Game Tool and Game Method

Abstract

A game tool and game method producing a high learning effect enabling the user to learn and acquire mathematic ability. The game tool contains cards having a front cover unit displaying an equal sign on a main surface of the card and a display unit displaying one of either a numeral from 0 to 9 or a mathematical operation symbol on a surface opposite to the surface of the card having the front cover unit. The game method uses this game tool. The user can play by creating an equation using the equal sign, numerals, and mathematical operation symbols displayed on the cards. Thereby, the user can learn and acquire mathematic ability through the game.

Description

FIELD OF THE INVENTION

The present invention relates to a game tool and game method, in particular a game tool and game method having an educational effect in mathematics.

BACKGROUND OF THE INVENTION

Game tools that can exhibit educational effects through a game range from game tools developed to teach words and letters to young children, to game tools targeted at a large age range such as chess, Japanese chess, go, and the like. Game tools developed for educating young children, however, are not appropriate for a person above an elementary or junior high school level. Therefore, even though a young child does not grow tired of such a game tool, a person above the target age range has no interest in the game tool.

On the other hand, game tools such as chess, Japanese chess, and go can be enjoyed by both children and adults, but are very complex and deep and it is difficult to express the logic behind the game. That is, it is necessary to accumulate special training to proceed logically, generally leading to a large amount of reliance on intuition. Accordingly, it becomes difficult to achieve the educational effect.

Taking the above into consideration, the game tool is developed that can simply teach a logical way of thinking. The game tool uses two separated groups of cards on which numerals 0 through 9 are written, and involves deducing the numeral held by a partner.

Patent Document 1: Japanese Patent Application Publication “Hei08-276047”

DISCLOSURE OF THE INVENTION

The game tool of Patent Document 1, however, is only for teaching a logical way of thinking. Accordingly, mathematics cannot be learned or acquired through this game tool.

It is an objective of the present invention, in consideration of the above situation, to provide a game tool and game method having a high educational effect and through which a user, hereinafter referred to as a participant, can learn and acquire mathematic ability.

The game tool of the present invention is furnished with multiple cards. The cards contain a front cover unit displaying an equal sign on a main surface of the card and a display unit displaying one of either a numeral from 0 to 9 or a mathematical operation symbol on a surface opposite to the surface of the card having the front cover unit. The game tool is played by creating an equation using the numerals and mathematic operation symbols of the display unit and the equal sign.

Through the game tool of the present invention, the equation can be created using the equal sign of the front cover unit and the numerals and mathematic operation symbols of the display unit. By creating the equation from a limited number of cards, the participant can learn and acquire mathematic ability as well as a flexible mentality and logical way of thinking.

In the game tool of the present invention, there is no difference between the cards in relation to the main surface having the front cover unit. Therefore, at a time when multiple participants enjoy the game tool, the game aspect is increased and the participants can acquire the flexible mentality and logical way of thinking by creating the equation while predicting the cards of the other participant's because the cards of the other participant's cannot be directly seen.

In the game tool of the present invention, there are multiple groups made up of the fourteen cards having the numerals 0 to 9 and an addition, subtraction, multiplication, and division symbol as the mathematical operation symbol. The display unit of the cards displays information by which the group can be distinguished. Therefore, because the same numeral and addition, subtraction, multiplication, and division symbol is not duplicated in one group, the participant can acquire the logical way of thinking by predicting the cards not used to create the equation.

Furthermore, a prescribed number of cards is distributed to the multiple participants, the equation is created using the distributed cards, and a rank of the participants is decided using at least one of the numeral of a solution of the equation or the number of cards used to create the equation. In this manner the game aspect is increased through the multiple participants competing for the rank and the participant can learn while enjoying the game.

In the game tool of the present invention, the prescribed number of cards is distributed to the multiple participants, multiple remaining cards that are not distributed to the participants are placed in a manner such that all of the participants can confirm the front cover unit, a prescribed number of displayed cards taken from the remaining cards is placed adjacent to the remaining cards in a manner such that all of the participants can confirm the display unit, and the participants use the distributed cards to create the equation using the equal sign displayed on the front cover unit of the remaining cards and the mathematical operation symbol or numeral displayed on the display unit of the displayed cards. Therefore, the participant can learn and acquire mathematic ability through the game.

