Abstract: A method for controlling a portable object, including increasing the strength of a signal emitted by the object in response to a clockwise, or respectively anti-clockwise, rotation of the object in relation to a first axis of rotation passing through the object, and reducing the strength of a signal emitted by the object in response to an anti-clockwise, or respectively clockwise, rotation of the object in relation to the first axis of rotation.

Abstract: Method, modules and a system formed by connecting the modules for controlling payloads are disclosed. An activation signal is propagated in the system from a module to the modules connected to it. Upon receiving an activation signal, the module (after a pre-set or random delay) activates a payload associated with it, and transmits the activation signal (after another pre-set or random delay) to one or more modules connected to it. The system is initiated by a master module including a user activated switch producing the activation signal. The activation signal can be propagated in the system in one direction from the master to the last module, or carried bi-directionally allowing two way propagation, using a module which revert the direction of the activation signal propagation direction. A module may be individually powered by an internal power source such as a battery, or connected to external power source such as AC power.

Abstract: A device and method of teaching and learning numeral systems comprising at least one game board and a plurality of value block pieces, wherein the game board comprises columns whereby one column is a decimal point column and other columns are each a numeric column to form a numeric grid thereon, and wherein each value block piece identifies the number equivalent value of a numeric symbol derived from the symbol's location on the numeric grid.

Abstract: The present invention includes a phonetic alphabet with clarifiers and modifiers that aid in the teaching of reading skills to individuals with dyslexia, dyscalculia, and other neurological impairments when the present invention letters are connected horizontally in series with clarifiers and modifiers to form a word, a phrase, a sentence, and/or a paragraph. The present invention further includes mathematical symbols for teaching math skills to individuals with dyslexia, dyscalculia, and other neurological impairments when predetermined geometric shapes are arranged to form numbers of a base 10 counting system that are capable for using in additional, subtraction, multiplication, division. The present invention of mathematical symbols includes whole numbers, real numbers, integers, fractions, and decimals. The present invention also includes 2D and 3D tools and methods of using same.

Abstract: Apparatus for educational use, comprising a plurality of pieces and a regular array of indicia. The pieces are dimensioned and arranged, and the indicia are arrayed, to allow a plurality of the pieces to be juxtaposed adjacent to the indicia, covering a plurality of the indicia, such that each piece covers a single indicium or an integral number of indicia and each indicium covered by a piece is visible through that piece.

Abstract: An apparatus is provided that includes a display, a communication interface, a processor, and a detection component configured to detect proximity of the apparatus with respect to one or more of the other apparatuses. The apparatus and other apparatuses may be formed into an arranged group of apparatuses, and in such instances, the processor is configured to receive corresponding indications from the detection component, and data from the other apparatuses in the group via the communication interface. The processor is configured to determine the number of apparatuses in the group, and the arrangement of one or more apparatuses in the group, including the arrangement of one or more other apparatuses not immediately adjacent the respective apparatus. The processor is also configured to calculate an output as a function of the number of apparatuses and arrangement, and configured to communicate the calculated output via the display.

Abstract: The present invention generally relates to a set of blocks and casings that have various features which provide multi-sensory (e.g., visual, auditory, kinesthetic and tactile) input to the user so as to aid the user in learning mathematics, reading, phonetics, matching and other basic skills. Each block includes a number projections on a first face which are equal in number to recesses on second face. The number of recesses or projections on a particular face block signifies to the user a digit corresponding to that block. Additionally, each block is assigned a color which phonetically cues the user to the number corresponding to the block. Similarly, a casing corresponding in size, shape and color is provided for each block. The casings serve similar functions as the blocks. Preferably, both the casings and the blocks have a textured surface to provide tactile input to the user, thereby encouraging the user to use the blocks and take advantage of its multi-sensory features.

