Abstract: A flexible planar apparatus fabricated from polyvinylchloride has a matrix of foldable lines defining a plurality of quadrilateral tiles. Said tiles are configured to convey information, such as a multiplication table using numerals or Braille characters. The foldable lines allow a first fold of the apparatus to be manually effected followed by a second substantially orthogonal fold of said apparatus, thereby uniquely identifying one of the tiles, which may represent the product of multiplicands in a times table.

Abstract: A arithmetic teaching device for teaching a child mathematics. The arithmetic teaching device includes a housing that has a bottom and a peripheral sidewall upwardly extending from the bottom. A counting box has an open upper face and a plurality of compartments therein. The counting box is removably disposed in the housing. A plurality of counting objects are disposed in the housing. The counting objects are positionable in the compartments of the counting box.

Abstract: An educational device having a base page, which may be transparent and multiple intervening transparent pages and a structure to hold the multiple intervening transparent layers in registration in which the base layer has a set of problems which are modified by each succeeding overlying layer and in which the numbers are formed by using seven segment blocks similar to those used by light emitting diodes or liquid crystal displays for forming and modifying the numbers and the indication of the operation to be performed if formed by using one to four segment blocks.

Abstract: The present invention involves the use of numerical digits with markers and attribute tags as a means to represent quantities, facilitate mathematical manipulation, and solve problems. The given number of markers on each digit corresponds to the value of the digit. For example, the digit three is enhanced with three markers. The attribute tags are also provided with a given number of markers, for example, ten, for math problems in base ten. The digits and the attribute tags are then used to represent and solve math problems including, but not limited to, learning ones, tens, hundreds, thousands columns, addition, multiplication, subtraction, and division, of whole numbers, of fractions, of negative whole numbers and of negative fractions, as well as decimals and exponents. The problems are quantitatively viewed, manipulated, and solved directly on the numerical digits incorporating the markers and attribute tags.

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 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.

Abstract: A mathematical game that can be played by two, three, or four players uses a fold-open playing board with a square marked playing surface. A number of spaced bonus squares radiate outwardly form a centrally positioned star. Player positions are marked along four edges of the playing board. Each player has a limited number of playing tiles drawn from a tile pool of 100. The tiles are approximately 3/4 inch by 3/4 inch square and 1/8 inch thick and are numbered one to zero on one side. A player draws eight tiles from the mixed tile pool number side down. Each tile is sized to fit over and cover one square on the game board playing surface. Tile positioning is started on the center star. Each player in his/her turn attempts to complete a mathematical equation using three or more of his/her tiles with tiles already on the board. Scoring is based on adding the tile numbers showing plus any double numbers on bonus squares. The equation is disregarded.

Abstract: A pack of playing cards for an educational game comprises a number of sets of cards exactly equal to the number of faces on a die. Each card has a front and rear face, each rear face being identical to each other. Each card has disposed on the front face at least one question and answer and a depiction of at least one die-face, the number represented by the die-face being credited to a player correctly answering the question on the card during the game. Each card of each set has disposed thereon the depiction of the same die-face, the die-face being different in each set, and there being equal numbers of cards in each set.

Abstract: The method for teaching mathematics to students with disabilities includes an interactive program with a synthesized speech output and voice input, the interactive program being designed with different predetermined modules for different skills (i.e., addition, subtraction, multiplication and division) and for different levels (i.e., beginner, intermediate, expert) and for different modes of learning (i.e., tutorial, testing), the interactive program describing the mechanical process for setting up the problem as if the user had no disabilities and breaking down the problem into smaller and easier problems and querying the user as to the answer to those smaller problems.

Abstract: A multiplication quizzer that allows a user to learn the multiplication tables. The quizzer includes a base member, at least one first obliquely-forwardly-downwardly-oriented multiplication table disposed on a first side of the base member, at least one second obliquely-forwardly-downwardly-oriented multiplication table disposed on a second opposing side of the base member, and an opaque slide member that is longitudinally slidable along the base member.