In the game tool of the present invention, a prescribed number of cards is distributed to the multiple participants, the multiple remaining cards that are not distributed to the participants are placed in a manner such that all of the participants can confirm the front cover unit, and a prescribed number of the displayed cards taken from the remaining cards is placed in a manner such that all of the participants can confirm the display unit. In a case where the numeral is displayed in the display unit of the displayed card, the card having the same numeral as the displayed card, the card having the same group as the displayed card, or the card used in the equation having the numeral of the display unit as a solution is presented. In a case where the addition, subtraction, multiplication, or division symbol is displayed in the display unit of the displayed card, the card having the same addition, subtraction, multiplication, or division symbol as the displayed card or the card having the same group as the displayed card is presented. Therefore, the participant can learn and acquire mathematic ability through the game.

The game method of the present invention uses the game tool that is furnished with multiple cards. The cards contain the front cover unit displaying the equal sign on the main surface of the card and the display unit displaying one of either a numeral from 0 to 9 or a mathematical operation symbol on the surface opposite to the surface of the card having the front cover unit. The game method involves distributing the prescribed number of cards to the multiple participants, creating the equation using the distributed cards, and deciding the rank of the participants using at least one of the numeral of the solution of the equation or the number of cards used to create the equation. Therefore, the participant can learn and acquire mathematic ability through the game.

The game method of the present invention uses the game tool that is furnished with multiple cards. The cards contain the front cover unit displaying the equal sign on the main surface of the card and the display unit displaying one of either a numeral from 0 to 9 or a mathematical operation symbol on the surface opposite to the surface of the card having the front cover unit. The game method involves distributing the prescribed number of cards to the multiple participants, placing the multiple remaining cards that are not distributed to the participants in a manner such that all of the participants can confirm the front cover unit, placing the prescribed number of displayed cards taken from the remaining cards adjacent to the remaining cards in a manner such that all of the participants can confirm the display unit, and using the cards distributed to the participants to create the equation using the equal sign displayed on the front cover unit of the remaining cards and the mathematical operation symbol or numeral displayed on the display unit of the displayed cards. Therefore, the participant can learn and acquire mathematic ability through the game.

The game method of the present invention uses the game tool that is furnished with multiple cards. The cards contain the front cover unit displaying the equal sign on the main surface of the card and the display unit displaying one of either a numeral from 0 to 9 or a mathematical operation symbol on the surface opposite to the surface of the card having the front cover unit. The multiple cards pertain to multiple groups made up of the fourteen cards having the numerals 0 to 9 and the addition, subtraction, multiplication, and division symbol as the mathematical operation symbol, wherein information by which the group can be distinguished is displayed on the display unit. The game method involves distributing the prescribed number of cards to multiple participants, placing the multiple remaining cards that are not distributed to the participants in a manner such that all of the participants can confirm the front cover unit, and placing the prescribed number of displayed cards taken from the remaining cards in a manner such that all of the participants can confirm the display unit. In a case where the numeral is displayed in the display unit of the displayed card, the card having the same numeral as the displayed card, the card having the same group as the displayed card, or the card used in the equation having the numeral of the display unit as a solution is presented. In a case where the addition, subtraction, multiplication, or division symbol is displayed in the display unit of the displayed card, the card having the same addition, subtraction, multiplication, or division symbol as the displayed card or the card having the same group as the displayed card is presented. Therefore, the participant can learn and acquire mathematic ability through the game.

Through the game tool of the present invention, the equation can be created using the equal sign of the front cover unit and the numerals and mathematic operation symbols of the display unit. By creating the equation from a limited number of cards, the participant can learn and acquire mathematic ability as well as a flexible mentality and logical way of thinking. Because the same numeral and addition, subtraction, multiplication, and division symbol is not duplicated in one group, the participant can acquire the logical way of thinking by predicting the cards not used to create the equation.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a diagram describing the cards of the game tool of the present invention;

FIG. 2 is a diagram describing the game tool of the present invention;

FIG. 3 is a diagram showing a condition of the game method played using the game tool of the present invention;

FIG. 4 is a diagram showing a flow of the game method played using the game tool of the present invention;

FIG. 5 is a diagram showing a condition of the game method played using the game tool of the present invention; and

FIG. 6 is a diagram showing a condition of the game method played using the game tool of the present invention.

