Abstract: A mathematical game that can be played by two, three, or four players uses a fold-open playing board with a square marked playing surface. A number of spaced bonus squares radiate outwardly form a centrally positioned star. Player positions are marked along four edges of the playing board. Each player has a limited number of playing tiles drawn from a tile pool of 100. The tiles are approximately 3/4 inch by 3/4 inch square and 1/8 inch thick and are numbered one to zero on one side. A player draws eight tiles from the mixed tile pool number side down. Each tile is sized to fit over and cover one square on the game board playing surface. Tile positioning is started on the center star. Each player in his/her turn attempts to complete a mathematical equation using three or more of his/her tiles with tiles already on the board. Scoring is based on adding the tile numbers showing plus any double numbers on bonus squares. The equation is disregarded.

Abstract: A match game is provided including a deck of rectangular cards each having a first face with a common design thereon and a second face. Each deck of rectangular cards includes a plurality of numeric cards with an English numeral positioned on the second face, an English alphabetic representation of the numeral positioned on the second face, and a Spanish alphabetic representation of the numeral positioned on the second face.

Abstract: An educational system including a set of characters comprising foam numbers, operational symbols, and advanced problem solving activities each of which includes touch sensitive fasteners which can be applied to a collapsible, touch sensitive board. The set of math manipulatives permits a student to carry out all pre-algebraic calculations upon a vertical surface by using the touch fasteners to fasten the characters onto the collapsible touch sensitive board.

Abstract: A hopscotch like and math instruction game comprising a mat having a plurality of zones on one surface respectively containing a plurality of ramndomly selected single digit numerals permitting players to play the game within the perameters therof.

Abstract: The method for teaching mathematics to students with disabilities includes an interactive program with a synthesized speech output and voice input, the interactive program being designed with different predetermined modules for different skills (i.e., addition, subtraction, multiplication and division) and for different levels (i.e., beginner, intermediate, expert) and for different modes of learning (i.e., tutorial, testing), the interactive program describing the mechanical process for setting up the problem as if the user had no disabilities and breaking down the problem into smaller and easier problems and querying the user as to the answer to those smaller problems.

Abstract: An apparatus and method for teaching mathematical expressions includes a plurality of four-sided members that represent the variables of factors of a mathematical expression. Each four-sided member has a different area representing a different variable in the mathematical expression. The apparatus enables a math student to visualize the rules that apply to mathematical expressions. The four-sided members include a first side having a first color and a second side having a second color, different from the first color, wherein the first side represents a positive number, and the second side represents a negative number. Alternatively, the sign may be distinguished by varying surface roughness of the members. The four-sided members can be used for teaching by illustration simple multiplication and division, multiplication, division and factorization of polynomials, linear equations including inequations and absolute value, and systems of linear equations.

Abstract: A multiplication quizzer that allows a user to learn the multiplication tables. The quizzer includes a base member, at least one first obliquely-forwardly-downwardly-oriented multiplication table disposed on a first side of the base member, at least one second obliquely-forwardly-downwardly-oriented multiplication table disposed on a second opposing side of the base member, and an opaque slide member that is longitudinally slidable along the base member.

Abstract: A series of books having indicia printed on the outside thereof which cooperate when employed as building blocks is disclosed to function as an educational tool.

Abstract: The present invention comprises a board game for teaching basic arithmetic and mathematical operations to small children and others in need of such skills. The game board includes a continuous rectangular peripheral playing path having a series of playing positions therealong, with each of the positions requiring a player to accept or pay out an amount of simulated currency. The goal is for a player to reach a predetermined monetary total, whereupon the player may purchase an imaginary "dream trip" with the accrued money. For very young persons beginning to learn basic addition and subtraction, this first level of the game may be sufficient. However, the present game also provides higher levels, in which players are required to perform some higher mathematical operation using a random number generation device (dice, etc.) to provide the numbers to be manipulated mathematically, before being able to advance along the playing path.

Abstract: A multiplication table teaching device having a body, the body having a front side and a back side, the front side having 55 multiplication problems located thereon and the back side having located thereon 55 answers corresponding to the multiplication problems located on the front side, the body having 55 body holes permitting the passage therethrough from the front side and the back side.

