Abstract: A sliding loop game with move constraints includes a playing field formed by intersecting strings and loops. Each loop is a self-connected chain of sites. Each string consists of a chain of sites. Both ends of a string are virtually connected in a loop via invisible connecting sites. Each site is occupied by a game object specifically marked by a color, pattern, character or characters, number, image, or any other identifying marks. Game objects in a loop or a string are moveable as a whole group along the respective sites in the loop or string. If the game object at the end-site of a string leaves the string, it reappears in the end-side at the other end of the string. Movement constraints are applied to the game objects by using master game objects. Hints on target positions of game objects and allowed movements directions are indicated on the playing field.

Abstract: A mailbox accessory assembly having novel guide channels for providing interchangeable message panels is provided. The mailbox assembly can be incorporated into a mailbox so that the moving of the mailbox door to a closed condition secures the message panels within the mailbox accessory assembly.

Abstract: An electronic mathematical education game including a first series of cards to be dealt to a plurality of players containing the result of a mathematical operation, and another series of cards each containing a mathematical operation corresponding to a least one of the results on the first series of cards, whereby one of said series of cards is designated as the set of “answer” cards and a plurality of said answer cards are distributed to the players while the other is designated as the set of “question” cards to be asked serially by a judge, whereupon in each round the players having a correct answer to the displayed question may transfer their matching card to the judge, with the winner being the first player to turn in all of his or her cards to the judge, and whereupon during successive games the sets of question and answer cards are reversed.

Abstract: An entire column, written in a specific numerical order, different from traditional multiplication tables, is shown one at a time until all three Noble's Columns of the multipliers and solutions appear together. Without even knowing how to multiply, one can write these columns that end up with multiplication solutions.

Abstract: A visual tool and method used to learn the multiplication tables of two single digit numbers, 1-9. The tool is a graphic grid divided into eighty-one equal size squares by nine vertical columns and nine vertical rows. The grid lines around each set of three columns and three rows are highlighted and form nine subset boxes each containing 9 squares. The entire grid or individual rows, columns or subset boxes are associated with at least one multiple from the set of integers 1-9. The squares in each row, column and each subset box are randomly associated with a known or unknown numeral value equal to the product of the multiple associated with the row, column or subset box and a published or unpublished multiplicand. Some of the squares in the rows, columns and subset boxes contain randomly distributed unique product clues and most are empty. In some levels, the multiplicands are determined from the product clues.

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: An improved method of teaching mathematics which enables students to take an active and enjoyable role in their own learning via an interactive puzzle is disclosed. In the preferred embodiment, each of the ten digits, zero through nine, is “hidden” within one of ten value positions (52). Students must deduce the value of each position by forming sums, differences, products, and/or quotients of the positions. Freedom of selection of positions and operations provides for individualized approaches to puzzle solutions, and the interplay of values and operations promotes number sense. Mathematical reasoning is intrinsic to the puzzle. Programmable settings (72) allow the teacher to modify the puzzle, including substituting more challenging values in place of the digits (98), supplying more complex functions (106) in place of the four elementary arithmetic operations, and adjusting the format of the answers.

Abstract: A mathematics game for playing by a plurality of players using different types of dice, including a first set with predetermined numeric values provided thereon; a second set with “+” or “?” symbols provided thereon (representing positive or negative); and a third set with different mathematical function symbols provided on the respective faces. The game includes a score card provided for each player. The score card includes a region for entering number values corresponding to a throw of the first type of dice; a region for entering “+”/“?” values corresponding to a throw of the second type of dice; a region for entering mathematical functions corresponding to a throw of the third type of dice; a region for entering a mathematical equation based on information in the above regions; and a region for entering a cumulative score of the respective player.