DESCRIPTION OF THE PREFERRED EMBODIMENTS

The following is a detailed description of the game tool of the present embodiment, referencing diagrams. In addition, the present invention is not limited to the following embodiments, and can be arbitrarily altered without deviating from the scope of the present invention.

FIG. 1 is a diagram showing a front and back of a card of the game tool of the present invention. FIG. 2 is a diagram showing the game tool of the present invention. One example of the game tool 10 of the present invention, as shown in FIG. 1 and FIG. 2, contains a front cover unit 2 showing an equal sign on a front surface, which is a main surface, of a card 1; a display unit 3 displaying on a back surface, which is the surface opposite of the surface containing the front cover unit 2 of the card 1, one of either a numeral from 0 to 9 or an addition, subtraction, multiplication, or division symbol indicating an addition, subtraction, multiplication, or division operation; and a grouping unit 4 for dividing the numerals from 0 to 9 and addition, subtraction, multiplication, and division symbols written on the surface containing the display unit 3 of the card 1 into multiple groups. The game tool of the present invention is made up of multiple cards 1.

The front cover unit 2 is disposed on the front surface, which is a main surface, of a card 1 and displays the symbol “=”. The front cover unit 2 is disposed in a manner such that there is no difference between each of the multiple cards 1 making up the game tool 10. Therefore, a judgment cannot be made concerning the display unit of the back surface and the grouping unit just by looking at the front surface of the card 1. The symbol “=” is not particularly limited as long as it is a symbol that can express a meaning of the equal sign.

The display unit 3 is disposed on the back surface, which is the surface opposite of the surface containing the front cover unit 2 of the card 1, and displays one of either a numeral from 0 to 9 or an addition symbol “+”, subtraction symbol “−”, multiplication symbol “×”, or division symbol “÷”. The numerals are not particularly limited as along as they can express the meaning of the numerals 0 through 9. For example, the numerals are not limited to Arabic numerals and may be Chinese numerals written in Kanji or Roman numerals such as I, II, and III. Furthermore, the addition, subtraction, multiplication, and division symbols are not limited to “+”, “−”, “×”, and “÷”, for example, may be written in Chinese as Kanji or in English as “plus” or “minus”.

The grouping unit 4 is disposed on the same surface as the display unit 3 of the card 1 and can separate the cards into multiple groups where each group is made up of the numerals from 0 to 9 and the addition, subtraction, multiplication, and division symbols. At this time, the groups are separated in a manner such that the numerals and the addition, subtraction, multiplication, and division symbols are not duplicated within the same group. As shown in FIG. 1 and FIG. 2, the grouping unit 4 may use symbols such as the alphabets “A”, “B”, “C” and the like, but is not particularly limited and may use any symbol that can separate the numerals and the addition, subtraction, multiplication, and division symbols into groups. For example, the color of the surface containing the display unit 3 of the card 1 may be different for each group.

The card 1 contains the front cover unit 2 on the front surface and also contains the grouping unit 4 and the display unit 3 displaying the numerals from 0 through 9 and the addition, subtraction, multiplication, and division symbols on the back surface. As shown in FIG. 2, there are multiple cards 1 in the game tool of the present invention. For example, in a case where the four types of symbols (addition, subtraction, multiplication, and division) and the ten types of numbers (0 through 9) are organized into four groups, there are a total of fifty-six cards 1 ((10+4)×4=56). The multiple cards 1 do not have duplicate display units 3 and grouping units 4, so that a participant can predict the remaining cards based on the cards he is holding.

The game tool 10 of the present invention is furnished with multiple cards 1 containing the front cover unit 2 equipped with the symbol without a difference between the surfaces of the cards 1 as mentioned above; the display unit 3 having one of the numerals or addition, subtraction, multiplication, or division symbol on the back surface of the front cover unit 2; and the grouping unit 4 for separating the numerals and addition, subtraction, multiplication, and division symbols into one group. Since there isn't a difference between the cards in terms of the surface containing the front cover unit 2, the game aspect is increased by having the participant create equations while predicting the card of another participant. Furthermore, because the participant thinks of how to create highly valued equations in addition to predicting the card held by the other participants, the participant can acquire a flexible mentality and a logical way of thinking.