Abstract: An educational jigsaw puzzle (20) in accordance with a first embodiment of the invention including a plurality of substantially flat components (22) having various beginning members (23, 24). Beginning mathematical expressions (26, 27) located on components (24, 25) are directionally combined with same-component expressions (28, 29), and equivalent expressions (30) are located on components (22) with matching edges. These equivalent expressions (30) are then directionally combined with same-component expressions (32), and new equivalent expressions (30) are located on components (22) with matching edges. The process of combining new equivalent expressions with same-component expressions continues until final equivalent expressions (34) are found. Components (22) not containing mathematical expressions are either blank or contain portions of pictures (38). Guidelines (36) and pictorial representations (40) of mathematical expressions may be contained on numerous components (22).

Abstract: A multi-level educational game apparatus and method for teaching children and adults language, mathematical, and other skills. The educational game includes a board and a plurality of cards. The board comprises a plurality of rows and columns, each having a letter, word, or picture imprinted thereon. The cards have letters, words, numbers, symbols, or pictures imprinted thereon that correspond to the participant's boards. The board game includes multi-levels of difficulty corresponding to varying individual language and other ability levels. An instructor will read aloud the card and give a brief explanation of the card's contents. When a participant recognizes the cards contents on his board, he will cover the respective box with a marker. The object of the game is to complete a row or other predetermined sequence of boxes prior to another participant.

Abstract: A multi-function teaching game box that provides a simple addition and subtraction mathematical calculation for children while playing. Moreover, the structural design of the present invention allows children to comprehend the concept of, and become accustom to, the idea of carry over. The game box includes a container, a lid and a plurality of cubes.

Abstract: A multipurpose math function learning game comprised of a plurality of games utilizing math functions such as addition, subtraction, and multiplication to achieve a desired objective of winning one of the plurality of games.

Abstract: An arithmetic game for teaching students basic mathematical skills includes a playing board, four dice, and a complement of playing pieces, or markers. Indicia disposed on the boards and dice determine whether and where a player may place a marker on the board. Board indicia includes numerals two-dimensionally arranged to form a mathematical table. Indicia disposed on the dice includes numerals and mathematical functions. Results are mathematically calculated by a player from the various two numeral combinations presented by the dice. The player evaluates the results to assess the strategic significance of each, and a marker is placed at a position on the mathematical table corresponding to the chosen result. The first player to connect his or her markers from one side of the mathematical table to the other side wins.

Abstract: An apparatus and a method for playing a math-teaching board game which enables a player student while manipulating game-pieces to gain an understanding of the concept of fractions and arithmetical operations associated therewith. The game is played by 2 to 4 players. The game includes a pyramidical-shaped board having a continuous path of steps, individual game tokens, a die, a plurality of decks of question cards for respective arithmetic operators, fraction boards and a slide box for placement of the fraction boards thereon. In playing the game, the player skillfully moves a selective game token up a number of steps based on the roll of the die. Each step on the board displays an arithmetical operator which determines which deck of question cards is selected. The player uses the fraction boards and the slide board in an attempt to visually determine the answer to a selected question. If the player answers the question correctly, the player remains on the step advanced by the die roll.

Abstract: A digital clock display and a math display are disposed on a surface of a math teaching unit. A processing unit is configured to display time including an hour and a minute on the digital clock display based on control signals from a clock circuit and a clock setting apparatus. The processing unit is configured to display math equations on the math display such that a first operand equals the hour and a second operand equals the minute.

Abstract: An apparatus and method for teaching mathematical expressions includes a plurality of four-sided members that represent the variables of factors of a mathematical expression. Each four-sided member has a different area representing a different variable in the mathematical expression. The apparatus enables a math student to visualize the rules that apply to mathematical expressions. The four-sided members include a first side having a first color and a second side having a second color, different from the first color, wherein the first side represents a positive number, and the second side represents a negative number. The four-sided members can be used for teaching by illustration simple multiplication and division, multiplication, division and factorization of polynomials, linear equations including inequations and absolute value, and systems of linear equations.