Abstract: The present invention relates to a method of playing a game in which a guess is made of a number value of a remainder. A total point value is determined from game pieces given to a player. A number value of a remainder is determined by dividing the total point value by a predetermined divisor. The number value of the remainder is compared to the guessed number value of the remainder. If the number value of the remainder is the same as the guessed number value of the remainder, the player wins.

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 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: The object of this invention is to provide a block set for educational purposes. The block set features that a plurality of block units of the same color are integrated so as to build a block bar, and two or more block bars respectively of different colors are crosswisely combined to build a block bar combination, and two or more block bar combinations interconnect one another to thereby build a variety of structures having two or more colors, wherein the block bars of the same color are symmetrically disposed. The block set thus allows a user to learn a structural stability of the structures, a sense of balance, symmetry, a sense of harmony, etc. in a natural manner, through processes of building the variety of structures and repetition of those processes.

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: 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 intellectual building base plate assembling game device comprises a triangular game tray having 28 adjacent slots which is arranged as seven lines, a first line having one slot; a second line having two slots; a third line having third slots, a fourth line having fourth slots; a fifth line having fifth slots, a sixth line having sixth slots, and a seven line having seven slots; and eighteen building blocks of different shapes. Moreover, an intellectual building base plate assembling game device comprising: a planar game tray having a concave slot inside a planar game tray; a fastening element standing on a bottom of the concave slot; and eighteen building blocks of different shapes.

Abstract: The present invention of intellectual building blocks are seventeen building blocks in different shapes assembled unequally by three to six units to make a planar or three-dimensional arrangement and combination to conduct the arrangement as in a Russian block game through cooperating with a game frame disposed with three-dimensional paling rods and a guide slot, to arrange a three-dimensional pyramid through cooperating with a triangular game tray or to arrange different planar patterns through cooperating with a planar game tray so as to achieve the intellectual and edutainment effect.

Abstract: Jigsaw puzzles for use by young children to practice elementary arithmetic. Each puzzle is circular and includes a center piece, four middle ring question pieces, and twelve outer ring answer pieces. One side of each puzzle contains the arithmetic question and answer pieces and the other side forms a picture when the question and answer pieces are put together correctly. A transparent tray is used for assembling the pieces of the puzzle. A transparent cover is adapted to be snapped into place over the tray and allow the container to be turned over to view the picture side to determine if the picture is either (1) correct, which means that all of the arithmetic questions have been answered correctly or (2) incorrect, which means that some or all of the arithmetic questions have not been answered correctly.

Abstract: A mathematical teaching aid includes a plurality of sectional pieces representing fractions of a circle. The pieces are preferably colored corresponding to respective fractions, wherein fraction pieces having a prime number denominator are of primary colors, and other section pieces are of secondary colors. The colors are assigned to the pieces such that primary number denominator sectional pieces of primary colors can be overlaid to form a secondary color, with the sectional piece of that secondary color being representative of a common denominator. The sectional pieces can be combined with a base unit and used for teaching multiplication, division, addition and subtraction of fractions.

Abstract: A set of blocks used as an aid for teaching mathematical concepts, in which blocks of different sizes are provided with characteristic dimensions that bear a relationship to preselected numbers in the Fibonacci series. The Fibonacci series is defined as an infinite sequence of numbers starting with 1 that builds by adding the present number to the prior number to form the next number in the series. The first part of the series progresses: 1, 1, 2, 3, 5, 8. 13, 21, 34, 55, . . . , with 0 being understood as the number prior to 1. The series is related to the Golden Ratio of approximately 1:1.618, a ratio found in nature and in certain works of art, by the ratio of adjacent numbers, after thirteen, in the series. The blocks can be used to teach students mathematical concepts such as pattern recognition, the Fibonacci series and related Golden Ratio, and the interrelations between mathematics and other disciplines such as biology, botany, and architecture.

