Nine Square--Tic-Tac-Toe game

Abstract

An embodiment of a gameboard with a playing surface divided into at least nine squares. There are a plurality of writing/playing cards of at least two sets that have an X on the back of one set and an O on the back of the other set. The writing/playing cards have a writing surface on the front of both sets in which players write words to complete fill-in-the-blank sentences. The back of the writing/playing cards, which are marked with an X or an O, is utilized to participate in playing the game of “Tic-Tac-Toe” after a correct response is given for the fill-in-the-blank sentence.

Description

CROSS-REFERENCE TO RELATED APPLICATIONS

This application claims the benefit of provisional patent application Ser. No. 61/210,916, filed 2009 Mar. 24 by the present inventor.

FEDERALLY SPONSORED RESEARCH

None.

BACKGROUND

Prior Art

The following is a tabulation of some prior art that presently appears relevant:

U.S. Patents
	Pat. No.	Kind Code	Issue Date	Patentee
	6,419,231	B1	Jul. 16, 2002	Rivera
	6,293,550	B1	Sep. 25, 2001	Zeitlin
	3,197,891	A	Aug. 3, 1965	Pierce
	5,458,338		Oct. 17, 1995	Beardsley
	4,021,937	A	May 10, 1977	Kravitz
	202629	S	Aug. 26, 1965	Hurley
	Publication Nr.	Kind Code	Publ. Date	Applicant
	20060175755	A1	Aug. 10, 2006	Benedict, III
Foreign Patent Documents
	Foreign Doc. Nr.	Cntry Code	Pub. Dt	Patentee
	4,273,538	GB	Jun. 6, 1981	Ross

Games are common means of diversion for children. However, some games offer more than just the momentary entertainment and aesthetic pleasure that numerous creations, such as U.S. Pat. Nos. 202,629 (1965) and 6,293,550 (2001), offer. U.S. Pat. No. 202,629 (1965) was filed as a design patent and did not claim any type of functionality in operation or instruction. Developers have come up with games that instruct as well as entertain, such as U.S. Pat. Nos. 3,197,891 (1965), 4,273,538 (1981), 5,458,338 (1995), 6,419,231 (2002) and U.S. Patent application 0175755 (2006).

Nevertheless, there are limitations in the previously listed patents. The vocabulary game of U.S. Pat. No. 6,419,231 (2002) is described as being only for children within the age ranges of four to six. U.S. Pat. No. 5,458,338 (1995) is only used for teaching grammar. Other games allow players only to use the cards and words provided, like in U.S. Pat. Nos. 6,419,231 (2002) and 4,021,937 (1977), and do not allow the players to utilize other words or create their own words in practicing skills to improve their scholastic aptitude.

Additionally, some devices may have several required steps before play ever starts. Also, they may include an abundance of elements or items and pieces that are involved in the play and instructional aspect of the game, such as the games of U.S. Pat. Nos. 3,197,891 (1965), 4,273,538 (1981), and U.S. patent application 0175755 (2006). Therefore, there is a need for a well-known game with simple rules where students can simultaneously play and gain instruction. However, this game should be expandable so that students can create their own responses to further obtain knowledge from the instructional aspect of the apparatus, as well.

SUMMARY

A Tic-Tac-Toe game that helps players learn language skills, consisting of a game board and writing/playing cards. One side of the card is used to write a response to topics posed by a facilitator. The other side is used for playing Tic-Tac-Toe on the game board.

DRAWINGS

Figures

FIG. 1A is a front view of the game board.

FIG. 1B is a rear view of the game board.

FIG. 1C is an overall view of the game board in the folded position.

FIG. 2A is a front view of the O writing/playing card.

FIG. 2B is a rear view of the O writing/playing card.

FIG. 3A is a front view of the X writing/playing card.

FIG. 3B is a rear view of the X writing/playing card.

FIG. 4 is a dry erase marker.

REFERENCE NUMERALS

• • 11 area for writing/playing cards on game board
  • 12 foldable sides of game board
  • 13 slit on back of the game board
  • 14 center folds on back of the game board
  • 15 attachment pieces on the writing/playing cards
  • 16 writing area on the front of the writing/playing cards
  • 17 eraser on the top of the dry erase marker

DETAILED DESCRIPTION

FIG. 1A is a front view of the game board. It is comprised of lines that divide the playing surface into a nine square grid upon which the players will place the writing/playing cards (FIGS. 2B and 3B). A player puts the card into playing area 11 after providing the correct response to questions on a particular topic posed by the facilitator

FIG. 1B is a rear view of the game board detailing the folds that are made in order to make the game board foldable. Specifically, slit 13 divides the game board into foldable sides 12.

FIG. 1C is an overall view of the game board in the folded position. The board is collapsed by folding the sides 12 and then folding the game board along its center folds 14.