Abstract: A system for teaching proofs, including a set of playing cards and a playing field electronically displayed on a computer game screen. The playing field includes two boxes labelled "GIVEN" and "CONCLUSION" for entry of a premise and a conclusion from a theorem (or other problem). By selecting from a certain menu or submenu contained in a window, a card may be reviewed. To set up the playing field, a mathematical statement, displayed on a set-up card of a group of set-up cards containing each statement from the universe of statements known, is entered into the boxes. The statements may be custom labelled. Geometric figures associated with the theorem may also be electronically drawn on the screen by a user to complete the set-up. After set-up is complete, a user then chooses from a set of playing cards, each card displaying a specific mathematical concept from the universe of mathematical concepts such as definitions, postulates, constructions, properties and theorems, and places it on the playing field.

Abstract: A system for teaching the basic concepts of mathematics utilizing a ball or the like having situated thereon certain mathematical problems and solutions, each such problem having framed thereabout certain colored geometric symbols, the symbols indicating certain commonalities in the problem. The ball of the present invention is to be utilized in organized or unorganized play, and is configured in such a manner as to relay to the user certain basic themes associated with mathematics, including (but not limited to) addition, subtraction, multiplication, and division. The preferred embodiment of the present invention teaches a generally spherical ball having multiple diverse geometric configurations, each like configuration having a common mathematical type of problem thereon, as well as a common color. In the preferred embodiment, the configurations could be situated randomly across the surface of the ball, or could be arranged along the longitudinal and/or latitudinal axis of the ball.

Abstract: A learning board preferably utilized for teaching both mathematics and non-mathematical subjects. The learning board comprising a playing surface with multiple receiving areas, a plurality of board pieces, a plurality of solution lists, and a plurality of indicia on the learning surface, the board pieces, and the solution lists. The plurality of indicia including question, answer, verification, number, solution, and indicator means. The learning board including a means for almost instantaneously verifying correct answers while substantially disorganizing the board pieces with respect to the subsequent exercise through the correct solution of an exercise.

Abstract: Apparatus for teaching the addition and subtraction of whole numbers through the use of objects comprising a sheet with three containers across in a row, the containers of the row being separated by a mathematical sign (+ or -), and the second and third containers being separated by an equals sign (=); and a plurality of objects, the objects being of a similar shape but with distinctive markings thereon; whereby when some of the devices are placed in the first container and others in the second container, the third container may be filled by the child with the objects representing the result of the mathematical process to be performed.

Abstract: Games for teaching alphabet, numbers, colors, shapes and math along with coordination and motor skills comprising a planar member having a circle at its central interior and having curves therearound to define a plurality of zones around the center. The zones have radially extending lines therethrough, at least some of which are offset from each other to define segments with indicia in the form of an alphabet, number, color, and/or shape marked in each of the segments. A plurality of indicia is correlated to the indicia of the planar member, such plurality of indicia being randomly selectable by the players.

Abstract: A mathematical calculation board game comprises 128 playing pieces and a game board having 144 squares. The playing pieces are arranged on the game board according to certain game rules. The game board is divided into "blue" and "red" sides and is marked with red, blue, purple, white and orange game squares. Fifty squares contain the operators +, -, .times. .div.. Each operator square has a blue square on one side of it and a red square on the other side. The operator squares are arranged in four files vertically and ten rows transversely. Ten purple squares are arranged transversely to divide the game board into its blue and red portions. There are 51 red game pieces, 51 blue ones, 10 purple ones, 10 white ones, and 6 orange ones. One red and one blue piece are marked with a "-". The remaining pieces are marked with numbers or numerical expressions.

Abstract: The game apparatus includes a board bearing a regular pattern with a plurality of adjoining octagonal units arranged in horizontal rows and vertical columns and a plurality of square units interposed between the octagonal units. A series of markers each bearing a numeral are placed at the commencement of the game on the octagonal units. Two series of counters are provided, one for each player or team of players. Each series of counters includes a number of counters each of which bears a numeral. A first counter-yard is located in the region of one edge of the board for receiving the counters of one player or team of players. A second counter-yard is located in the region of the opposite edge of the board for receiving the counters of the other player or team of players.