Abstract: A multiplication and division puzzle and method of making thereof include a main table having a plurality of cells in rows and columns, the cells being filled with products and multipliers. A template having a plurality of cells that correspond to the plurality of cells in the main table has selected cells removed to form openings therein to reveal a set of product clues in the main table when the template is superimposed or laid thereon. The product clues include the products in the cells of the main table. The non-selected cells that remain in the template, concealing the multiplier answer and non-selected product answers in the main table. The main table and template are used to form a puzzle blank having a plurality of cells containing the set of product clues and empty cells for the user to fill in missing product answers. The main table contains all of the product and multiplier answers.

Abstract: A timepiece with a multiplication table display is provided. Preferably, the timepiece has a programmable display, such as a liquid crystal display or the like, allowing the display to display the present time to the user, as is conventionally known, as well as providing methods of performing and teaching multiplication. A first multiplier is selected by the user, and the first multiplier is displayed in a central region of the display. A second multiplier is then selected by the user, and the user may use the display of the timepiece to calculate a particular product, or may be graphically shown how the product is calculated.

Abstract: A math game for teaching multiplication tables is disclosed. The math game will teach multiplication of the numbers 6-10 and will also help to provide a review of the multiplication of numbers 0-4. The math game uses visual implements to assist with the learning process.

Abstract: Didactic tools for learning mathematics contain a set of jigsaws, inserters, abacuses, three-dimensional arrangeable and separable models, mental maps, arranging pads, Multiplication tables without numbers, cylinders, and other spatially situated mathematical sizes and open the possibility of many combinations for arranging and displaying mathematical contents. These contents range from mathematical basis (relations, numbers and spaces, shapes and quantities) to theorems and rules of higher mathematical levels (multiplication, division, squaring, cubing, Pitagora's and binomial theorem, sum of square sequences and other regularities, some of which are new and unknown). With their inner consistency and coherence, they enable numerous combinations and research, and every tools can function independently in a clear and unambiguous way, based on natural mental abilities of logics and perception, close even to the earliest pre-school age.

Abstract: A teaching aid for facilitating in the learning and comprehension of multiplication tables is provided. The teaching aid includes a plurality of generally flat tabs including a front surface and a rear surface. At least one of the front surface or the rear surface is capable of having indicia displayed thereon. The tabs include a first end and a second end, the second end including an aperture. A retaining member extends through the aperture of the second end of each of the plurality of tabs for resiliently holding the plurality of tabs together while permitting each of the tabs to rotate with respect to the other. A plurality of indicia are displayed on at least one of the front or rear surface. Wherein, the indicia correspond to a graphical representation of the product of a first number and a second number to be multiplied.

Abstract: A method includes the steps of providing at least one whole number displayed in a discrete area and at least one factor from 1 to 10 for each at least one whole number. Each at least one factor is displayed in the discrete area occupied by the at least one whole number. Each factor from 1 to 10 is positioned in a unique horizontal and a unique vertical position relative to the other factors from 1 to 10 in the discrete area of the at least one whole number. Each factor from 1 to 10 is assigned with a unique indicia distinguishing that factor from each other factor from 1 to 10 that is not the same factor. The method can be used to teach skip counting, multiplication, division, multiples, fractions, factorization, and the like.

Abstract: An article including a series of different cereal box sleeves dimensioned to fit over a cereal box, each of the sleeves including content printed or otherwise formed thereon, wherein the content is a subject unrelated to cereal contained in the cereal box, wherein a common theme connects the content of the sleeves in the series of the sleeves.

Abstract: The invention provides a method and apparatus for operations of addition, subtraction, multiplication, and division of fractions, decimals, percents, proportions and equations. It allows the students to find the transparent area models on their sheets with the correct parts shaded, (2) students can count the total number of parts and the total number of shaded parts in each model, (3) the relationship of the shaded parts to the total number in each model can be named, (4) by intersecting the vertical transparent area model for one whole with horizontal transparent area models for one whole to show examples of one whole being renamed several different ways.

