Multi-layered toys

Abstract

It is a multi-layered toy, with at least one outer layer adjacent to the flat layer or ball. The outer layer and the adjacent flat layer or ball each have corresponding information. In play, the information on the outer layer is transferred to the corresponding adjacent planar layer or ball. This information is used for the picture matching game. Consists of objects, events, characters, animals, or words, and can also be used for calculations and mental arithmetic games. The toy is preferably of a size that can be held in the hand.

Description

[Technical field]

[0001] The present invention relates to a toy for children, which aims to attract children's interest and encourage them to think. It is about toys that are three-dimensional and involve "hands-on" movements. [Background technology]

[0002] Children like to play with bright, colorful toys and enjoy solving problems and They also prefer to discover answers and be inspired by what they see rather than by what they experience through their other senses. Research has also shown that children can remember things better when they are visually impaired. Most of them are digital, such as computers, tablets, and mobile phones. However, there are also three-dimensional toys. By doing this, children can use more of their senses, not just their vision, and can move and think more actively. The present invention provides such an experience. Summary of the Invention

[0003] The present invention provides a multi-layer toy. The toy is flat or The ball has at least one outer layer adjacent to the ball. The outer layer includes a playable layer. The information is written on the surface and is aligned with the information on the ball. In the case of a game, it consists of depictions of objects, events, and animals, as well as counting games. In the case of math and mental arithmetic games, it is made up of numbers. In one embodiment, the toy comprises about 2-5 layers. The layers are adjacent and centered about a central axis. Each of these layers can be rotated independently. The area is transparent, allowing visibility of at least part of the surface of adjacent and underlying layers. In some embodiments, the layers are removable and replaceable. The information in each layer is related to the information in the other layers. By rotating each layer around an axis, the information in the other layers can be can be aligned so that all of the information can be viewed simultaneously. In one embodiment, the toy is constructed from an opaque, planar layer with a central axis. This opaque plane layer can be stationary and The first information group can be arranged, and the second information group can be arranged below it. In an embodiment, at least one overlying layer that is at least partially transparent is opaque. The upper layer is mounted so that it can rotate about a central axis. The document contains a third set of information, which is related to the first set of information. In an embodiment, the method optionally includes at least one lower layer, which is at least partially transparent. It is illuminated, can rotate on a central axis, and is placed under an opaque layer. The lower layer contains a fourth group of information that is related to the second group of information in the lower layer. The top layer is rotated around an axis to obtain at least a portion of the first set of information. You can view the information by aligning it with the relevant part of the third set of information. Then, the bottom layer is also rotated around an axis to transfer at least a portion of the second set of information to the associated fourth set of information. It is also possible to align it with the information on the chart and view it simultaneously. In another embodiment, a ball having an at least partially visible surface and a ball having a surface that is slightly Some have an outer layer that at least partially covers the ball. This outer layer is independent of the ball. The ball can rotate independently of the outer layer. At least a portion of the surface of the ball is transparent to allow at least a portion of the surface of the ball to be viewed. The ball has surface information related to its shape written on the outer layer. In another embodiment, the information on the surface of the various layers may be the whole or part of the object or the object itself. Some of them consist of drawings of animals. One object, thing or animal is constructed in relation to one object, thing or animal on an adjacent layer or surface. In other embodiments, the numbers are arranged for arithmetic or counting games. [Brief description of the drawings]