Abstract: A visual teaching aid adapted for the versatile teaching of various mathematical relationships, incremental scales, and other sequential and educational concepts. The teaching aid includes an elongated board, a plurality of elongated insert cards each being interchangeably mountable on the board and having numerical indicia on a face thereof, and at least two pointers that are supported for movement along the board for pointing selected indicia on the insert card and for movement relative to each other. The insert cards are removably mountable on the board without removal and replacement of auxiliary fastening means and can be used in conjunction with relatively small sized base or whole number insert cards to assist in drills of mathematical relationships.

Abstract: Mathematics teaching aid for recognition of numerical and functional equivalents and spatial relationships having tiles (12, 14, 16) marked with numerals (12) , functions (14) , and equals (16) and a baseboard (10) with intersecting rows of spaces where two to four students can form linear equations (18) by aligning the proper tiles on the baseboard (10) which intersect at right angles and share one tile.

Abstract: A mathematical game comprising a plurality of elongate tiles adapted to be laterally or longitudinally located on a playing surface. The elongate tiles comprising a set of numerical tiles bearing a numerical symbol and a set of operational tiles bearing a mathematical operation symbol and a numerical symbol. On the operational tiles the numerical symbol is located to the right side of the tile and the mathematical operation symbol is located to the left side of the tile. Three tiles consisting of two numerical tiles and one operational tile are linearly arrangeable on the playing surface to form a mathematical equation such that the operational tile is locatable between the two numerical tiles. The operational tile reflects the mathematical relationship between the numerical tiles. The operational tiles are provided with a visual distinguishing characteristic so that when the tiles are arranged in an equation the operational tile distinguishes one side of the equation from the other.

Abstract: A learning device including a holder having a storage area and a display area. Information cards including a problem and a coded solution are selectively introduced into the display area wherein the problem remains visible and the coded answer is viewed through one or more specifically configured openings which combine with the coded answer to provide a deciphered or readable answer.

Abstract: A set of game cards includes a plurality of first cards respectively indicating each number from 1 to 9, and a plurality of second cards each indicating a figure generated by multiplying together figures, respectively indicated on arbitrary first cards. Thus, the game cards help players learn multiplication tables when they are used.

Abstract: A mathematical teaching aid or game comprising a background grid having components and subcomponents each positioned within individual cells of the grid so that many mathematical arrangements and concepts can be displayed. Each component has a face color from a set of colors and contains on its face the outline of a geometric shape from a set of geometric shapes. Each component represents a unique pairing of color and shape outline. Each subcomponent has a shape congruent to the shape outline from the set of shapes and matches exactly one component with respect to color and shape outline. The components are mounted upon the grid cells and the subcomponents can be mounted upon either a grid cell or upon a corresponding shape outline.

Abstract: A game organization including a single game path defined by coextensive circuitous individual paths, with each individual path comprised of a series of spaces, with the spaces defined by a plurality of repetitive symbology. The repetitive symbology spaces each correspond to an associated category of cards, wherein the category of cards are each provided with a mathematical problem. Solving of the problems permits movement along each of the paths by associated tokens. A calculator member is provided to provide checking of calculations with a chance die member provided to effect movement of the tokens about the paths. Various obstacle spaces and mathematical solving cards associated with such obstacles are provided throughout the paths of the game.

Abstract: A mathematical game apparatus includes a game board having a plurality of concentric circles providing paths or playing paths divided into a plurality of sections, each section being provided with indicia (numerals) therein for the purpose of having the players learn and/or improve their ability to count from 1 to 125 by multiple units in addition to increasing their acuity in utilizing prime numbers and factors; perfect squares and cubes; and exponential powers of 10.

Abstract: An educational aid for word and numeral recognition including a baseboard and sets of cards positionable on the baseboard in aligned relation to enable a student to recognize numerals, the value of such numerals and the definitive word for such numerals. Each card is a relatively large, rigid panel having a numeral, the definitive word for the numeral and distinguishable colored dots indicating the value of the numeral on one side with the obverse side of each card eliminating the colored dots to provide a more advanced educational aid. The baseboard includes a pair of stationary symbols indicating the action or manipulation for the numerals indicated onto adjacent cards and the result of such manipulation or action between a second and third card with the first two cards indicating the problem and the third card indicating the solution to the problem.