Abstract: A math teaching system for teaching a student how to solve an equation includes a base panel being mountable to a support surface. A work panel is coupled to an exterior surface of the base panel. The work panel has equation indicia positioned on an outer surface of the work panel opposite of the base panel. The equation indicia are used to learn to execute and determine an answer to a base equation. Each of a plurality of number tiles has a number indicia positioned on a top surface thereof. The number indicia of each of the number tiles is equal to a single digit number. Each of the tiles is positionable on the equation indicia of the work panel.

Abstract: A motivational, multisensory method of teaching multiplication utilizing visual, auditory and kinesthetic senses simultaneously.

Abstract: An apparatus and method for teaching involving teaching manipulatives. The teaching manipulative comprises a longitudinal rod having a plurality of multi-faced objects disposed upon its surface which are capable of substantially sliding along the length of the rod and have a unique object identifier disposed on each face. On either end of the rod is a stop member having a row identifier substantially in alignment with the unique identifiers on the faces of the multi-faced object.

Abstract: A multiplication game consisting of a perforated game board in which the assemblage of perforations forms a rectangular matrix. In a horizontal row of numerals printed on the rim of the board the numerals increase evenly in value from one end to the other end, and below each numeral is disposed a column of perforations. A column of numerals is printed on the edge of the board such that the numerals increase evenly in value from one end to the other end. A set of chips is provided, the total number of which equals to the product of the largest value in the column multiplied by the largest value in the horizontal row, and each chip is insertable in a cut-out window of the board. Each chip has one numeric value inscribed on its upper face, such that for each multiplication of any number in the row with any number of the column there is found a matching numeral on a chip.

Abstract: The invention features a method of playing a card game using a deck of numbered cards. Each player is dealt a predetermined number of cards, so that each player possesses a card set, or “hand” of cards. The remaining cards form a draw pile, and one card from the draw pile is turned face up to start a separate discard pile. The object of the game is for each player to remove cards from its card set by discarding a card that is either a multiple or a divisor of a card shown on the top of a common discard pile.

Abstract: A system and method for teaching basic mathematical operations and facts; and more particularly it is an apparatus for development of accurate conceptual models for small children in learning certain math facts for the first time. The present invention takes into account that a true conceptual model must consistently and accurately reflect the target system and consider the characteristics of the children learners. In this invention, every digit of any number gets a familiar yet consistent name; that name can be weaved into story and rhyme throughout the learning process in both the math questions and in the math answers. The consistent “name for a digit” advancement over the prior art is better because it creates a conceptual model to which children can indeed relate. Digit consistency throughout the system, series, or television program, helps teachers create relevant meaningful application activities or associative modus operandi.

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: Computer software and portable memory for an electronic educational toy designed to stimulate the development of a child's mind using audio feedback, the educational toy including an enclosure enclosing a processor, data storage medium and a speaker and having a substantially flat surface, at least a portion of which comprises a work platform on which a child manipulates and places an object.

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 math game and method includes a game board having a plurality of elongated slots therein. Each of the slots defines a row arranged in a plurality of columns. The columns each have a number of rows therein equal to a number of columns provided. A plurality of different multiplier indicia is positioned on the game board and positioned adjacent to one of the columns. A plurality of multiplicand indicia is positioned on the game board and positioned adjacent to one of the left ends of the rows. The columns each include multiplicand indicia beginning with a numeral 1 and progressing by one for each subsequent row. Each of a plurality of game pieces is mounted in one of the slots and is selectively positioned along a length thereof. A random number indicator indicates a number between 1 and a number equal to the number of the columns.

Abstract: Methods of dynamically presenting transformations of expressions comprising symbols representing abstract concepts are described. Methods are presented of animating these symbols to exhibit the transformations and, optionally, link these animations with the corresponding animations of a concrete pictorial model. Additional methods are described linking these animations with computer controlled and,even computer calculated explanations of the process in both text and sound. The purpose is to present the rules for transforming abstract representations (for example equations) in ways that are much easier to understand and remember. Such animations are the modern dynamic “illustrations” of these transformations. Methods are described of computer controlled sequencing of the animations with corresponding animations of a concrete analogical model.