Abstract: The present invention comprises a board game for teaching basic arithmetic and mathematical operations to small children and others in need of such skills. The game board includes a continuous rectangular peripheral playing path having a series of playing positions therealong, with each of the positions requiring a player to accept or pay out an amount of simulated currency. The goal is for a player to reach a predetermined monetary total, whereupon the player may purchase an imaginary "dream trip" with the accrued money. For very young persons beginning to learn basic addition and subtraction, this first level of the game may be sufficient. However, the present game also provides higher levels, in which players are required to perform some higher mathematical operation using a random number generation device (dice, etc.) to provide the numbers to be manipulated mathematically, before being able to advance along the playing path.

Abstract: A self-corrective, reversible device comprising a handled, slotted framework, on each side of which the top frame is imprinted with inverse mathematical symbols, below which is a number line from one through ten in ascending and descending order. Below the number line, nine channeled horizontal rows each contain ten grooved, colored, movable, workpieces. The first four rows on side "A" teach counting, addition, subtraction and place value. These workpieces have the following values: Row one, "1" each; Row two, "1" each; Row three, "10" each and Row four, "100" each. Workpieces in each row are the same color, but each row is a different color. Corresponding with these four rows in both value and color are four boxes imprinted on an erasable surface contained within the framework. The remaining five rows on side "A" teach large and small letters of the alphabet, phonics and consonant blends.

Abstract: A multiplication table teaching device having a body, the body having a front side and a back side, the front side having 55 multiplication problems located thereon and the back side having located thereon 55 answers corresponding to the multiplication problems located on the front side, the body having 55 body holes permitting the passage therethrough from the front side and the back side.

Abstract: A multi-level educational game apparatus and method for teaching children and adults language, mathematical, and other skills. The educational game includes a board and a plurality of cards. The board comprises a plurality of rows and columns, each having a letter, word, or picture imprinted thereon. The cards have letters, words, numbers, symbols, or pictures imprinted thereon that correspond to the participant's boards. The board game includes multi-levels of difficulty corresponding to varying individual language and other ability levels. An instructor will read aloud the card and give a brief explanation of the card's contents. When a participant recognizes the cards contents on his board, he will cover the respective box with a marker. The object of the game is to complete a row or other predetermined sequence of boxes prior to another participant.

Abstract: A multipurpose math function learning game comprised of a plurality of games utilizing math functions such as addition, subtraction, and multiplication to achieve a desired objective of winning one of the plurality of games.

Abstract: A game for enhancing mathematical skills is played in the a classroom with teams of players or individual players. In accordance with one embodiment, the game utilizes a branched lattice having a central starting point and a plurality of terminal points. The lattice is placed on the floor of a classroom. In playing the game, students select three numbers from a location on the classroom wall and factor those three numbers to find the prime factors of the numbers, which prime factors are then recorded in input/output tables. The tables have an output line or column in which the output value "-1" is written if the number of factors is odd; the output value "0" is written if the output value includes repeated primes, indicating raising a prime to a power; and the output value "+1" is written if the number of prime factors is even. The output values are used to locate the input/output tables, which are on slips of paper, at correct terminal points of the lattice.

Abstract: An arithmetic game for teaching students basic mathematical skills includes a playing board, four dice, and a complement of playing pieces, or markers. Indicia disposed on the boards and dice determine whether and where a player may place a marker on the board. Board indicia includes numerals two-dimensionally arranged to form a mathematical table. Indicia disposed on the dice includes numerals and mathematical functions. Results are mathematically calculated by a player from the various two numeral combinations presented by the dice. The player evaluates the results to assess the strategic significance of each, and a marker is placed at a position on the mathematical table corresponding to the chosen result. The first player to connect his or her markers from one side of the mathematical table to the other side wins.

Abstract: An apparatus and a method for playing a math-teaching board game which enables a player student while manipulating game-pieces to gain an understanding of the concept of fractions and arithmetical operations associated therewith. The game is played by 2 to 4 players. The game includes a pyramidical-shaped board having a continuous path of steps, individual game tokens, a die, a plurality of decks of question cards for respective arithmetic operators, fraction boards and a slide box for placement of the fraction boards thereon. In playing the game, the player skillfully moves a selective game token up a number of steps based on the roll of the die. Each step on the board displays an arithmetical operator which determines which deck of question cards is selected. The player uses the fraction boards and the slide board in an attempt to visually determine the answer to a selected question. If the player answers the question correctly, the player remains on the step advanced by the die roll.