Abstract: This invention encompasses teaching kits for mathematics and a set of cooperating cards for use with the kits. A single surface displaying manipulable elements arranged on the surface is used to teach concepts of counting denominate units and evaluating expressions. Two surfaces displaying manipulable elements arranged on each surface simulate a linear equation. Four surfaces displaying manipulable elements arranged on each surface simulate a system of two linear equations. The elements are distinguishable by physical features in such a way that typically as many as three distinct denominate units are displayed with both positive and negative representations. The invention can be extended, in general, to a system of n equations, with 2n surfaces. Certain elements mask the occurrence of other elements in such a way as to simulate a variable in an equation. The cards serve to provide information for utilizing the boards and also can be employed by themselves.

Abstract: An arithmetic counter that includes a U-shaped support structure for a horizontal rod. Consecutively numbered beads are slidably arranged on the rod for adjustment to positions wherein selected numbers of the beads are separated from the remaining beads. One or more marker boards are adopted to be hung from the rod between the separated beads and the remaining beads, such that a small child can count the beads and achieve and better understand "addition" and "subtraction" processes.

Abstract: A teaching aid for increasing the memorization of a large number of equations comprising a front cover having a vertical column of horizontally disposed completed equations visible thereon and which front cover forms a cut out portion adjacent the vertical column and a writing sheet which is removable and positionable under the cut out portion of said front cover for providing a replaceable writing area accessible through said cut out portion.

Abstract: An educational game system consisting of three or more individual decks of cards, and, in some embodiments, an extra set of cards used for special situations to be described hereinafter, and consisting of at least two individual games. The first of the two games is for developing a working knowledge of a set of mathematical (e.g. arithmetic, propositional, lingual) relations, and can be played by two to a given number n of players using one deck, up to 2n players using two decks, up to 3n players using three decks, etc. The second game is a game of skill and chance, played using all of the decks, which is also a means of separating the decks from each other.

Abstract: Educational marble board game for facilitating the teaching of arithmetic or other mathematical or related mainly numerical games. Marble launchers fitting upright near corners of a game board, outside a bounded generally horizontal playing surface, store marbles for use by the players. The players move player pieces along a pathway and receive instructions printed on the pathway segments. Released marbles are launched individually or together onto the playing surface, where they come to rest in respective indentations. Underneath each rest position is an answer to a question posed to the player, as by being keyed to the row and column in which the rest position indentation is located or alternatively printed directly on the playing surface alongside the marble rest position. Players are rewarded for correct answers, penalized for incorrect ones, or both, and optionally also by chance, with simulated money.

Abstract: A printed sheet of paper that is useful as a self-evaluated mathematics test is disclosed. The sheet has inscribed thereon an arrangement of the numerals that represent first and second cardinal numbers. The numerals are so positioned as to indicate a mathematics problem calling for the first and second numbers to be either added together, subtracted one from the other, multiplied one by the other, or divided one by the other. The correct answer to the problem is a third number having at least two digits, but that number does not appear in the arrangement. Instead, there is the inscription of a fourth number (a "check answer"), which reprsents the sum of all of the digits of the correct answer. The student can check the correctness of his or her answer before handing in the completed test, by adding together the digits in his or her answer and seeing if the sum matches the check answer. If the two do not match, the student knows to rework the problem, but still does not know what the correct answer is.

Abstract: A learning aid for children comprising a plurality of auxiliary charts each having a plurality of contents for learning easy addition or subtraction by means of memorizing one content by one person (teacher) and asking questions by another person (learner). The answers by the teacher cause the lerner to add or subtract according to designated numerals of said charts, thereby leading to the content memorized. A main chart, showing sheets or a numeral sheet may also be used.

Abstract: An aid for teaching children addition and subtraction of two numbers according to an algebraic equation. Cards bearing selected integers and one card bearing a plus or minus sign are placed by the teacher on a panel in horizontally aligned spaces corresponding to the terms of the equation but for one space. The student is then challenged to hang a card displaying the appropriate integer or sign in the vacant space. Rings slidable on a horizontal rod are positionable in the spaces in quantities corresponding to the integers thereat for visual reinforcement of the equation.

