Educational toy number stacking blocks
a technology of stacking blocks and toy numbers, applied in the field of educational toys, can solve the problems of limited aggregate morphology, limited configuration of couvillion and preus, and difficulty in making intended key memory associations or seeing and aprehending those associations, etc., to accelerate the learning of basic number sense, reinforce base-ten combinations, and accelerate user learning
Inactive Publication Date: 2017-07-20
SKAGGS BENJAMIN DAVID
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- Summary
- Abstract
- Description
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- Application Information
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Benefits of technology
The present invention is a manipulative aid for teaching arithmetic concepts using vertically stackable, toy building blocks. The blocks are designed with specific heights that are relative to one another, allowing for easy stacking and learning of the base-ten concept. The blocks also have symbols and icons that represent their respective numbers, making the learning process more visually engaging and interesting for students. The invention encourages students to vertically stack and build a variety of toy architectural structures, which helps them associate each represented number with its relative value in relation to the other number blocks. The design is visually engaging and functionally instructive, providing a means for learning numbers and basic concepts in math. The invention is an effective educational tool for parents and teachers alike.
Problems solved by technology
Many previous inventions, whether teaching numerical values through elongated blocks or scaling numbers in relation to their value, require users to do the work of associating measurements to their respective symbols (usually painted on the front), or they simply lack the interconnectivity to provide long lasting engagement.
U.S. Pat. No. 4,382,794 to Preus and titled: INSTRUCTIONAL AID, is intended to teach basic arithmetic using blocks in the shape of numeric symbols, that have a width value proportional to each number represented; e.g., the “2 block” is twice the width of the “1 block.” While this design is capable of continuously stacking numeric figures on top of one another, because the value representative of the numeral is located on a separate visual plane than the symbol, it is difficult to make the intended key memory associations, or see and aprehend those associations when multiple numbers are stacked on top of one another, as the topmost numeric symbols obscure the other symbols.
Both Couvillion and Preus offer limited configurations and limited aggregate morphology.
Method used
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[0023]In the following description the term “number” refers to an “integer” i.e., the seven integer is the number seven “7.” The term “unit” and “base unit” are used interchangeably. For purposes of clarity, blocks representative of a number are referred to using the Arabic number symbol, e.g., “the number 7 block”, while quantitative references of length or width are referred to using the spelled number quantity, e.g., “equivalent to two base units.” The term “symbol” refers either to a numeric symbol or calculative symbol. Unless otherwise explained, any technical terms used herein have the same meaning as commonly understood by one of ordinary skill in the art to which this disclosure belongs. The number blocks have sides and two faces which can be thought of as the readable sides. The singular terms “a”, “an”, and “the” include plural referents unless the context clearly indicates otherwise. Similarly, the word “or” is intended to include “and” unless the context clearly indicat...
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The present invention includes a set of stacking blocks designed to resemble the Arabic numerals 1-10. Each number block is height proportional to its value, and they can be stacked vertically. This feature allows students to see the relationship between numbers, and discover math concepts as they stack or play.
Description
CROSS-REFERENCE TO RELATED APPLICATIONS[0001]This Application is a Continuation of U.S. Non-Provisonal application Ser. No. 14 / 202,002 filed Mar. 10, 2014 of the same title as the instant Application which claims the benefit of the provisional patent application No. 61 / 801,767, filed Mar. 15, 2013FIELD OF THE INVENTION[0002]The present invention relates to educational toys and particularly to a manipulative aid for teaching arithmetic concepts. More particular, the present invention relates to teaching arithmetic through repetitive play using vertically stackable, toy building blocks, in the shape of numbers that are scaled according to their height value.BACKGROUND OF THE INVENTION[0003]Many previous inventions, whether teaching numerical values through elongated blocks or scaling numbers in relation to their value, require users to do the work of associating measurements to their respective symbols (usually painted on the front), or they simply lack the interconnectivity to provid...
Claims
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IPC IPC(8): G09B1/34G09B19/02
CPCG09B19/02G09B1/34
Inventor SKAGGS, BENJAMIN DAVID
Owner SKAGGS BENJAMIN DAVID