Abstract: A math teaching tool is provided which can perform teaching more efficiently. The math teaching tool is characterized in the followings. It includes a vessel and a plurality of marbles disposed inside the vessel; the vessel includes a partition defining a boundary of a plurality of regions and a communication part allowing the plurality of regions defined by the partition to communicate with each other; at least one region of the plurality of regions of the vessel is configured so that the plurality of marbles are arrayed into a plurality of lines per unit of five marbles along a first direction of the vessel; and the plurality of marbles include five marbles connected together.

Abstract: A double-sided, front-to-back aligned tactile learning aid is provided, which includes a substantially planar carrier medium with a protruding front tactile graphic aligned with and symmetrical to a protruding back tactile graphic. The carrier medium may be one, two, or more sheets of paper, plastic, or other generally planar material. The front graphic and the back graphic protrude from the front and back, respectively, of the carrier medium. At least a portion of the back tactile graphic is aligned with at least a portion of the front tactile graphic. The double-sided, front-to-back aligned tactile learning aid is clearly expressive of (and/or representational of) a physical structure, yet is embodied in a generally two-dimensional planar construction, so is easier to store. The double-sided, front-to-back aligned tactile learning aid may be used as a semi-concrete or demi-concrete aid for sighted and visually-impaired students.

Abstract: A set of education blocks and method for teaching mathematics through equation checking includes a plurality of polygonal-shaped numeral blocks each having a plurality of faces, wherein a top face includes a numeral and a bottom face opposite the top face includes a dot pattern corresponding to the numeral on the top face. The set of blocks includes a plurality of polygonal-shaped operator blocks each including a plurality of faces, a top face presenting an arithmetic operation symbol. Selected numeral and operator blocks are selectively arranged to form an equation, an inversion of the numeral blocks revealing respective dot patterns to confirm the equation's correctness. The method of teaching mathematics includes each numeral block associating a numeral with its corresponding dot pattern representation, textual representation in one or more languages, and a color indicia indicative of the numeral being even, odd, or prime.

Abstract: Mathematical teaching aids (100) and a method of enhancing the mathematical perception skills of a target person, preferably of practicing abductive reasoning, which teaching aids (100) include a number of teaching tiles (102), each of the teaching tiles (102) having at least one mark (104), wherein at least two teaching tiles (102), when combined, together form an identifiable pattern via the marks (104).

Abstract: A mathematical teaching apparatus includes a base ten platform formed with a planar array of ten receiving elements being substantially equal in size and arranged in a pattern, and ten counting tiles being substantially equal in size and shape. Each of the ten receiving elements is adapted to removably receive one of the ten counting tiles to arrange the ten counting tiles in the pattern of the ten receiving elements, and a base ten cover is adapted to be removably received upon the ten counting tiles received by the respective ten first receiving elements so as to cover the ten counting tiles.

Abstract: A method of teaching basic arithmetical calculations is embodied in a novelty electronic graphic calculating device having a user interface for displaying method steps. The method involves displaying two or more collections of individual icons associated with two or more operands; selecting an arithmetical operation to be performed on the two or more operands; regrouping the individual icons into a collection of individual icons associated with an answer to the operation on the operands; and, displaying the collection of individual icons associated with the answer in sets having a maximum of ten icons each. The method permits visual regrouping and carry-over for teaching and learning mental computation of the four basic arithmetic skills of addition, subtraction, multiplication and division.

Abstract: A hand held device (10) for measuring automatically the Hormonal Quotient and correlated hormonal status of an individual, providing a measure of index finger for ring finger. The device (10) includes a base (30) upon which a concentrically arranged disc (40) is rotatable mounted by a central fastener (11). The base (30) carries a ruler face (32), a first finger-length logarithm scale (36), a Hormonal Quotient logarithm scale (38) and an arrow indicator of the gonadal hormone exposure index (39). The disc (40) carries a second finger-length logarithm scale (42) and the Hormonal Quotient arrow (44). When scales (42) and (36) are properly aligned the Hormonal Quotient arrow (44) inserts automatically into the resulting Hormonal Quotient in the Hormonal Quotient scale (38) and the correlated gonadal hormone exposure (39).