[0004] [Figure 1] FIG. 1 is a perspective view of an embodiment having three independently rotatable layers. [Diagram 2] FIG. 2 is a top view of the embodiment of FIG. 1. [Diagram 3] FIG. 2 is a top view of a first layer of the embodiment of FIG. 1. [Figure 4] FIG. 2 is a top view of the second layer (or middle layer) of the embodiment of FIG. 1. [Diagram 5] FIG. 2 is a top view of the third layer (or bottom layer) of the embodiment of FIG. 1. [Figure 6] FIG. 13 is a top view of another embodiment showing representations of numbers for use in mental arithmetic and mathematical games of the present invention. [Figure 7] FIG. 7 is a top view of the first layer (or top layer) of the embodiment of FIG. 6, with a connector installed through the first layer. [Figure 8] FIG. 7 is a top view of the second layer (or bottom layer) of the embodiment of FIG. 6, with a connector installed through the second layer. [Figure 9] FIG. 7 is a side view of the embodiment of FIG. 6. [Figure 10]A top view of another embodiment, where the middle layer is stationary and the transparent top and bottom layers are independently rotatable, with the top layer containing numbers for addition and the bottom layer containing numbers for subtraction. The bottom layer is not visible in this view, but is shown in Figures 13, 14, and 15. [Figure 11] FIG. 11 is a top view of the upper layer of the embodiment of FIG. [Figure 12] FIG. 11 shows the embodiment of FIG. 10 with the middle layer at rest and the top and bottom layers removed. [Figure 13] FIG. 11 is a perspective view of the embodiment of FIG. [Figure 14] FIG. 11 is a side view of the embodiment of FIG. [Figure 15] FIG. 11 is a bottom view of the embodiment of FIG. 10 showing the third layer (or bottom layer), which would become the second or top layer if FIG. 10 were inverted. [Figure 16] 11 shows another top layer of the embodiment of FIG. 10 with numbers marked for multiplication. [Figure 17] 10A shows yet another top layer of the embodiment of FIG. 10 with division numbers added. [Figure 18] A top view of an alternative static layer, an alternative top layer is used in Figures 11, 15, 16 and 17, here in a two layer configuration as shown in Figure 9. In one embodiment there is also a third example which shows a number pattern for mental arithmetic or arithmetic. [Figure 19] FIG. 1 is a perspective view of yet another embodiment, this time in the shape of a ball, with an outer cover that rotates relative to the ball, and the ball also rotates within the cover, again marked with a number pattern for mental arithmetic or arithmetic. [Figure 20] FIG. 20 is an overhead view of the embodiment of FIG. 19. [Figure 21] FIG. 13 is a side perspective view of yet another (fifth) embodiment of the invention in which the ball rotates inside the cover, the cover rotates, or both, this time with illustrations for a matching game. [Figure 22] FIG. 22 is an overhead view of the embodiment of FIG. 21. [Figure 23] FIG. 13 is an overhead view of yet another (sixth) embodiment, this time adopting a ball shape. [Figure 24] 13 is an overhead view of yet another (seventh) embodiment, again employing a ball shape. [Diagram 25] FIG. 13 is a top view of yet another (eighth) embodiment of the present invention showing representations of numbers for use in mental arithmetic exercises and arithmetic games. [Figure 26] FIG. 26 is a side view of the toy of FIG. 25. [Figure 27] FIG. 26 is a side view of the wheel of the embodiment of FIG. 25. [Figure 28] FIG. 26 is a bottom view of the embodiment of FIG. 25. [Figure 29] This is yet another (ninth) embodiment of the present invention. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0005] The components of the embodiments illustrated in the figures herein are exemplary embodiments and may be used in a wide variety of different configurations. It is easy to understand that the system can be designed and installed in a variety of configurations. Any reference to exemplary embodiments described below shall not be construed as limiting the scope of the claims claimed herein. It is not intended to be exhaustive, but merely represents an exemplary embodiment. Furthermore, any feature, structure, or characteristic described herein may be optionally used in one or more embodiments. Here, we will explain the embodiments in detail. For the purposes of understanding, numerous specific details are set forth. , may be implemented without one or more of the specific details, but using other methods, components, materials, etc. It will be understood that well-known structures, materials, and operations are used to avoid obfuscation. For the sake of brevity, the following description is not described in detail herein. These are merely illustrative of possible embodiments. In this description, "upper", "lower", "upper", "lower", "left", "right", "front" The terms "forward", "backward", "rearward" and the like are used in relation to toys as exemplified in Figs. It defines the direction or orientation of the text. "Right", "front", "forward", "back" and "rear" are spatial terms and refer to the directions depicted in the diagram. Please understand that this term includes various directions of use or operation, in addition to the orientation of the equipment. For example, if a toy is turned upside down, the elements or features described as "on the top" are then The lower part is an element or feature of the In this description, the terms "longitudinal" and "lateral" refer to directions relative to the toy. The "vertical direction" means the direction extending in the direction b between the top and bottom of the toy in FIG. "Horizontal" refers to the horizontal direction of the toy (e.g., from left to right as shown in Figure 1, or from right to left). It refers to the direction extending from the center to the left.

[0006] Referring to the drawings, an embodiment of a child's toy according to the present invention is shown in FIG. It comprises at least two, preferably three, transparent layers or planar boards 10, Each board 10 is mounted vertically on a central axis 12 and is configured to rotate independently. This can be accomplished in a variety of ways, including snap rivets, brads, or magnets. , nuts and bolts, pegs, ball bearings, or any combination of these. The board 10 is preferably a circular disk 16 as shown in FIGS. However, other than that, it can be any flat shape such as ellipse, oval, square, triangle, star, etc. In another embodiment, as shown in Figs. 19 to 22, the board is in the form of a ball 10A. For example, as shown in Figure 1, the boards are all the same shape for each toy. Alternatively, as shown in Figs. 10, 12 and 13, the intermediate layer, the lower layer or the upper layer can be used. Toys with boards 10 of different shapes than the layers are also possible. In the embodiment shown by way of example in FIGS. 1-9, the boards are secured to the snap rivets or Preferably, a type connector 14 is used to hold them together in a one-to-one configuration.