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: An arithmetic teaching device including a base plate bearing a table with numerical indicia and a cover plate secured atop the base plate. The cover plate is provided with a number of slots configured to permit the numerical indicia in the table to be viewed through the slots. A number of slides are positioned in the slots between the base plate and the cover plate, each of the slides has a length about half that of the slots.

Abstract: A kit containing an Instructor unit sized for presentation to a group and multiple Child training units both set up to allow students to visually model and relate addition, subtraction, multiplication, and division in primary mathematics. The manipulative units include a plurality of colored cubes arranged in slots so that the movement of particular cubes from one side of the slots to the other side represents numbers in a mathematical operation. Tally trays of five slots may be removed from the device and hold up to 10 cubes to demonstrate regrouping operations on a mat.

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: 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: A multiplication game teaches and enforces basic multiplication tables for players, while providing an enjoyable and competitive activity for the players. The game includes a game board having a rectilinear matrix of playing positions thereon, with at least one peripheral row and one peripheral column including a series of multiplier and multiplicand numbers therealong. A distinct group of playing pieces or tiles is provided to each player. Each group includes a series of numbers comprising the products of the multipliers and multiplicands of the peripheral row(s) and column(s) of the board on the first sides thereof, with the opposite sides remaining blank. The tiles are placed with numbered faces down, and drawn randomly in turn by the players who place the tiles face up on an appropriate position on the board as defined by the multiplier and multiplicand row(s) and column(s).

Abstract: A method for playing an educational card game uses mathematical question cards and mathematical answer cards. The play proceeds with each player in turn drawing at least one card, determining matches between question cards and answer cards, and posting matches to the player's scoring area. An appropriate scoring criteria may be used to determine players scores after one player has discarded their final card. In a particular embodiment, the game may be implemented in a program running on a computer.

Abstract: A kit containing an Instructor unit sized for presentation to a group and multiple Child training units both set up to allow students to visually model and relate addition, subtraction, multiplication, and division in prinmry mathematics.

Abstract: A basic mathematics teaching and learning aid comprises of nine arrays of square spaces placed with powers of 10 from 10−4 to 106, numbers formed by repeated addition of some of those powers of ten, and other numbers. Dot and dash are in some of square spaces. Numbers, sign, arrows, mathematical symbols, percentages, equations and condition are in open spaces among the arrays. Formation, presentation and relations among these numbers, dots, dashes, sign, arrows, mathematical symbols, percentages, equations and condition are primarily used as an aid in teaching and learning fundamental areas of basic mathematics which mainly includes numbers in base-ten number system, addition, subtraction, multiplication, division, relations of a number of n with zero (number 0) in mathematical operations, whole numbers, fractions, and percentage.

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 multiplication game teaches and enforces basic multiplication tables for players, while providing an enjoyable and competitive activity for the players. The game includes a game board having a rectilinear matrix of playing positions thereon, with at least one peripheral row and one peripheral column including a series of multiplier and multiplicand numbers therealong. A distinct group of playing pieces or tiles is provided to each player. Each group includes a series of numbers comprising the products of the multipliers and multiplicands of the peripheral row(s) and column(s) of the board on the first sides thereof, with the opposite sides remaining blank. The tiles are placed with numbered faces down, and drawn randomly in turn by the players who place the tiles face up on an appropriate position on the board as defined by the multiplier and multiplicand row(s) and column(s).