The game tool 10 can be used to create equations using the equal sign, numerals, and the addition, subtraction, multiplication, and division symbols. For example, using the cards 1 on which “1”, “2”, “3”, “4”, and “+” are written in the display unit 3, the equation 1+2=3 can be created by turning over the card 1 on which “4” is written and using the “=” written on the front cover unit 2 of this card 1. Furthermore, using the card 1 on which the numerals are written, the equation may be formed representing numbers having two or more digits. For example, using the cards 1 on which “1”, “2”, “3”, “4”, “5”, and “×” are written, the equation 3×4=12 can be created by turning over the card 1 on which “5” is written and using the “=” written on the front cover unit 2 of this card 1.

The following types of play can be achieved with the game tool 10 of the present invention. FIG. 3 is a diagram showing a condition of a game played using the game tool of the present invention. One example of the game using the game tool 10 of the present invention, as shown in FIG. 3, is the game in which a prescribed number of cards 1 is distributed to the multiple participants 7 while the back surface containing the display unit and grouping unit is hidden, the equation is created using the distributed cards 1, the participants 7 compete by comparing the created equations, and a rank of the participants 7 is determined based on a prescribed standard. Furthermore, the remaining cards 1 that are not distributed to the participants 7 are placed together at a central location 6 and can be taken by the participants 7 at a necessary time as described below. In addition, as shown as an example in FIG. 3, there may also be a discard location 5 for discarding the card 1 that becomes unnecessary at a time when the participant 7 takes a remaining card 1 from the central location 6.

FIG. 4 is a diagram showing a flow of the game played using the game tool of the present invention. The game method shown by FIG. 3 can be played according to the flow shown by FIG. 4. First, as shown in step S1, a prescribed number of cards 1 is distributed to the participants 7. At this time, the cards 1 are distributed to the participants 7 while the back surface containing the display unit and grouping unit is hidden. That is, the prescribed number of cards 1 is distributed to the participants 7 in a manner such that only the front surface containing the front cover unit displaying the equal sign can be seen. Any type of distribution may be used as long as the participants possess the specified number of cards 1. For example, the participants may take the prescribed number of cards 1 from the central location 6.

Next, as shown in step S2, after the prescribed number of cards 1 is distributed to the participants 7, the remaining cards 1 are place in the central location 6. At this time, the cards 1 are placed in a manner such that the back surface containing the display unit and grouping unit is hidden.

Next, as shown in step S3, the participants 7 create the equation using the cards 1 of the same group from among the distributed cards 1, namely, the cards held by the participants. That is, the equation is created using only the cards of the same group in which the grouping unit of the cards 1 is the same. At this time, the cards 1 being used as the equal sign need not contain the same grouping unit as the cards 1 being used as the numerals and the addition, subtraction, multiplication, and division symbols.

As shown in step S4, a judgment is then made as to whether the equation has been created through the process shown in step S3. As shown in step S5, in a case where the equation has not been created, the unnecessary cards 1 from among the cards 1 held by the participants are discarded to the discard location 5. The participants then take the number of cards 1 equal to the number of cards 1 discarded to the discard location 5 from the cards 1 remaining after distribution placed in the central location 6. After taking the cards 1 from the central location 6, the process again returns to step S3 and the equation is created.

In a case where the judgment made at step S4 is that the equation has been created, the process moves to step S6. At step S6, a judgment is made as to whether the created equation is made into a more highly valued equation. In a case where the more highly valued equation is made, the process moves to step S7. At step S7, in the same manner as step S5, the unnecessary cards 1 from among the cards 1 held by the participants are discarded to the discard location 5. The participants then take the number of cards 1 equal to the number of cards 1 discarded to the discard location 5 r from the cards 1 remaining after distribution placed in the central location 6. After taking the cards 1 from the central location 6, the process again returns to step S3 and the equation is created.

In a case where the judgment made at step S6 is that a more highly valued equation is not created, the process moves to step S8. As shown in step S8, the creation of the equation is then announced to the other participants.