Abstract: The Geo-Meter Graph Reader Learning System comprises a set of physical tools and methods of usage and instruction that aid in the construction and interpretation of graphs, lines, arcs, circles and angles. The physical aspect of the system consists of three components. A first component encompasses customary and metric scales so that the system can be used with all standard graph paper. A second component may be used alone or with the first component when aligning a value on one axis with a value on another axis. A third component, used alone or with the first component, measures angles, constructs arcs and circles, and determines trigonometric values of angles. The Geo-Meter Graph Reader Learning System aids students in, a) constructing and interpreting coordinate, bar, line and circle graphs, b) expressing and determining linear relationships graphically, c) determination of increment size and value, and d) determining the slope and of lines.

Abstract: An apparatus and method for teaching mathematics to children is disclosed. In one embodiment, the apparatus comprises a flat, ruler-like rod having expressed on one face a vertically arranged base-ten number line; lips at the ends of the rod; spaced-apart grooves on the back face of the rod; and an attached sleeve sized to snugly accommodate the rod and to slide thereon while indicating respective numerals on the number line. The sleeve is prevented from being separated from the rod by the lips on the rod. The sleeve has a transparent portion to frame individual numerals on the number line as the sleeve slides along the rod. On the inner portion of the reverse side of the sleeve a projection made of flexible material strikes the interior portion of individual grooves as the sleeve slides along the rod. In operation, the apparatus provides an audible and felt “click” as the sleeve passes over each numeral.

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: 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: 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 right angle graphing template useful for teaching students of various grade levels mathematical concepts, including concepts related to algebra and calculus. The template has first and second elongated ruler portions oriented perpendicular to one another and connected at an end to form a right angle. Each ruler portion has an inside scribing edge and a parallel outside scribing edge. A linear marking is placed within each ruler portion between and parallel to the inside and outside scribing edges. A vertex port is then placed at the point of intersection of the two linear markings. Finally, each ruler portion has a series of cross-markings perpendicular to the respective linear markings. The right angle graphing template allows the math student to quickly and accurately identify corresponding values in the domain and range of a function. This, in turn, assists students in learning mathematical principles such as rate-of-change which are demonstrated graphically.

Abstract: A new domino playing piece system for helping children learn and recognize numbers and animals. The inventive device includes a plurality of playing pieces with each playing piece comprising a display surface having first and second regions and a border between the first and second regions. The display surface of the playing piece has numeric indicia displayed thereon. Each of the first and second regions of the playing piece has an illustration displayed thereon with each illustration representing a numeric value. The sum of the numeric values of the illustrations of the first and second regions equals the value of the numeric indicia displayed on the playing piece.

Abstract: An educational device and method is provided. Comprising a first glove having a first set of digits for receiving the fingers and thumb of one hand and a second glove having a second set of digits for receiving the fingers and thumb of the other hand. A first set of indicia is provided. Located on each digit is an indicia. The indicia located on each digit on the first glove represent a first set of indicia. This first glove further includes a second set and a third set of indicia. The indicia located on each digit of the second glove represent a fourth set of indicia. This second glove includes a fifth and sixth set of indicia. The first set of indicia and the fourth set of indicia are used to learn to count while the second indicia and the fifth indicia are used to learn right from left. The fifth indicia and the sixth indicia are used to learn geometry.

Abstract: A new mathematical graph board for teaching linear equations and linear inequalities. The inventive device includes a board having an outer peripheral edge. The board includes a pair of peg boards secured within the outer peripheral edge. The pair of peg boards have a plurality of apertures therethrough. One of the peg boards has a four quadrant system disposed thereon. A plurality of graphing lines couple with the peg boards of the board. Each of the graphing lines is defined by a pair of pegs dimensioned for being received within the apertures of the peg boards. The pair of pegs have an elastic band extending therebetween. The elastic band varies a length of the graphing lines.

Abstract: A dominos-style mathematical operation game is provided including a plurality of dominos each having a top face and a bottom face. The bottom face of each domino has a pair of equally sized sides each with a unique combination of a number indicia and a mathematical sign.