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 system for teaching mathematics to beginning students includes a series of gloves and/or finger puppets, with the digits representing non-sequential number series (e.g., two, four, six, etc.). Students are taught to count various non-sequential number series using visual and tactile senses by using the gloves and/or finger puppets and associated hand patterns, with further audible reinforcement being provided by stories corresponding to each of the non-sequential series. Various caricatures corresponding to the plots of the stories may be used as further mnemonic aids for students in remembering the procedures and operations taught, with additional caricatures being provided for two and three place (i.e., tens and hundreds) digits for removable installation on the glove or finger puppet digits. Once the non-sequential series are learned, students are taught to multiply, divide, solve fraction problems, and factor numbers using the corresponding factor (e.g., two, for the two, four, six, etc. sequence).

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: The invention provides one or more question cards and one or more answer cards, where each answer card corresponds to one or more question cards, and whereby a student is can associate each question card with an answer card, and learn by confirming the matching of pattern s located on each card to determine if a correct answer has been chosen. The question card may display an illustration sketch or diagram, or express a statement, an incomplete statement, a question or a mathematical expression, or any of these images separately or in combination. The answer card may express the truth or falsehood of a statement of a corresponding question card, a word or sentence fragment which can be used in combination with an incomplete statement of a corresponding question card to complete a statement, a statement that comprises a correct answer to a question of a corresponding question card and/or a mathematical expression or value that comprises a correct answer to a mathematical expression of a question card.

Abstract: A method and apparatus for teaching mathematical skills to players of all ages includes a game board having 100 spaces printed on a first board side, the spaces numbered from one to ninety-nine and having one logo space. Each space, in addition, has printed on it a prime number factorization, an exponential representation, or both, corresponding to the number contained within the particular space. Each player rolls a plurality of dice having prime numbers assigned to each die face. The object of the game is for players to score points by occupying board spaces between spaces imprinted with prime numbers. A space is occupied by applying the rolled dice to match a prime number factorization of a particular space, whereupon a chip is placed on the particular space to denote ownership. The dice used to occupy a space are then no longer used for occupying other spaces during a round of play.

Abstract: An educational instrument for numbers for providing students with an educational tool that would be fun and challenging. The educational instrument for numbers includes a base member having a top side, a recessed portion in the top side, a first longitudinal slot, a second longitudinal slot, a first longitudinal groove extending from the recessed portion and terminating near a first end of the base member, a second longitudinal groove extending from the recessed portion and terminating near a second end of the base member, a matrix of numbers disposed in the recessed portion, a first cover means slidably disposed in the first longitudinal slot and movable over the recessed portion, and a second cover means slidably disposed in the second longitudinal slot and movable over the recessed portion and over the first cover member.

Abstract: An educational board game which is used with a conventional deck of playing cards. The game includes a board which has a matrix of spaces in vertical and horizontal rows. Some of the rows are guide rows containing suit and numerical value indicia relating to the playing cards. The remaining spaces contain numerical values having a mathematical relationship to corresponding spaces in the guide rows. Each of the remaining spaces is covered by a removable tile that bears the numerical value of the space and one of the suits of the playing cards.

Abstract: A method of playing a game which includes (i) a game board which is divided into a plurality of sections such that each of the sections defines a playing location, (ii) a number disposed on each of the playing locations, (iii) a plurality of cards, and (iv) a number disposed on each of the cards is disclosed. The game includes the steps of (a) providing a game player with a multiplicity of the cards, (b) the game player determining if the number indicated on any one of the cards is a first mathematical multiple of the number indicated on any one of the playing locations, (d) removing from the multiplicity of the cards a first card that has the number indicated thereon which is the first mathematical multiple of the number indicated on one of the playing locations, and (e) positioning the first card on one of the playing locations such that the number indicated on the first card is the first mathematical multiple of the number indicated on the playing location on which the first card is positioned.

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 tape measure is provided in which orientation of the primary indicia are varied to allow reading of measurements from either side. A centering strip is provided which gives fractional values corresponding to the primary indicia, thus allowing easy calculation of certain fractions of a given measurement. Other visual aids for improving ease of use are provided, such as stud centering marks, distinct colors and variations in numeral and hatch mark sizing.