially planar sides adapted for manipulation by a child on a substantially flat surface so that a child may select different sides of the object to face upwardly. The appliance prompts the child with more difficult prompts depending on the child having provided correct previous responses.

Abstract: A game apparatus and a method for assisting in teaching the addition and subtraction of positive and, especially, negative numbers, are based on the Null Theory of Adding and Subtracting Positive and Negative Numbers. The apparatus comprises (a) a plurality of positive units, (b) a plurality of negative units, (c) a demarcated playing zone, and (d) a means for measuring the number of free positive units and free negative units within the demarcated playing zone. Within the demarcated playing zone, free positive units combine with free negative units zone to form null units, with each null unit comprising an equal number of positive units and an equal number of negative units. Each null unit preferably comprises one positive unit and one negative unit.

Abstract: Game apparatuses and methods for assisting in teaching the addition, subtraction, multiplication, and division of positive and, especially, negative numbers, are based on the Null Theory of Adding, Subtracting, Multiplying, and Dividing Positive and Negative Numbers. An exemplary game apparatus comprises (a) a plurality of positive units, (b) a plurality of negative units, (c) a demarcated playing zone, and (d) a means for measuring the number of free positive units and free negative units within the demarcated playing zone. Within the demarcated playing zone, free positive units combine with free negative units zone to form null units, with each null unit comprising an equal number of positive and negative units. Each null unit preferably comprises one positive unit and one negative unit.

Abstract: A system uses objects that can be combined to learn mathematical operations. Operand objects illustrate a numerical operand and an associated set of possible numerical solutions to operations performed on the operand number. Operator objects illustrate an operation symbol and a numerical operator. When an operator object and an operand object are combined, a mathematical operation consisting of the operand, the operation symbol and the operator is illustrated, and a solution to the operation is illustrated. The operand objects also include a non-numerical representation of the value of the operand, and the operator objects also include a non-numerical representation of the value of the operator. When combined, the representation of the value of the operator, and the representation of the value of the operand cooperate to represent the value of the solution to the mathematical operation.

Abstract: A multiplication game teaches and enforces basic multiplication tables for players, while providing an enjoyable and competitive activity for the players. The game includes a game board having a rectilinear matrix of playing positions thereon, with at least one peripheral row and one peripheral column including a series of multiplier and multiplicand numbers therealong. A distinct group of playing pieces or tiles is provided to each player. Each group includes a series of numbers comprising the products of the multipliers and multiplicands of the peripheral row(s) and column(s) of the board on the first sides thereof, with the opposite sides remaining blank. The tiles are placed with numbered faces down, and drawn randomly in turn by the players who place the tiles face up on an appropriate position on the board as defined by the multiplier and multiplicand row(s) and column(s).

Abstract: A method for playing an educational card game uses mathematical question cards and mathematical answer cards. The play proceeds with each player in turn drawing at least one card, determining matches between question cards and answer cards, and posting matches to the player's scoring area. An appropriate scoring criteria may be used to determine players scores after one player has discarded their final card. In a particular embodiment, the game may be implemented in a program running on a computer.

Abstract: An educational game for teaching mathematics has a game board with a continuous play path along its edge. Spaces are labeled with a mathematical category and a monetary amount. Each mathematical category has its own deck of cards with questions, answers and explanations. At least one of the spaces of the game board is labeled with the help category. When a player lands on this space they receive a help card, which permits that player to ask another player for help in solving a question. The game is played by moving a marker along the play path. If the marker stops on a space that has a mathematical category the player selects corresponding card. If the player's solution to the question and answer on the card match the player collects play money in the amount printed on the space. If not, play proceeds to the next player and the first player continues to work on the question, giving that player the ability to self-correct.

Abstract: A kit containing an Instructor unit sized for presentation to a group and multiple Child training units both set up to allow students to visually model and relate addition, subtraction, multiplication, and division in prinmry mathematics.

Abstract: A system where a child or other individual arranges one or more computer-recognizable characters on a working platform to spell words or provide a mathematical result in response to computer generated questions or prompts, the system then indicating whether the words or mathematical result is correct.

Abstract: An interesting educational game is provided which is fun, appealing, and effective to readily teach children arithmetic. The child-friendly educational game can include a set of playing cards. Each card can have a different graphical representation of one or more Arabic numerals corresponding to a number and can also have a word corresponding to another number. In order to further teach children words associated with numbers, each card has a graphical representation of a hand with pointed fingers, such that the number of pointed fingers corresponds to the numerical value of the word appearing on the playing card.