FIG. 2A is a front view of the O writing/playing card where writing is applied on area 16 using the dry erase marker of FIG. 4. This side, the O writing card, is used for players to write a word to answer the question presented by the facilitator.

FIG. 2B is a rear view of the O writing/playing card. This side shows the O playing card that is used in the playing of the Tic-Tac-Toe game on the game board (FIG. 1A).

FIG. 3A is a front view of the X writing/playing card where writing is applied on area 16 using the dry erase marker of FIG. 4. This side, the X writing card, is used for players to write a word to answer the question presented by the facilitator.

FIG. 3B is a rear view of the X writing/playing card. This side shows the X playing card that is used in the playing of the Tic-Tac-Toe game on the game board (FIG. 1A).

FIG. 4 is a representation of the dry erase marker that is included with the game board (FIG. 1) and writing/playing cards (FIGS. 2 and 3), which is used to write words on area 16 of the writing cards of FIGS. 2A and 3A. The dry erase marker of FIG. 4 includes an eraser 17 attached to the top of the marker.

Operation

There is one facilitator and two players. The facilitator is the person who directs the operation of the game. Each player is given either a stack of five O writing/playing cards (FIG. 2) or a stack of five X writing/playing cards (FIG. 3). The first player to lay down three similar writing/playing cards (FIGS. 2 and 3) in a row on the game board (FIG. 1A) wins.

The facilitator creates the word list. The facilitator provides the two players with a word list of 10 words, five for each player. Next, the facilitator creates a fill-in-the-blank sentence for each word from the word list. Then, the facilitator reads the fill-in-the-blank sentences to the players one at a time, alternating between each player.

The player chooses the word from the list that correctly completes the sentence. Next, the player writes the word on the writing area of the writing/playing card (FIGS. 2A and 3A) in area 16. The player then positions the writing/playing card (FIG. 2 or 3) to an area 11 on the game board (FIG. 1A) that is not already occupied using the O/X side of the writing/playing card (FIG. 2B or 3B). The player does this by using the attachment pieces 15 on FIGS. 2A and 3A to place the writing/playing card (FIG. 2B or 3B) on the game board (FIG. 1A).

The object of the game is to be the first player to have three similarly marked writing/playing cards (FIG. 2B or 3B) placed in a row on the game board (FIG. 1A); however, the players are able to place the writing/playing cards (FIGS. 2B and 3B) on the game board (FIG. 1A) only after successfully answering a fill-in-the-blank sentence. The player does not lose a turn if the wrong word is chosen, but rather the next player must wait until the correct word is answered for the fill-in-the-blank sentence before having an opportunity to play.

There are four other possibilities of operation, which would be called the following:

(1) Make You Think. There is no word list given at the beginning of play. The facilitator creates fill-in-the-blank sentences and makes the players think of words that best fit in the blank.

(2) Make It, Take It. The facilitator creates a fill-in-the-blank sentence and has both players supply the word that fits. The player that writes the correct word in area 16 on the writing/playing card (FIGS. 2A and 3A) first gets to place the writing/playing card on the game board (FIG. 1A). A player is permitted to continuously place writing/playing cards (FIGS. 2A and 3A) on the game board if that player correctly answers first each time.

(3) Group Play. The facilitator gathers two groups of players. The facilitator chooses one group to have the O writing/playing cards (FIG. 2) and the other group to have the X writing/playing cards (FIG. 3). Next, the facilitator chooses one person to represent each group and plays the game by one of the four possible options. The group collaborates on the answer before it is given. Once the answer has been determined to be correct, the group collaborates on the placement of the writing/playing card (FIG. 2 or 3).

(4) Predetermination. The facilitator uses a list of words and fill-in-the-blank sentences supplied with the game board (FIG. 1) and writing/playing cards (FIGS. 2 and 3). The players can use the original rules; Make You Think; Make It, Take It; or Group Play rules. The game board (FIG. 1) is compact and can be folded for easy travel and easy storage.

Claims

1. A game board, comprising:

a. a playing surface of predetermined size divided into at least nine squares,

b. a plurality of writing/playing cards of at least two sets which have 1. an X placed on the back of one set and an O on the back of the other set 2. a writing surface on the front of both sets

c. in combination with said writing/playing surface provide

d. first means for playing Tic-Tac-Toe game and

e. second means for writing words to complete fill-in-the-blank sentences presented.

2. A method of playing tic-tac-toe comprising:

a. a facilitator and two players,

b. a gameboard with at least two sets of a plurality of writing/playing cards in which said writing/playing cards have a side that is marked with an X or an O and another side that has a writing surface

c. in which said facilitator presents a series of prepared fill-in-the-blank sentences to said players who have to complete said fill-in-the-blank sentences with words by using a writing utensil to mark on said writing/playing cards

d. in which said facilitator determines which of said players correctly completed said fill-in-the-blank sentences and allows one of said players to put said writing/playing card on said gameboard

e. whereby the player who places three similarly marked said writing/playing cards in a row wins.