[0007] As shown in Figures 1-9, 11, 15-17, in one embodiment, the board 10 is made of a rigid, transparent plastic. In another embodiment, the reflective layer is opaque, as shown in FIG. In some cases, the shape may be spherical as shown in Figs. Also, the planar opaque board 10 may have holes or transparent viewing holes for viewing the surfaces of adjacent boards. In yet another embodiment, the board 10 or cover may have a window (not shown) for allowing the board 10 to be mounted on the cover. 20 includes one or more small magnifying glasses 15 for easily viewing the surfaces of boards 10 and 10A. . At least one "upper" surface 11 of each board 10, i.e., facing the user or easily accessible, The visible surface 11 has other figures 16 or numbers different from the rest of the board 10, as shown in Figures 1 to 18. Character 25 (or letter, word, name, not shown here) and associated animals and characters 16 different graphic depictions of objects, shapes, letters, words, names, numbers, etc. For example, the first board has a saddle, the second board has reins, and the third board has a horse. In another example, one board may have a cup, a second board may have a saucer, and a third board may have a In yet another example, the first board has a dog and the second board has a On the first board, a cat is depicted, and on the third board, a hamster (both are pets). Figures 1-5 show other examples. As such, the first board, or dolphin 41 on layer 20 (Fig. 3) is is lined up with the star 42 fish on layer 30 (Figure 4) and then on the third board or layer 40 (Figure 5). As shown in Figure 2, all of the marine life overlaps or matches together. That is, any shape, drawing or number on board 10 can only be used to replace any shape or drawing on any other board. The drawings or numbers on each figure on Board 10 correspond to or relate to each other. Match or correspond to a picture, depiction, or number on at least one other board. The shapes on each board are inline (or aligned) so that they are one above the other on the board. are arranged so that So, when using this toy, the child must look at the shapes, drawings, or numbers on the board. Rotate the other boards 10 to match the shapes and images underneath. The advantage of this toy is that the game can be played by one person, but also by two or more people. The game is small enough to fit in a child's hand for travel play. It is preferable to have a tabletop or wall or window frame for playing, but it is more suitable for tabletop play or for placing on a wall or window. Larger sizes are also preferred. Thus, the actual size of the toys of the present invention is typically They range from about 1 inch in diameter to 2-4 feet in diameter (or more if practical). The larger size is suitable for use.

[0008] As shown in Figures 1 to 5, the present invention has various embodiments. For example, as shown in Figures 6 to 8, Instead of the depiction 16 on board 10, some are entirely composed of the number 25, while others are composed of the number 25 shown in Figs. 10-14. There are also examples shown in Figs. 15 to 18 and Figs. 19 to 20. In the embodiment shown in Figs. 6 to 8, The number 25 on the board is arranged for a calculation game. As shown in Figures 6 to 8, In this embodiment, there are two layers of boards, which are packed with various functions for games and calculation practice. The board and wheel are programmed to add or subtract numbers as the board or wheel spins. Yes, you can. This game can be played by one, two, three or four people. They have a turn and can compete to see who can add or subtract the highest (or lowest) number. You can also rotate the wheel several times to determine the diameter of the bottom layer and the second layer. It is wider than the original and the delineation of the bottom layer is easily visible. In the embodiment of Figures 10 to 18, the numbers 25 are arranged so that the board 10 becomes, in a sense, a calculator. As shown in Figures 10 to 18, the children are asked to think of the answer based on the matching numbers on the board. Therefore, the board 10 can be used for addition, subtraction, multiplication and division.

[0009] 10-12, the first or top board 50 is transparent and is The numbers are written in a square or dot pattern and are written toward the center of the board 50. In the embodiment, as shown in FIG. 11, the board 50 is disk-shaped, and a blue line or lines are arranged around the outer periphery 23 of the board 50. It is written. This first board 50 may itself be rotatable or may rotate independently of the connector 14. The first board 50 is disposed or attached to a connector 14 that allows rotation of the first board 50. The board 50 is itself rotatable or attached to the connector 14. The connector 14 may rotate by itself or the board 50 may be rotated separately from the connector 14. The connector in this embodiment is a snap rivet. Also, the connector 14 is a bottom or A second board 60 can be connected to the board 60. This board has a The outer circumference of the board is marked with colorful dots and colorful numbers. The top board, number 50, has The answer is written on the board. If you rotate this board 50, any number on the blue line along the outer perimeter 23 will appear. aligns with any number on the perimeter 29 of the second board 60, and then the addition, subtraction, and division operations on the bottom layer. The signs and colors of arithmetic and multiplication are aligned. For example, the number "1+" on the top board 50 is If the number 60 lines up with the number "4" of the same color (e.g. red), it will line up with the number "1+" on board 50. The answer is the number on the top board. The number on the first board is the number "5" and the number on the second board is the same color as the number on the second board, 60, so the number is red. do. In another example, if you want to find the sum of 2+2, you can rotate the top board 50 to find the number of circles on the perimeter of the board 50. Line up the "2+" part of the number 23 with the "2" part (pink) of the second board 60, and The answer is to find the answer on the top board 50 from the same color of the number "2". Since the color of is pink, the same color (in this example, pink) is added to the top board 50 in the "2+" section. The number in pink is "4", which represents the answer or sum of "2+2". is. This pink number "4" is the only pink number in the "2+2" section. So, calculations using this toy require the use of addition, subtraction, division, and multiplication symbols, as well as the use of the numbers. All you have to do is follow the colors on the card.