Abstract: A mathematics teaching system for visually and physically teaching a student how to perform multiplication and division calculations in a simple to understand format. The mathematics teaching system includes a housing having a plurality of apertures aligned in vertical and horizontal rows, an upper opening within the housing for inserting tokens into, a lower opening for allowing tokens to escape, a vertical slot and a horizontal slot within the housing for receiving slider members, a plurality of vertical reference numerals and a plurality of horizontal reference numerals, and a stopper member slidably positioned within a lower portion of the housing for retaining the tokens in a desired location for allowing calculation by a student.

Abstract: A set of blocks used as an aid for teaching mathematical concepts, in which blocks of different sizes are provided with characteristic dimensions that bear a relationship to preselected numbers in the Fibonacci series. The Fibonacci series is defined as an infinite sequence of numbers starting with 1 that builds by adding the present number to the prior number to form the next number in the series. The first part of the series progresses: 1, 1, 2, 3, 5, 8. 13, 21, 34, 55, . . . , with 0 being understood as the number prior to 1. The series is related to the Golden Ratio of approximately 1:1.618, a ratio found in nature and in certain works of art, by the ratio of adjacent numbers, after thirteen, in the series. The blocks can be used to teach students mathematical concepts such as pattern recognition, the Fibonacci series and related Golden Ratio, and the interrelations between mathematics and other disciplines such as biology, botany, and architecture.

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 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 multiplication capturing and recapturing game system is disclosed. The system comprises 2 equilateral-triangular game boards, a pair of eight-sided dice and 36 playing pieces. The game can be played by 2 to 4 players. Each player throws two dice to begin a turn and captures or recaptures a location to end the turn. The player who finishes all 9 pieces first wins the game.

Abstract: A finger ring counting device enables persons to accurately count prayers while saying the Rosary. The counting device is embodied in a ring structure which can be inconspicuously worn on the hand, and on which there are a number of beads which are manually movable around the circumference of the ring for counting. The device includes a finger ring having a continuous outwardly facing surface and a continuous circumferential channel formed in the outwardly facing surface. Eleven spherical beads are slidably captured within the channel where they are slidably movable around the outside of the ring. The counting device further includes a gate structure including a body portion having a bottom wall which straddles the channel and a top wall constructed and arranged for receiving an ornamental element thereon. The bottom wall cooperates with the aid channel to form a passage through which the beads slidably pass.

Abstract: A toy ball as teachware includes a rubber ball body, a ball-shaped Velcro layer covering on the ball body, and a plurality of Velcro pieces written with letters, characters, symbols, figures, etc. on the outer surfaces to be stuck releasably on the ball-shaped Velcro layer. Then the toy ball may serve as a toy for children to play and as a teachware to learn from.

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: The invention herein relates to a kind of teaching tool that allows children at play to perform simple addition, subtraction, multiplication and division arithmetical operations, learning decimal concepts and practices through experience and, furthermore, learn about year, month, day and day of the week as well as the hour, minute and second clock positions, which enables the invention herein to be an multi-functional teaching tool that combines fun with learning and the promotion of intellectual development.

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.

Abstract: A factor blocks kit having a plurality of cubic, rectangular and triangular prisms and rectangular mats. These prisms have edges (sides) that measure either 1 unit or a 1-digit prime number of units in length. These prisms are scored with unit markings on some of their sides. The bases of the triangular prisms form a 3-4-5 unit right triangle. The kit also includes a number of rectangular mats with sides being a one digit number of units in length. The mats are divided into unit squares. The kit includes teachers guides and student work books in both print and electronic form on the World Wide Web or the Internet.

Abstract: An apparatus comprises a first plurality of first numerical sequences, each numeral within each first numerical sequence being identified by a common indicia and each of the plurality of first numerical sequences having a different indicia; a second numerical sequence of numerals; and a selector which is relatively movable with respect to the first and second numerical sequences for selecting one numeral of the second sequence of numerals. The selector has third numerical sequence wherein each numeral of the third sequence has an indicia which corresponds to the common and different indicia of the first numerical sequence. The common and different indicia is color or pattern selective. In the method, the numeral of the first numerical sequence is a mathematical function of the numerals of the second and third numerical sequences.