After the announcement at step S8, all of the participants show each other the equations formed from the held cards 1. As shown in step S9, the created equations are then evaluated according to the prescribed standard, thereby determining the rank of the participants. As an example for ranking the participants, a method is given in which a ranking and score appropriate to the equation are previously determined and applied to the created equation. The ranking and score can be based on the number of cards 1 used and the solution of the created equation, so that the rank of the participants can be determined by an objective evaluation.

In the game tool of the present invention there are no cards having duplicate display units and grouping units. Accordingly, in a case where the game is enjoyed through the flow shown in FIG. 4, the cards 1 held by the other participants can be predicted based on the cards 1 in the participant's own hand and the cards 1 discarded in the discard location 5. Furthermore, after the prescribed number of cards 1 is distributed to the participants, the cards 1 remaining in the central location 6 can be predicted, so that the participant can logically judge whether he can create an equation with a higher evaluation than the equation that can be created by the held cards 1. That is, the participant can learn and acquire the logical way of thinking.

The flow of the game shown in FIG. 4 is one example and the method for playing with the game tool of the present invention is not limited to this example. For example, it is not necessary to create the equation using the cards 1 of the same group as in the process of step S3 shown in FIG. 4. In such a case, the number of times that cards 1 of the same group are used can be added as an evaluation condition at the time when the ranking of the participants is determined.

Through the game tool of the present invention, the participant can learn and acquire mathematic ability, especially addition, subtraction, multiplication, and division ability, by playing in the manner described above. Furthermore, the participant can think of multiple equations that can be created from the held cards 1. In addition, the participant can predict the cards 1 held by the other participants and the remaining cards 1, so that the participant can learn and acquire the flexible mentality and logical way of thinking by aiming for highly valued equations.

The game using the game tool 10 of the present invention is not limited to the above example. The following is a description of another game.

FIG. 5 shows another example of a game method. The game shown in FIG. 5 can be played by multiple participants. First, the prescribed number of cards 1 is distributed to each participant in a manner such that the surface displaying the numeral or the addition, subtraction, multiplication, or division symbol cannot be seen by the other participants. The remaining cards 20 that are not distributed are stacked and placed in a prescribed field 25 in a manner such that the surface displaying the equal sign can be seen. One card 1 is then taken from the remaining cards 20 and placed as a displayed card next to the remaining cards 20 in a manner such that the surface displaying the numeral or the addition, subtraction, multiplication, or division symbol can be seen. This game method is a game in which the participants compete to get rid of their held cards more quickly than the other participants by lining up the cards in the field 25 to make the equation using the equal sign, numerals, and the addition, subtraction, multiplication, or division symbol placed in the field 25.

The equation can be created from the remaining cards 20 placed in the field 25, the displayed cards, and the held cards. In a case where the equation can be made, the participant places the held cards in the field 25 to form the equation and the next participant gets a turn to create the equation. In a case where the equation cannot be formed, the participant takes one card from the remaining cards 20 in a manner such that the other participants cannot see the card. The participant again tries to make the equation after taking the card, and in a case where the equation can be created, the held cards are placed in the field 25 to form the equation and the next participant gets a turn to create the equation. In a case where the equation cannot be created, the participant does not place the card in the field 25 and the next participant gets a turn to create the equation. The method for placing the cards in the field 25 is not limited to placing the cards left to right as in an ordinary equation. The cards may also be placed right to left, top to bottom, or bottom to top. The placing of the cards is repeated and the participants compete with each other by getting rid of the held cards more quickly than the other participants.

For example, as shown in FIG. 5, the equation “2×3=6” can be created by using the “=” of the remaining cards 20 and the card “6” placed next to the “=” and adding the “2”, “3”, and “×” cards. In such a case, the “2”, “3”, and “×” cards can be placed to the left of the remaining cards 20. The participant whose turn is next can create the equation by using the “=” of the remaining cards 20, the card “6”, and the “2”, “3”, and “×” cards placed in the field 20 and adding the held cards. By repeating this process, the cards are lined up in the field 25 as shown in FIG. 5.

Through the game method described above, the participant can learn and acquire mathematic ability, especially addition, subtraction, multiplication, and division ability. Furthermore, the participant can predict the cards held by the other participants and the remaining cards 20 based on the held cards and the displayed cards, so that the participant can learn and acquire the flexible mentality and logical way of thinking by aiming for highly valued equations.