Abstract: A mathematical teaching apparatus comprising block elements that fit inside a block element container. The block element container will not close until the proper number of block elements are inserted. For teaching counting and addition concepts for a number base, such as base ten, a user will quickly grasp the concepts of grouping an arbitrary number of block elements into units, such as ones, tens and hundreds. A container for holding block element containers is also provided. The block elements and containers have the same shape, and maintain a proportional ratio with each other. All block elements and containers are counted and grouped using a counting devices which provide an indication of the number of units of each type present. The counting devices also signal when ten block elements or ten block element containers are inserted, signaling to a user that the block elements or containers should be inserted into a next-larger size container.

Abstract: A teaching device comprising a group of balls, a first counter, a second counter and a tray interconnecting the first counter to the second. The first counter represents the problem to be solved, and the second counter indicates the solution to the problem. Both counters include several parallel columns for holding several of the balls in a line, and a stop for at least one of the columns to limit the number of balls that can be held by that column. The tray is placed below the first counter so that balls placed in the first counter may be dumped into the tray by removing the stops from the columns of the first counter, and then pushed or allowed to fall from the tray into the second counter.

Abstract: The present invention involves the use of numerical digits with markers and attribute tags as a means to represent quantities, facilitate mathematical manipulation, and solve problems. The given number of markers on each digit corresponds to the value of the digit. For example, the digit three is enhanced with three markers. The attribute tags are also provided with a given number of markers, for example, ten, for math problems in base ten. The digits and the attribute tags are then used to represent and solve math problems including, but not limited to, learning ones, tens, hundreds, thousands columns, addition, multiplication, subtraction, and division, of whole numbers, of fractions, of negative whole numbers and of negative fractions, as well as decimals and exponents. The problems are quantitatively viewed, manipulated, and solved directly on the numerical digits incorporating the markers and attribute tags.

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: A mathematical teaching apparatus comprising block elements having a front and back side, including indentations and protrusions to allow the blocks elements to stack. The block elements are inserted into a block element sleeve, which hold 10 stacked block elements. Block element sleeves are also stacked and inserted into a large sleeve, which holds 10 stacked block element sleeves. Block element sleeves also include indentations and protrusion to allow stacking. All three units are counted by counting devices which provide an indication of the number of units of each type present. The counting devices also signal when 10 block elements or 10 block element sleeves are inserted, signalling to a user that the blocks or sleeves should be inserted into a next-larger size sleeve. The mathematical teaching apparatus allows children to learn the concepts of number magnitude, addition and subtraction, including carrying and borrowing.

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: The present invention relates to a multi-functional game and learning device. More particularly, the present invention relates to a multi-functional game and learning device which can be used as a general wood block stacking toy designed to educate and instill simple arithmetic concepts even as games are being played, as well as to construct various toy figures and building structures. Thus, this multi-functional game learning device is both a toy and a learning tool.

Abstract: The purpose of this invention is to provide a means by which complementary expressions, viz., questions and answers, pictures and words, words and symbols, pictures and pictures, words and words, symbols and symbols, etc., can be placed on different cards to enhance the learning of information through the process of playing games. The present invention are decks of cards characterized by several distinct features by themselves or in combination. The various embodiments include the structure of the information on the cards, card numbers, grouping symbols, and tick marks (small lines) to verify sets of complementary expressions. Tick marks, when used, allow the verification of complimentary expressions that go together. Grouping symbols and card numbers, when used, permit more different games to be played. There may be several expressions on a card. A deck of cards may be divided into two or more groups and wild cards may be included if desired.

Abstract: The present invention is a method and an apparatus to teach students the relation of numbers and identical items to mathematics by having the students visually and manually associating numbers with items and the adding and subtracting of these items. The apparatus hardware and the teaching method are designed to be depicted on a computer monitor screen with visual and manual manipulations of items on the hardware or on the screen to teach and relate skills to students by permitting use in either or both media.

Abstract: A polyhedra for emulating an object or other phenomena with marked surfaces, includes a plurality of faces, some with markings and some being blank. The surfaces are arranged about the polyhedra so that each marked face is opposite a blank face. The polyhedra may be used for conducting and/or demonstrating the principles of probability in conjunction with a projection device.

Abstract: A mathematical and spatial toy apparatus is arranged to include a grooved rack board arranged to receive individual block components to teach children the mathematical cumulative effect of such boards to provide rudimentary teaching in mathematical and spatial relationships.