Abstract: The present invention is directed to a system for demonstrating mathematic concepts, such as fractions and their equivalents. The system includes at least one device constituted by a pie chart sheet having a slot, and a rotating disk having a slit. The slit in the rotating disk provides a leading edge which is inserted through the slit on the chart page to allow the rotating disk to cover any selected portion of the chart. Because the cuts in both the pie chart on the chart sheet are radial, rotation of the disk about a common center point is facilitated.

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 device for aiding in the projection of views of an object. The device includes a first half-hexahedron composed of a bottom panel, a first vertical panel and a second vertical panel. The panels are perpendicular to one another and together define a corner space for accommodating an arbitrarily configured object supportable on the bottom panel. There is further provided a second half-hexahedron composed of a transparent top panel, a transparent third vertical panel and a transparent fourth vertical panel. The panels of the second half-hexahedron are perpendicular to one another and together define a corner space. The second half-hexahedron is removably positionable on the first half-hexahedron such that the first and the second half-hexahedrons form a complete hexahedron. Grid markings are provided on the three panels of the first half-hexahedron and on the three panels of the second half-hexahedron.

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: 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 game device has a flat, circular bottom wall with a plurality of ball-receiving wells formed in it and a transparent dome-shaped cover that captures a plurality of balls within the device. Some of the wells have a number shape, and each of those wells are color coded. The game is played by inverting the device and restoring it to its upright position or by shaking it until all of the balls have entered into the wells. The number of balls within a well are counted and multiplied by the number of the well into which they have fallen to arrive at a total for that well. Depending upon the color of the well, the total is either added to or subtracted from an earlier total and the process is repeated to arrive at an arithmetic sum. A pair of wells are also formed in the shape of a multiply sign and a divide sign and the arithmetic sum is multiplied by the number of balls in the multiply sign-shaped well and that number is divided by the number of balls in the divide sign-shaped well.

Abstract: A learning system is disclosed that comprises ordered pairs of interlocking cooperatively aligned hexagonal bosses and recesses having one or more peripherally disposed lobes as control structures to influence a user to connect or assemble articles or objects in a predetermined sequence or positional relationship.

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: 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 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: A matrix of discs each having a first end wall spaced from a second end wall, having a cavity therebetween, including a weighted portion to provide for the discs to sink within a body of water, such as a swimming pool. The first and second end walls include contrasting digital enumerations, wherein individuals are addressed math problems and the solutions to the problems are indicated by a numerical sum to be retrieved from within a swimming pool and the like by participating individuals.

Abstract: Base-ten blocks for teaching arithmetic to children, in which each block (19) has a projecting boss (27) with curved (bowed-out) sides (29) and an aperture (33) with straight sides (35), so that blocks (19) can be securely joined together to form multiples of units. A row of integral blocks (37) has common wall thicknesses (42) between adjacent blocks equal to twice the thickness of the end wall (45) of the row so that the row can be correctly mated with a row of single blocks or end-to-end rows of shorter blocks. Integral rows (37) of ten blocks each have two end bosses (41) for joining to other rows (37) to make flats (47) of one hundred units. Each flat has four bosses (51) for joining to other flats (47) to make a cube of one thousand units. The blocks have one color for units, a different color for rows of tens, a different color for flats of one hundred, and a still different color for cubes of one thousand. The blocks can be used to teach addition, multiplication, subtraction, division, etc.

Abstract: Base-ten blocks for teaching arithmetic to children, in which each block (19) has a projecting boss (27) with curved (bowed-out) sides (29) and an aperture (33) with straight sides (35), so that blocks (19) can be securely joined together to form multiples of units. Integrally made rows (37) of ten blocks each have two end bosses (41) for joining to other rows (37) to make flats (47) of one hundred units. Each flat has four bosses (51) for joining to other flats (47) to make a cube of one thousand units. The blocks have one color for units, a different color for rows of tens, a different color for flats of one hundred, and a still different color for cubes of one thousand. The blocks can be used to teach addition, multiplication, subtraction, division, etc., to children.