FIG. 6 shows another example of a game method. The game shown in FIG. 6 can be played by multiple participants. First, the prescribed number of cards 1 is distributed to each participant in a manner such that the surface displaying the numeral or the addition, subtraction, multiplication, or division symbol cannot be seen by the other participants. The remaining cards 30 that are not distributed are stacked and placed in a prescribed field 35 in a manner such that the surface displaying the equal sign can be seen. This game method is a game in which the participants compete to get rid of their held cards more quickly than the other participants by presenting the cards in the field 35 to create the equation resulting in the numeral of the base card 31 at the time where the base card 31 is a numeral. In this game method the participants also get rid of their held cards by presenting in the field 35 the card having the same numeral, addition, subtraction, multiplication, and division symbol, or group as the base card 31, the base card 31 being the card placed and displayed in the field 35.

First, during the turn of the participant, the participant compares the held cards and the base card 31. In a case where the result of the comparison is that there is a held card having the same numeral, addition, subtraction, multiplication, and division symbol, or group as the base card 31, the card is presented in the field 35 and the next participant gets a turn to present the card. In a case where the base card 31 is a number, the participant can present the held cards in the field 31 to make the equation resulting in the number displayed by the base card 31. In a case where the held cards cannot be presented in the field 35, the participant takes one card from the remaining cards 30.

After taking the card, the participant compares the held cards and the base card 31 in the manner described above. In a case where the result of the comparison is that there is a held card having the same numeral, addition, subtraction, multiplication, and division symbol, or group as the base card 31, the card is presented in the field 35 and the next participant gets a turn to present the card. In a case where the base card 31 is a number, the participant can present the held cards in the field 31 to make the equation resulting in the number displayed by the base card 31. In a case where the card cannot be presented, the participant does not present the card and the next participant then gets a turn to present the card. In a case where the card is presented in the field 35, one arbitrary card from among the presented cards is exchanged with the base card 31 and left in the field 35. This process is repeated so that the participant competes to get rid of his held cards more quickly than the other participants.

For example, as shown in FIG. 6, in a case where the card “6 of group A” is in the field 35, the held cards displaying “group A” or “6” can be can be presented in the field 35. At this time, in a case where the equation such as “2×3”, for example, resulting in 6 can be created from the held cards, the cards “2”, “×”, and “3” can be presented in the field 35. In a case where the card cannot be presented in the field 35, the participant takes one card from the remaining cards 30. The taken card is included and a similar process is executed. In such a case, the next participant then gets a turn whether or not the card can be placed in the field 35.

Through this game method, the participant can learn and acquire mathematic ability, especially addition, subtraction, multiplication, and division ability. In addition, the participant can predict the cards held by the other participants and the remaining cards 30 based on the held cards and the cards in the field 35, so that the participant can learn and acquire the flexible mentality and logical way of thinking by aiming for highly valued equations.

The aforementioned game tool of the present invention is a game tool that can develop the flexible mentality and logical way of thinking as the participant learns and acquires mathematic ability. The game tool may contain the following types of cards. For example, the game tool may contain a card that allows the participant to arbitrarily choose any one symbol from among the addition, subtraction, multiplication, and division symbols or a card showing an inequality sign or exponents and radical roots for exponential calculation. By containing such cards, the math becomes more difficult, which makes the game tool with the higher educational effect. Furthermore, the cards may be equipped with magnets. By equipping magnets, the cards can be attached to surfaces that magnets can attach to, such as blackboards or whiteboards, and can therefore be used as educational material in schools, cram schools, or the like.

Claims

1. A game tool furnished with multiple cards, comprising:

a front cover unit displaying an equal sign on a main surface of the card; and

a display unit displaying one of either a numeral from 0 to 9 or a mathematical operation symbol on a surface opposite to the main surface of the card having the front cover unit,

wherein an equation using the numerals and mathematic operation symbols of the display unit and the equal sign is created to play the multiple cards.

2. The game tool according to claim 1, wherein there is no difference between the cards in relation to the main surface having the front cover unit.