Abstract: A mathematics educating device includes a number rack having a plurality of number recesses; a plurality of number plates, each number plate bearing a numeral selected from the sequence 1, 2, 3, 4, 5, 6, 7, 8, 9, 1, 0; an operator rack having a plurality of operator recesses; a plurality of operator plates, each operator plate bearing a mathematical operator; and a practice rack having at least three number practice recesses and at least one operator practice recess arranged for vertical or horizontal addition, subtraction, multiplication, and division. Each number recess has a unique shape and each number plate bearing a different numeral has a unique shape so that each number plate bearing a different numeral will fit within only one number recess and all number plates bearing the same numeral will fit within the same number recess. Similarly, and for the same purposes, each operator recess has a unique shape and each operator plate bearing a different mathematical operator has a unique shape.

Abstract: An educational aid comprises a display device for holding a plurality of information-bearing elements in an upright position. Each information-bearing element has a question and an answer on a first face thereof. The display device reveals the question to a user of the educational aid while concealing the answer. The user views the question and formulates an answer. He then removes the information-bearing element from the display device, and the question and the answer are revealed simultaneously. This allows him to easily mentally associate the question with the proper answer.Displaying the information-bearing elements in an upright position allows a number of students to simultaneously use the educational aid.

Abstract: An educational toy comprises a body having a peripheral vertical wall, a guide plate secured on the body and having a plurality of radial cutouts to be passages, a connecting passage formed between the vertical wall and the guide plate to communicate with the cutouts, and a plurality of slider pieces which may be moved along the radial cutouts and the connecting passage. The slider pieces are put in different colors to enjoy learning simple calculation. The toy is applicable to a picture book with some character and sentences.

Abstract: Disclosed is a doll which is useful as a child's plaything, useful for teaching the child to count from 1 through 10, useful for teaching the child to identify colors, and useful to familiarize the child with various wearing apparel fasteners. The doll includes at least 10 groups of distinctive features with each group being made up of a predetermined number of similar features, the predetermined number being one of the numbers from 1 to 10, so that each number from 1 to 10 is represented by at least one such group. The doll further includes a number of distinctly colored areas and a number of different wearing apparel fasteners.

Abstract: A teaching methodology provides the student with hand conformed symbols representative of the numbers 6 through 9. Observation of these symbols permits the students to use their mastery of multiplication of the numbers 1 through 5 and 10 to solve problems in multiplication and division involving the numbers 6 through 9.

Abstract: An improved teaching device which aids abstract learning through visual and practical application. The device has three compartments which are enclosed with transparent face and back plates, a base, a top plate and side walls. Two interior plates and the side walls form the three compartments where one of the plates mounted on the base does not reach the top plate so that the two compartments it forms are not sealed off. The third compartment is formed by an interior plate mounted on the base and reaches the top plate, forming a common wall between one of the two previous compartments and the third compartment, and sealing of the third compartment. Enclosed in the third compartment is a number of items, such as marbles, the number of which are the sum of similar items dispersed in the two previous compartments.

Abstract: A support device has a rod-like support member and a base for maintaining the support member in upright position. A guide device extends along the length of the support member, which has a free top end at its farthest distance from the base. Each of a plurality of body members has an axial bore formed therethrough whereby each of the body members is removably slidably mounted on the support member. Each of the body members has a directing device for cooperating with the guide device in a manner whereby each of the body members rotates about the axis of the support member in a first direction of rotation when it slides on the support member toward the base and in a second opposite direction of rotation, when it slides on the support member away from the base thereby providing variable spiral motion of the body members. A top member has an axial bore formed therein whereby the top member is removably slidably mounted on the support member.

Abstract: A mathematics teaching device wherein a display surface is divided into eight regions. The first region contains one hundred colored and numbered plaques removably mounted in ten rows. Plaques are within five color groupings and the rows are color-coded as are receiving pockets. Two regions have another set of plaques with an adjacent receiving pocket to permit simple mathematical operations to be performed therein. The other regions are marked for additional operations to be performed therein.