Abstract: A binary computer for demonstrating concepts of decimal to binary conversion and binary operations such as counting, addition, subtraction and multiplication is provided. Further, the binary computer is capable of demonstrating the computer concepts of bit, byte, memory, flip-flop, serial input and parallel input. A plurality of pointer-shaped flip-flops function as an information storage facility or memory and are a central concept in the design.

Abstract: Base-ten blocks for teaching arithmetic to children, in which each block (19) has a projecting boss (27) with curved (bowed-out) sides (29) and an aperture (33) with straight sides (35), so that blocks (19) can be securely joined together to form multiples of units. A row of integral blocks (37) has common wall thicknesses (42) between adjacent blocks equal to twice the thickness of the end wall (45) of the row so that the row can be correctly mated with a row of single blocks or end-to-end rows of shorter blocks. Integral rows (37) of ten blocks each have two end bosses (41) for joining to other rows (37) to make flats (47) of one hundred units. Each flat has four bosses (51) for joining to other flats (47) to make a cube of one thousand units. The blocks have one color for units, a different color for rows of tens, a different color for flats of one hundred, and a still different color for cubes of one thousand. The blocks can be used to teach addition, multiplication, subtraction, division, etc.

Abstract: A method of playing a game where there is a first set of die, each of which has the numerical values of one through six thereon, and a second set of die each of which has plus, minus, division and multiplication signs thereon. The two sets of die are discharged onto a playing surface in a random pattern, and then the individual dice members of the first and second set are placed in an alternating pattern so that when the mathematical operations are performed as indicated in the alternating arrangement of the two sets of die, a desired maximum value is obtained.

Abstract: The educational toy of the present invention comprises a base and transparent tubular members attached to the base arranged in a generally parallel relationship to each other. The output end of each tubular member is lower than the input end of each tubular member so that balls inserted in the input end flow to the output end. Removable means are provided at the output ends for retaining the balls within the tubular members. Insertion and removal of balls from the tubes by the user improves hand-eye coordination. The toy is useful in teaching left/right, up/down, and part-whole relationships. The device teaches movement, counting, and color awareness.

Abstract: A die or cube having different magic squares on each face. The magic squares are related so that the sums of numbers on each face pair of the three face pairs are equal to the same value.

Abstract: Base-ten blocks for teaching arithmetic to children, in which each block (19) has a projecting boss (27) with curved (bowed-out) sides (29) and an aperture (33) with straight sides (35), so that blocks (19) can be securely joined together to form multiples of units. A row of integral blocks (37) has common wall thicknesses (42) between adjacent blocks equal to twice the thickness of the end wall (45) of the row so that the row can be correctly mated with a row of single blocks or end-to-end rows of shorter blocks. Integral rows (37) of ten blocks each have two end bosses (41) for joining to other rows (37) to make flats (47) of one hundred units. Each flat has four bosses (51) for joining to other flats (47) to make a cube of one thousand units. The blocks have one color for units, a different color for rows of tens, a different color for flats of one hundred, and a still different color for cubes of one thousand. The blocks can be used to teach addition, multiplication, subtraction, division, etc.

Abstract: A toy includes a casing having a number of holes formed in an upper surface. A board which has a number of symbols printed on an upper surface is insertable into the bottom of the casing. A number of blocks, each can be inserted into a hole. An opening is formed in each of the blocks. A tongue is formed on each of the blocks and is engageable within the opening of another block so that the blocks can be assembled together. A numeral is printed on each of the tongues. Children can select and insert a block into a hole which has a numeral identical to that of the block so that the toy can also be used as a teaching aid.