3. The game tool according to claim 1, wherein the multiple cards pertain to multiple groups made up of the fourteen cards having the numerals 0 to 9 and addition, subtraction, multiplication, and division symbols as the mathematical operation symbols and information by which the group can be distinguished is displayed on the display unit.

4. The game tool according to claim 1, wherein

a prescribed number of the cards is distributed to multiple participants,

wherein the equation is created using the distributed cards, and

wherein a rank of the participants is decided using at least one of the numeral of a solution of the equation or the number of cards used to create the equation.

5. The game tool according to claim 1, wherein

a prescribed number of the cards is distributed to multiple participants,

wherein multiple remaining cards that are not distributed to the participants are placed in a manner such that all of the participants can confirm the front cover unit,

wherein a prescribed number of displayed cards taken from the remaining cards is placed adjacent to the remaining cards in a manner such that all of the participants can confirm the display unit, and

wherein the participants use the distributed cards to create the equation using the equal sign displayed on the front cover unit of the remaining cards and the mathematical operation symbol or numeral displayed on the display unit of the displayed cards.

6. The game tool according to claim 3, wherein

a prescribed number of the cards is distributed to multiple participants,

wherein the multiple remaining cards that are not distributed to the participants are placed in a manner such that all of the participants can confirm the front cover unit,

a prescribed number of the displayed cards taken from the remaining cards is placed in a manner such that all of the participants can confirm the display unit,

wherein, in a case where the numeral is displayed in the display unit of the displayed card, the card having the same numeral as the displayed card, the card having the same group as the displayed card, or the card used in the equation having the numeral of the display unit as a solution is presented, and

wherein, in a case where the addition, subtraction, multiplication, or division symbol is displayed in the display unit of the displayed card, the card having the same addition, subtraction, multiplication, or division symbol as the displayed card or the card having the same group as the displayed card is presented.

7. A game method using a game tool furnished with multiple cards, the game tool comprising a front cover unit displaying an equal sign on a main surface of the card and a display unit displaying one of either a numeral from 0 to 9 or a mathematical operation symbol on a surface opposite to the surface of the card having the front cover unit, the game method comprising the steps of:

distributing a prescribed number of cards to multiple participants;

creating an equation using the distributed cards; and

deciding a rank of the participants using at least one of the numeral of a solution of the equation or the number of cards used to create the equation.

8. A game method using a game tool furnished with multiple cards, the game tool comprising a front cover unit displaying an equal sign on a main surface of the card and a display unit displaying one of either a numeral from 0 to 9 or a mathematical operation symbol on a surface opposite to the surface of the card having the front cover unit, the game method comprising the steps of:

distributing a prescribed number of cards to multiple participants;

placing multiple remaining cards that are not distributed to the participants in a manner such that all of the participants can confirm the front cover unit;

placing a prescribed number of displayed cards taken from the remaining cards adjacent to the remaining cards in a manner such that all of the participants can confirm the display unit; and

using the cards distributed to the participants to create an equation using the equal sign displayed on the front cover unit of the remaining cards and the mathematical operation symbol or numeral displayed on the display unit of the displayed cards.

9. A game method using a game tool furnished with multiple cards, the game tool comprising:

a front cover unit displaying an equal sign on a main surface of the card; and

a display unit displaying one of either a numeral from 0 to 9 or a mathematical operation symbol on a surface opposite to the surface of the card having the front cover unit,

wherein the multiple cards pertain to multiple groups made up of the fourteen cards having the numerals 0 to 9 and addition, subtraction, multiplication, and division symbols as the mathematical operation symbol and information by which the group can be distinguished is displayed on the display unit,

the game method comprising the steps of:

distributing a prescribed number of cards to multiple participants;

placing multiple remaining cards that are not distributed to the participants in a manner such that all of the participants can confirm the front cover unit;

placing a prescribed number of displayed cards taken from the remaining cards in a manner such that all of the participants can confirm the display unit;

in a case where the numeral is displayed in the display unit of the displayed card, presenting the card having the same numeral as the displayed card, the card having the same group as the displayed card, or the card used in an equation having the numeral of the display unit as a solution, and

in a case where the addition, subtraction, multiplication, or division symbol is displayed in the display unit of the displayed card, presenting the card having the same addition, subtraction, multiplication, or division symbol as the displayed card or the card having the same group as the displayed card.