Abstract: Systems and methods are provided for teaching students to understand the decimal value system. One system includes removable cards representing the numerical symbol, the numerical quantity, and/or the numerical value of the single digit numbers of the base-10 number system on a digit alphabet table. The removable cards can then be used on student practice components to associate numerical symbol, the numerical quantity, and the numerical word with a corresponding number of unit blocks. The unit blocks are configured to be coupleable and to be used in conjunction with a place value mat that aids in learning magnitude of numbers.

Abstract: A ruler includes a base which has a plurality of one-inch wide measurement stations which include numerical indicia. The numerical indicia can be selectively exposed or covered by an associated pivoting flap. When a measurement is made, the appropriate flap is opened so the numerical indicia can be utilized in making a measurement. The numerical indicia can include both fractional numbers and decimal numbers.

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: The present invention consists of a numeric teaching device having a plurality of spinning wheels mounted on an axle and a decimal point indicator appearing between two groups of spinning wheels, with each spinning wheel containing the digits 0 through 9 printed on the outer annular surface of the spinning wheel in columnar form so that when the wheels are spun, different numeric formulations may be created by the user of the device. The axle containing the spinning wheels is supported by three dowel rods secured to a wood base, with each dowel rod further having a cradle at its upper end for communicating with the axle. The device is especially important in teaching numeric place values, numeration or the formation of numbers, and the rounding of numbers.

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 multi-function teaching game box that provides a simple addition and subtraction mathematical calculation for children while playing. Moreover, the structural design of the present invention allows children to comprehend the concept of, and become accustom to, the idea of carry over. The game box includes a container, a lid and a plurality of cubes.

Abstract: An improved teaching aid including a plurality of parts, each of the parts having arithmetic indicia printed thereon, the parts being operatively coupled and relatively moveable with respect to each other to vary the location of the arithmetic indicia of one part with respect to the arithmetic indicia of the other part for presenting a student with different preselected arithmetic indicia representing different arithmetic problems to be solved.

Abstract: An apparatus for teaching mathematics which applies and puts to work in various ways the modern teaching of mathematics for all levels of elementary education through set theory, comprises a horizontal board divided into eleven zones and having two outwardly-projecting subsidiary boards. In use, objects can be placed in selected zones of the horizontal board to demonstrate mathematical operations, and information relating to the operation is written on appropriate zones of the vertical board and on the subsidiary boards. The horizontal board has a bevelled front edge portion on which further information can be written, and two portions in which objects to be placed in the zones of the horizontal board can be placed beforehand.

Abstract: The instant invention relates to an aid for the carrying out of a didactic game in order that any (n) based number system may be learned.It consists of a series of containers decreasing in size, each containing an (n) number of smaller containers which are equal to each other; the smallest container holds an (n) number of pieces each representing a numerical unit. A desk is provided with colored squares or frames arranged in such a way that the last square (frame) on the right is of the same color as the unit of the first order, the penultimate the same color as the unit of the second order and so on.

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: 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: An educational device for teaching place values in a base N number system, and regrouping between places. The device has a plurality of workpieces, a support base, partitions on the base to form a plurality of parallel chambers of a length to stack at least N workpieces, and a storage container. Each chamber has a transfer element and an inlet and outlet to transfer workpieces from one chamber to an adjacent chamber and to the storage container.