Educational toy number stacking block set

Description

FIG. 1 is a front elevational view the number 1, 3 and 5 block elements of the educational toy number stacking block set showing my new design with the number 1 block element laid on its side and the back view of each being a mirror image of the front;

FIG. 2 is an end elevational view of the number block 1 element of the educational toy number stacking block set showing the front to back thickness of the blocks;

FIG. 3 is a front elevational view of the number 2, 4 and 6 block elements of the educational toy number stacking block set with the back view of each being a mirror image of the front;

FIG. 4 is a front elevational view of the number 7, 8 and 9 block elements of the educational toy number stacking block set with the back view of each being a mirror image of the front;

FIG. 5 is a front elevational view of the number 2, 3 and 5 block elements of the educational toy number stacking block set stacked with the back view of each being a mirror image of the front;

FIG. 6 is a front elevational view of the number 10 block element of the educational toy number stacking block set with the back view being a mirror image of the front;

FIG. 7 is a perspective view of the number 2, 3 and 5 block elements of the educational toy number stacking block set in a stacked arrangement in an environmental setting; and,

FIG. 8 is a front elevational view of the number 1-10 block elements of the educational toy number stacking block set.

The number 2-10 blocks of the educational toy number stacking block set are proportional in height, increasing in height by the thickness of the number 1 block element. For example, the number 2 block is as tall as the thickness of two number 1 blocks, the number 3 block is as tall as the width of three number 1 blocks, and so on.

The claimed design includes the set of number block elements 1-10. The blocks seen in FIGS. 1-6, and FIG. 8 are same scale.

The thickness from front to back of the blocks is the same as that shown in FIG. 2.

The broken lines are included for the purpose of illustrating unclaimed portions of the educational toy number stacking block set and form no part of the claimed design.

Claims

The ornamental design for an educational toy number stacking block set, as shown and described.