Abstract: An educational aid and educational method for teaching pattern recognition and numerical skills to young children. The aid includes plural groups of game pieces each incorporating a different number of game pieces, the game pieces in different groups bearing different indicia such as different colors. The child matches the game pieces to matching target areas in a series of matching operations requiring progressively higher levels of abstract reasoning, ranging from simple color matching to matching the number of pieces to a numeral. The matching target areas may be defined on a substrate and on a series of auxiliary matching targets, each associated with one group of game pieces. The game pieces may be attached to the auxiliary matching targets and the resulting assemblies may then be matched to matching target areas on the substrate.

Abstract: The present invention, designed especially for preschoolers, is a number-sense card game comprising four decks of one, number, and word cards, representing the numbers from one to ten. As the players have fun playing cards, they name the one cards by counting their ones; they name the numbers on the cards; they name the words on the cards; and they show the correct sequence of the numbers, expressed in ones, numbers, and/or words. The players can win this card game without using up all the cards in a deck. They merely have to have the most stars, which are exchanged for points earned when on the first try, players name a one, number, or word card or show the correct sequence of the numbers. As the players play with the present invention, they have fun, show what they know, and see that numbers make sense.

Abstract: An educational toy for use in teaching a child the concepts of geometrical shapes, color, numbers, and sets of numbers. The toy includes a small can for storing the clips, and a large can for storing the small can, and a cover for the large can. The clip has a front board, a rear board, and an effortless spring-biased hinge. The front boards have a series of numbers, and the rear boards have a series of colored shapes, one number and one colored shape per clip. The small can has a series of panels and the large can has a series of panels, each series extending in a peripheral direction on the surface thereof. The panels on the small can have a gradually increasing number of figures; and the panels on the large can have a gradually increasing number of colored shapes. The child matches the numbers or shapes, or colors, in at leasst three different games to the panels of the small can, or the large can, by clipping each clip to a matching panel.

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: A multi-use number board including a board having a series of substantially square raised surfaces or lands arranged in rows and columns on the top surface of the board and separated by an array of substantially perpendicular channels, and including holes at the intersections of the channels; the pegs having two ends, both of which may be inserted into the holes, one end being easily removable, the other end forming a friction fit so the peg extends fixedly from the surface of the board.

Abstract: A teaching aid includes a plurality of lenses arranged in an array and mounted within a frame member. A slide channel is disposed along the edges of the frame and is imprinted along one edge with numbers from one to ten. A panel having an index mark is slidably disposed in the slide channels and is movable with respect to the lenses to uncover a specified number of lenses equal to the number disposed in alignment with the indicator mark. Each of the lenses has a cross-section providing a wide field of vision.

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 toy for teaching children the alphabet has a circular or oval base with a plurality of upstanding support rods. Four horizontal mounting rods are supported by the upstanding support rods. The ends of the horizontal mounting rods are each provided with a safety ball tip. A canvas pouch is suspended from the horizontal mounting rods. The canvas pouch is completely closed except for a reach-in top slit opening. A plurality of chips are imprinted on one side with a letter of the alphabet and on the opposite side with the picture of an item having a name beginning with that letter. Another form of chip is printed on one side with a numeral and on the other side by a number of dots corresponding to that numeral. In use, childern remove or insert the chips into the pouch, naming the letter or numeral on each chip.

Abstract: An apparatus for teaching mathematics which applies and puts to work in various ways the modern teaching of mathematics for all levels of elementary education through set theory, comprises a horizontal board divided into eleven zones and having two outwardly-projecting subsidiary boards. In use, objects can be placed in selected zones of the horizontal board to demonstrate mathematical operations, and information relating to the operation is written on appropriate zones of the vertical board and on the subsidiary boards. The horizontal board has a bevelled front edge portion on which further information can be written, and two portions in which objects to be placed in the zones of the horizontal board can be placed beforehand.