Abstract: A digital clock display and a math display are disposed on a surface of a math teaching unit. A processing unit is configured to display time including an hour and a minute on the digital clock display based on control signals from a clock circuit and a clock setting apparatus. The processing unit is configured to display math equations on the math display such that a first operand equals the hour and a second operand equals the minute.

Abstract: An educational toy which includes a base board having lines of female mounting portions longitudinally disposed at the first, third, fifth, and six lines and a line of signs of multiplication longitudinally disposed at the second line and a line of sings of equality at the fourth line, a set of setting blocks, each setting block having a male mounting portion at the bottom for fitting into engagement with one female mounting portion of the base board, and a set of number blocks, each number block having a female mounting portion at the bottom for fitting into engagement with one particular setting block, the number blocks including a blank number block having a blank top, and a set of numerical blocks respectively marked with one of the numerical signs from 0 to 9 at the top.

Abstract: An apparatus and method for teaching mathematical expressions includes a plurality of four-sided members that represent the variables of factors of a mathematical expression. Each four-sided member has a different area representing a different variable in the mathematical expression. The apparatus enables a math student to visualize the rules that apply to mathematical expressions. The four-sided members include a first side having a first color and a second side having a second color, different from the first color, wherein the first side represents a positive number, and the second side represents a negative number. The four-sided members can be used for teaching by illustration simple multiplication and division, multiplication, division and factorization of polynomials, linear equations including inequations and absolute value, and systems of linear equations.

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 learning board preferably utilized for teaching both mathematics and non-mathematical subjects. The learning board comprising a playing surface with multiple receiving areas, a plurality of board pieces, a plurality of solution lists, and a plurality of indicia on the learning surface, the board pieces, and the solution lists. The plurality of indicia including question, answer, verification, number, solution, and indicator means. The learning board including a means for almost instantaneously verifying correct answers while substantially disorganizing the board pieces with respect to the subsequent exercise through the correct solution of an exercise.

Abstract: A game for enhancing mathematical skills is played in the a classroom with teams of players or individual players. The game utilizes a branched lattice having a central starting point and a plurality of terminal points. The lattice is placed on the floor of a classroom. In playing the game, students select three numbers from a location on the classroom wall and factor those three numbers to find the prime factors of the numbers, which prime factors are then recorded in input/output tables. The tables have an output line or column in which the output value "-1" is written if the number of factors is odd; the output value "0" is written if the output value includes repeated primes, indicating raising a prime to a power; and the output value "+1" is written if the number of prime factors is even. The output values are used to locate the input/output tables, which are on slips of paper, at correct terminal points of the lattice.

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 mathematical calculation board game comprises 128 playing pieces and a game board having 144 squares. The playing pieces are arranged on the game board according to certain game rules. The game board is divided into "blue" and "red" sides and is marked with red, blue, purple, white and orange game squares. Fifty squares contain the operators +, -, .times. .div.. Each operator square has a blue square on one side of it and a red square on the other side. The operator squares are arranged in four files vertically and ten rows transversely. Ten purple squares are arranged transversely to divide the game board into its blue and red portions. There are 51 red game pieces, 51 blue ones, 10 purple ones, 10 white ones, and 6 orange ones. One red and one blue piece are marked with a "-". The remaining pieces are marked with numbers or numerical expressions.

Abstract: An educational game for teaching the fundamentals of dimensional analysis, including a chip imprinted with an equal sign, and at least one set of cards. Each set of cards includes at least three (3) cards, each card having first and second faces, each face imprinted with a line bisecting the face to form top and bottom generally rectangular halves. On each card a first symbol is imprinted on the top half of the first face and the same symbol is imprinted on the bottom half of the second face, while a different symbol is imprinted on the bottom half of the first face and that symbol is also imprinted on the top half of the second face. Each symbol appears on an even number of cards.

Abstract: An educational game for teaching arithmetic includes a game board having a travel route divided into segments, at least one arithmetic problem printed within each of at least some of the segments, several individual game tokens, each token for marking a player's location along the travel route, a chance control device for determining the extent of a single movement of each token, and an answer card providing the solution to the at least one arithmetic problem, and is offered at several levels of difficulty.

Abstract: A set of game cards includes a plurality of first cards respectively indicating each number from 1 to 9, and a plurality of second cards each indicating a figure generated by multiplying together figures, respectively indicated on arbitrary first cards. Thus, the game cards help players learn multiplication tables when they are used.