Abstract: A geometric construction system includes at least two panels which are sidewisely and pivotally coupled together. Each of the panels has a plurality of side edges, a central opening confined by the side edges, a supporting plate received in the central opening, and a plurality of retaining plates laterally protruding from inner walls of the side edges into the central opening and cooperating with the supporting plate so as to form a plurality of retaining slots. Flexible patterned sheets are received in the central openings in the two panels. Each sheet has engaging portions respectively extending into and engaging releasably the retaining slots so as to be detachably retained in the central opening in the respective one of the panels.

Abstract: The device consists of arms which revolve on a handle. It can be manipulated in a number of ways and adapts both to play and to serious educational purpose. In broad educational mode the device is an exploration tool and toy where children can develop skills and play invented games or invent their own. In its main educational use, the device is a mathematics exploration tool and toy; is of a construction which makes it compatible with the decimal system of number among others; and in particular provides a visual-kinaesthetic method for the teaching/learning/understanding/exploration of mathematics.

Abstract: Methods and apparatus for providing a solution to a given problem comprising the steps of receiving a request for a solution to a known problem, accessing a first set of data comprising a plurality of template solutions to problems, accessing a second set of data comprising a plurality of problem variable value sets, interfacing the first set of data and the second set of data for generating a solution to the problem, and transmitting the solution over a computer network.

Abstract: A numerical problem solving game including a set of questions and a scrambled letter puzzle grid. Each of the questions calls for a numerical answer. The puzzle grids comprise a plurality of letters which spell out verbal representations of the numerical answers. Each of the jumbled letter grids corresponds directly with the single set of numerical questions whereby numerical answers for the single set of mathematical questions can be found in verbal form within the single jumbled letter grid.

Abstract: A mathematical card and dice game comprising a deck of cards, a set of three dice, and a timing device, the deck of cards divided into four suits of fifteen cards each, ten of which are numbered one through ten, the remaining five non-numeric cards having letters which can take on any value as defined by the players prior to the game. A predetermined number of cards are dealt to players who use the values of the three dice rolled, common mathematical operations such as addition, subtraction, multiplication, and division, and their knowledge of math to make mathematical relationships that equate to the value of cards in their hands within a predetermined amount of time as tracked by a timing device. A successful match occurs when the card value equals the numeric result of a mathematical operation involving all three dice.

Abstract: An educational and recreational apparatus and method having a background grid defining a matrix having a plurality of individual cells, and a plurality of elements each having a first surface, with indicia disposed thereon, said elements being removably disposable on said grid. Each arrangement of said elements disposed on said grid define a magic square, so that each row, column, or diagonal of the magic square is characterized by a defined relationship in accordance with the indicia. A method of manipulating said elements, said method having at least one computer, display device, calculation means, input device and data storage device. The method including displaying a grid defining a matrix on said display device, arranging said elements on said grid using said input device for selecting and inserting said elements therein, manipulating said elements on said grid using said input device and forming a magic square on said matrix by arranging said elements.

Abstract: The present invention is an apparatus and method of educating the fundamentals of numbers and/or mathematics. The apparatus is designed to replicate mathematical problems appearing on books and other media and includes a base having a front surface. This front surface includes a plurality of recesses, oriented in a column fashion. Each column represents the one's, ten's, and hundred's. The recesses receive numerical plates which are sized according to the specific column. An operator recess for receiving an operator plate is also provided to enable mathematical process to be performed by a user.

Abstract: A system for teaching mathematics to beginning students includes a series of gloves and/or finger puppets, with the digits representing non-sequential number series (e.g., two, four, six, etc.). Students are taught to count various non-sequential number series using visual and tactile senses by using the gloves and/or finger puppets and associated hand patterns, with further audible reinforcement being provided by stories corresponding to each of the non-sequential series. Various caricatures corresponding to the plots of the stories may be used as further mnemonic aids for students in remembering the procedures and operations taught, with additional caricatures being provided for two and three place (i.e., tens and hundreds) digits for removable installation on the glove or finger puppet digits. Once the non-sequential series are learned, students are taught to multiply, divide, solve fraction problems, and factor numbers using the corresponding factor (e.g., two, for the two, four, six, etc. sequence).

Abstract: The invention provides a child's counting or activity book having successive leaves formed with ascending numbers of sockets for mounting corresponding numbers of individual button-like, counters of a set. Each counter is anchored to a spine region by a ribbon permitting movement of the counter between any sockets. The counters are selected by the child according to instructions provided on a facing page by words, arabic numbers and illustrations of the corresponding counters. All counters of the set are initially mounted in through-sockets in the cover for storage and display.