Abstract: A card game comprises a set of cards with each card being formed with a slit along its mid-line starting from one edge and extending for about one-half its width towards its opposite edge such as to permit each card to be inserted via its slit into the slit of each other card in the set to form a pair with one-half of one card aligned with and exposed to view with the other half of the other card. Each card has indicia on each half of the card on opposite sides of its respective slit. The indicia on the half of each card on one side of the slit is non-validly complementary with the indicia on the other half of the card on the other side of its slit, but is validly complementary with the indicia on some, but not all, of the other cards of the set to form a valid card pair therewith when the two cards are inserted into each other via their respective slits.

Abstract: A teaching wheel challenges a student to find the correct answer to arithmetic and other problems. The teaching wheel comprises a problem disk and an answer disk mounted concentrically for rotation on a frame. The problem disk is mounted above the frame, and the answer disk is mounted under the frame. The problem disk has a smaller diameter than the answer disk and frame. The problem disk is divided into a number of sectors, with a problem radiating outwardly in each sector. The answer disk has sectors containing the answers to the problems near the periphery of the disk. The frame is notched to reveal one answer on the answer disk. The problem disk is rotated so a selected problem sector is aligned with the frame notch, and the answer disk is rotated until the correct answer appears in the notch adjacent the problem sector. The problems may consist of counting, arithmetic equations, time equivalents, and money equivalents.

Abstract: A teaching tool is provided in the form of a glove with a plurality of tags which are removably attachable to the glove. Preferably the tags are provided with indicia such as letters, numbers, words, shapes and such which can be placed on or removed from the glove as part of individual or group learning exercises for small children.

Abstract: An electronic learning aid selectively provides synthetic speech to an operator. An electro-optic sensor which reads bar code from the pages of a book selects speech words or phrases to be produced by an electronic speech synthesizer. A mode of operation is provided wherein the operator selects an object of comparison such as a displayed picture, number or the like and then seeks to identify one of a plurality of choices which properly associates with the object of comparison.

Abstract: Disclosed is an electronic learning aid having modes of operation to provide an interesting and effective learning experience to a student. In the preferred embodiment, inputs to the learning aid are effected via scanning of a bar code on a page by the student. In a first mode, the student is audibly directed to place depicted objects on the page in some specific sequence, as by alphabetical order of the first letter of the names of the objects. The student selects items in the sequence by scanning bar code associated with each item and the system audibly informs him of his progress in correctly identifying times of the sequence. In a second mode the student upon scanning the bar code associated with a depicted object is audibly directed to spell the name of that object. The system audibly informs him of his progress.

Abstract: A multi-pocketed washable fabric body portion is employed with several selective reversible fabric strips each having fastener components for engagement with mating fastener components on the body portion. The strips carry colors, shapes, alpha-numeric indicia and material textures requiring recognition by a child. Groups of fabric elements having colors, shapes, indicia and textures to match up with the strips are provided, and a child, after sorting the fabric elements, inserts them in the pockets of the body portion which are positioned adjacent to recognized colors, shapes, indicia or textures on the strips.

Abstract: An arithmetical teaching aid includes a display board B comprising a rectangular array of display areas A arranged in rows R and columns C. Adjacent display areas A are marked (1, 10, 100 etc.) to represent successive powers of an arithmetic base number so that display areas A (where there are more than one) representing a given power of the base number (e.g. 1,000) are arranged diagonally across the board. Means (for example slides S) are provided for relatively moving the various rows R of display areas so that displays (e.g. 1,000) in the different rows R corresponding to the same power of the base number can be brought into columnar registration. All display areas A corresponding to a given power of the base number have a common tonal and/or textural characteristic which is different from the characteristic of each neighboring display area corresponding to a different power of the base number. Such characteristics are preferably provided by three different colors.

Abstract: A game and teaching device construction is described to include a plurality of indicia bearing blocks bound together by a pair of flexible straps. Each block is generally shaped in the form of a solid rectangle whereby a first strap is affixed to each block at one end thereof and a second strap is affixed to each block at the other end thereof. Each block includes front and back faces with one of such faces bearing indicia, for example a plurality of dots, and the other face bearing indicia of the number corresponding to the number of dots on the first described face. When stretched out, the construction is such that pushing the first block will cause the collapse of it and all other blocks in sequence. Furthermore, the construction can be used such that a child is interrogated to associate a number with the number of dots showing on a particular block, with the other face of the block being used to verify the child's answer.