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: A multiplication facts learning aid kit comprises a model amenable to computerization, teachers manual, set flash cards, and student materials to enable the learner to know the multiplication facts without rote memory.The model comprises a base and a plurality of square prismatic blocks with impressions of cubical units being proportionally-graduated squares up to the square of each numeral through twelve with the first cubic block being 1 cubed while the remaining plies represent integral multiples of the dimensions of said first block. Each composite multiple segmented ply represents multiplication facts in which multipliers are consistently the smaller numeral or are of the same value as the multiplicand. The width and height of the plies increase proportionally as the numeral affixed to the frontal surface corresponds to the value of that multiplication fact.Plies may be positioned to identify pattern relationships between sets of multiplication facts.

Abstract: A mathematical game apparatus includes a game board having a plurality of concentric circles providing paths or playing paths divided into a plurality of sections, each section being provided with indicia (numerals) therein for the purpose of having the players learn and/or improve their ability to count from 1 to 125 by multiple units in addition to increasing their acuity in utilizing prime numbers and factors; perfect squares and cubes; and exponential powers of 10.

Abstract: Card game apparatus and method of play involve the systematic solution of algebraic equations. The apparatus includes an algebraic equation and a set of cards having indicia denoting the mathematical operations of "multiply", "divide", "add X's", "subtract X's", "add constant", and "subtract constant". Players are dealt cards and take turns modifying the equation by performing mathematical operations directed by cards they hold. The person who solves the equation is the winner. Play money may be used to keep score.

Abstract: A teaching aid for increasing the memorization of a large number of equations comprising a front cover having a vertical column of horizontally disposed completed equations visible thereon and which front cover forms a cut out portion adjacent the vertical column and a writing sheet which is removable and positionable under the cut out portion of said front cover for providing a replaceable writing area accessible through said cut out portion.

Abstract: A teaching aid includes a plurality of lenses arranged in an array and mounted within a frame member. A slide channel is disposed along the edges of the frame and is imprinted along one edge with numbers from one to ten. A panel having an index mark is slidably disposed in the slide channels and is movable with respect to the lenses to uncover a specified number of lenses equal to the number disposed in alignment with the indicator mark. Each of the lenses has a cross-section providing a wide field of vision.

Abstract: An instrument for practicing multiplication to be used by children, in which there is a base plate, a printed plate fixed on the base plate, a group of horizontal cursors slidably installed on the base plate, a group of vertical cursors placed on top of the horizontal cursors and slidably installed on the base plate, and a top cover grass plate. These element are arranged as to calculate multiplication by sliding some of these two group of the cursors. One group of the cursors are given a sequence of numbers 1 to 9, and the other group of cursors are given the same sequence of numbers 1 to 9. When a number (X) of one group of cursors and a number (Y) of the other group of cursors are slided to one direction, a figure corresponding to the answer of X by Y and a group of marks equal to the answer are displayed on the instrument.

Abstract: A game apparatus consisting of a housing, the interior of the housing has electrical wiring and a power switch including a switching means, for starting and stopping a toy motor. The motor being coupled to spin a multi-disk assembly. The disks are divided into sectors and each sector as a symbol marking printed thereon. When the switching means causes the motor to spin, the disks free-spin around the motor shaft. When the switching means disconnect the motor from the electrical power source, the disks coast to a stop. An indicating means designates two random symbols in alignment.The random symbol generator in conjunction with a multiplication type game board is used as a "non-problem solving" educational game.In an another embodiment, the random symbol generator is used in conjunction with a marble operated switching means, wherein a marble is aimed at a target opening, its entrance into the target opening closes the switching means, thereby causing the multi-disk symbol generator to spin.

Abstract: The invention comprises a deck of playing cards for teaching and learning basic metric system words and prefix values in an enjoyable manner. The deck comprises a plurality of suits of cards; each suit includes a plurality of cards with each card within a suit having a back side and a front side. On the front side, a relative metric prefix value indicates the value of each card. The deck comprises four suits of thirteen cards in each suit thereby facilitating use of the cards in playing traditional card games. According to one embodiment, the front of each card includes a list of the values of all cards within the suit in order and, the value of that particular card is distinguished in the list of values. The invention also includes a plurality of decks of cards which are dividable into decks having different levels of difficulty.