Abstract: The invention provides one or more question cards and one or more answer cards, where each answer card corresponds to one or more question cards, and whereby a student is can associate each question card with an answer card, and learn by confirming the matching of pattern s located on each card to determine if a correct answer has been chosen. The question card may display an illustration sketch or diagram, or express a statement, an incomplete statement, a question or a mathematical expression, or any of these images separately or in combination. The answer card may express the truth or falsehood of a statement of a corresponding question card, a word or sentence fragment which can be used in combination with an incomplete statement of a corresponding question card to complete a statement, a statement that comprises a correct answer to a question of a corresponding question card and/or a mathematical expression or value that comprises a correct answer to a mathematical expression of a question card.

Abstract: An educational instrument for numbers for providing students with an educational tool that would be fun and challenging. The educational instrument for numbers includes a base member having a top side, a recessed portion in the top side, a first longitudinal slot, a second longitudinal slot, a first longitudinal groove extending from the recessed portion and terminating near a first end of the base member, a second longitudinal groove extending from the recessed portion and terminating near a second end of the base member, a matrix of numbers disposed in the recessed portion, a first cover means slidably disposed in the first longitudinal slot and movable over the recessed portion, and a second cover means slidably disposed in the second longitudinal slot and movable over the recessed portion and over the first cover member.

Abstract: An educational board game which is used with a conventional deck of playing cards. The game includes a board which has a matrix of spaces in vertical and horizontal rows. Some of the rows are guide rows containing suit and numerical value indicia relating to the playing cards. The remaining spaces contain numerical values having a mathematical relationship to corresponding spaces in the guide rows. Each of the remaining spaces is covered by a removable tile that bears the numerical value of the space and one of the suits of the playing cards.

Abstract: The present invention is a mathematical skills game that uses a self-correcting method to enable self-learning of basic math skills. A board or other medium includes several card receiving members for receiving a card therein. A mathematical expression or a number is printed on a plurality of cards. Likewise a number or mathematical expression is associated with each card receiving member. The user determines which card matches the mathematical expression or number associated with the card receiving member. A pattern may be printed on both the medium and cards so that when the card is placed in the proper recessed area, the pattern on the card is in alignment with the pattern on the medium. If the pattern on the card does not align with the pattern on the medium, the user is then able to determine that the card has not been placed in the proper recessed area and may take the steps necessary to correct the error. An alternative embodiment includes card receiving pockets.

Abstract: A math playing and training system is disclosed. The system comprises two sets of playing pieces, each having a pair of numbers on both sides. The first set has ten pairs of numbers with each pair having a number on the back one number less than that on the front. Besides one pair of symbols of "+" and "-", the second set has 9 pairs of numbers with each having two numbers equal to a sum of 10. For these 9 pairs of tiles there is a symbol of "-" on the front and "+" on the back. A turnover of two tiles at the same time gives players a direct result for addition or subtraction, and a better understanding of regrouping and pair concepts. The system employs the playing pieces and the pair concepts for playing and training in a vertical math operations specially in the fields of addition and subtraction. The system helps math beginners to master basic concepts of addition and subtraction and to reach the stage of mental arithmetic through entertaining playing and systematic training.

Abstract: A flexible planar apparatus fabricated from polyvinylchloride has a matrix of foldable lines defining a plurality of quadrilateral tiles. Said tiles are configured to convey information, such as a multiplication table using numerals or Braille characters. The foldable lines allow a first fold of the apparatus to be manually effected followed by a second substantially orthogonal fold of said apparatus, thereby uniquely identifying one of the tiles, which may represent the product of multiplicands in a times table.

Abstract: A arithmetic teaching device for teaching a child mathematics. The arithmetic teaching device includes a housing that has a bottom and a peripheral sidewall upwardly extending from the bottom. A counting box has an open upper face and a plurality of compartments therein. The counting box is removably disposed in the housing. A plurality of counting objects are disposed in the housing. The counting objects are positionable in the compartments of the counting box.

Abstract: An educational device having a base page, which may be transparent and multiple intervening transparent pages and a structure to hold the multiple intervening transparent layers in registration in which the base layer has a set of problems which are modified by each succeeding overlying layer and in which the numbers are formed by using seven segment blocks similar to those used by light emitting diodes or liquid crystal displays for forming and modifying the numbers and the indication of the operation to be performed if formed by using one to four segment blocks.

Abstract: A game apparatus utilizing a platform which is divided into a first section, having a first partition to define the same, a second section, having a second partition to define the same, and a third section having a third partition to define the same. The second partition and second section lie intermediate the first and third sections. A first set of game pieces are sized to fit in alignment with one another and in side-by-side configuration within the second section. The first set of game pieces also fit in a side-by-side relationship within the first section. A second set of game pieces of a different configuration than the first set of game pieces are sized to fit singly in the third section.