Abstract: An apparatus of the kind for playing programmable electronic data games, comprising structure for interchanging programmable data and, recording the same on visual displays, a device for printing out data information, and mechanism for a skillful operator to manipulate the apparatus to perform various given functions.

Abstract: An educational game system wherein a random selector of mathematical problems is used in playing various popular board games, simultaneously providing drill in the multiplication tables. Players must determine missing answer numbers which then dictate game piece movements. Appropriately formulated problem sets, together with dice doubles indicia, permit the random selector device to substitute for dice, spinners, and other random selection means normally used in these games. Changeable problem sets provide drill in particular multiplication tables. Usage procedure facilitates table memorization. The problems each have a missing number in which the majority are not full two digit numbers but the first or second digit of the product or one of the factors. The average value of the missing numbers for a set being less than ten. Five embodiments are disclosed, employing different random selection devices.

Abstract: A series of mathematical teaching cards consisting of a plurality of decks each having a level of difficulty identification, a plurality of sets of mathematical statements having the same answer, and a deck identification number is disclosed and described. The teaching cards may be used for multiplication, division, subtraction, and addition or any combination thereof.

Abstract: An instructional toy device for multiplication computation formed by a string of cuboid blocks having an interconnecting elastic string permitting equal segments of multiple blocks to be folded in a back and forth arrangement of aligned rows, the blocks each being individually marked with a number progressing in an ordinary arithmetic series of increasing units from an end block marked 1 to an end block marked with the number of the total blocks in the string, a multiplication computation being represented by a selected number equalling the number of blocks in a segment and a multiple equalling the number of rows, the product of which is the numerical marking of the last block in the segment of the last row.

Abstract: A method is provided for teaching and learning multiplication wherein unit power of ten values are assigned to strips of transparent material. The strips are positioned on a multiplication table array over the rows and columns representing the digits of the numbers to be multiplied. The color of the strip determines the unit value of the digits. By multiplying the value of each array element on that intersection of two strips by the unit value of the composite color formed by the overlying of the two strips and summing the products of the digit values and the unit values the final value of the numbers to be multiplied is obtained.

Abstract: A three-dimensional device for teaching mathematical problems, comprising a stand having a number of open-ended shelves extending therefrom, the surfaces of said shelves being adapted to removably and interchangeably receive slides carrying different digits to set-up various mathematical problems, as conventionally done by paper and pen.

Abstract: An educational device is described for teaching arithmetical operations which comprises: a graph-like base member having a set of four symbols positioned in the upper region thereof, namely, a division symbol, a multiplication symbol, a subtraction symbol and a downwardly pointing arrow. A plurality of movable members are applied onto the graph-like base member and have depicted on at least one main surface thereof such indicia as numerals from 0 through 9, preselected letters of the alphabet, punctuation symbols or mathematical process signs. Several horizontal separation bars of predetermined length and having a width equal to at least about one-third the width of the movable members are employed; at least one of these separation bars is longer then the others and has an L-shaped configuration. A plurality of arrow-like members of varied length and of width substantially equal to the width to the horizontal bars completes the components of the educational device of the invention.

Abstract: An arithmetical teaching aid includes a display board B comprising a rectangular array of display areas A arranged in rows R and columns C. Adjacent display areas A are marked (1, 10, 100 etc.) to represent successive powers of an arithmetic base number so that display areas A (where there are more than one) representing a given power of the base number (e.g. 1,000) are arranged diagonally across the board. Means (for example slides S) are provided for relatively moving the various rows R of display areas so that displays (e.g. 1,000) in the different rows R corresponding to the same power of the base number can be brought into columnar registration. All display areas A corresponding to a given power of the base number have a common tonal and/or textural characteristic which is different from the characteristic of each neighboring display area corresponding to a different power of the base number. Such characteristics are preferably provided by three different colors.

Abstract: A multiplication study device for teaching a student multiplication skills by operation of push-buttons mounted in a box-shaped case. The push-buttons are each provided with a semi-transparent see-through surface which permits the appearance therethrough of an answer to a multiplication problem when the push-button is depressed so as to come into contact with a projecting member disposed therebelow. A plurality of the push-buttons are mounted in the case, and the case includes a rear cover for mounting the projecting members. A common resilient member in the form of a urethane plate is employed for normally urging the push-buttons in an upward direction.