[0010] As shown in FIG. 11 and FIG. 12, in one embodiment, as another method of calculating the sum of 2+2, You can also count the numbers and colored dots in the "2+" section on the outer edge 23 of the board 50 above. The user counts from the center of the board 50 to the edge (outward). The user rotates the board 50 and clicks the "2" on the outer periphery 23 of the top board 50. Next, line up the "+" and the number "2" (pink) on the second board 60. Next, line up the three spots from the center. This is because we need to include a zero as the first digit. Then we count the second Based on the number 2 (pink) on board 60, count two more spots. The answer is 4 (pink This is the third spot in the "2+" section of the board 50. For subtraction, board 70 of FIG. 15 is used together with board 60 of FIG. 12 or board 65 of FIG. The top board, board 70, will have the answer written on it. For example, 10 to 10 To pull, rotate the top board 70 and move the "10-" on the outer perimeter 33 of the board 70 to the bottom board. or the pink number "10" on the outer edge of board 65. Then, based on the color of the number "10" on the second board 12 or 65, You will be looking for the answer on 0. The color is pink, so the answer is zero. Zero is on board 7. This is because it is the number "10-" in the 0 part and is the same pink color. Another way to find the answer to 10 minus 10 is to look at the colored numbers in the "10-" section of the outer perimeter 33 of the board 70. The objective of the game is to count the number spots (circles on the board 70) that have been marked with numbers. Start by counting from 33 outwards. Zero counts as a digit. The user rotates the top board 70 and moves the "10-" on the outer periphery 33 to the second board 12 or the board in the lower layer. Starting in the center of board 70, align the number "10" on board 65, then align the number "10" on board 12. Count the spots until you reach the number of the same color as the spot you want, which is "zero." In the case of multiplication, if board 80 in FIG. 16 and board 65 in FIG. 18 are used, the top board, The answer is in board 80. For example, to triple the number 3, rotate the top board 80. 3. Then, section "3x" of the perimeter 44 of board 80 is aligned with the rim of the underlying board or second board 65. Then, based on the color of the number "3" on the second board 65, Find the answer on the top board, 80. Its color is lime green, so the answer is 9. The reason is that the numbers in the "3x" section of Board 80 are also the same color, lime green. To find the answer for multiples of 3, look at the color of the numbers in the "3x" section on the outer edge of board 80, number 44. The goal is to count the number of spots (circles on the board 80) marked with a number. Start counting from the top to the perimeter, 44. Zero is the first spot, and The top board 80 is rotated and the "3x" section of the perimeter 44 is attached to the second board. Start in the center of board 80 and align the zero to the first square. The number that has the same color as the number "3" on the second board 65 is counted from the three spots in the pot. Count the spots until you reach the number 9, which is the fourth spot. .

[0011] In the case of division, if board 90 in Figure 17 is used as board 65 in Figure 18, the top board, For example, to divide the number 9 by 9, you would write the answer on the top board. 90 to rotate the section "9 / " of the perimeter 55 of the board 90 to face the lower board or a second board. Match it to the green number "9" in Do65. Then look for the answer on the top board 90 based on the color of the number "9" on the second board 65. The color is green, so the answer is, "The same color, green, in section "9 / " of board 90." Since the number is 1, it becomes 1. Another way to find the answer to 9÷9 is to look at the numbers in section "9 / '" on outer edge 55 of board 80. The goal is to count the number of colored spots (circles on the board 90). Start by counting from the perimeter to the outer perimeter, 55. Zero is the first spot, and as a number Count. Rotate the top board 90 and attach the "9 / " portion of the outer perimeter 55 to the second board or the board 6 below. 5. Line up with the number "9" on the board. Start from the center of the board 90, and use the zero as the first spot. Count 9 spots to reach a number that has the same color (green) as the number "9" on the second board 65. Keep counting until you reach the number 1, which is the 10th spot.

[0012] In Figures 19 to 22, the embodiment is a ball or sphere shape rather than a flat planar shape. As shown in Figs. 19 to 22, the outer cover 20 is transparent (not made of plastic). The ball 10A is shown completely surrounded by the conductor 10B. In this embodiment, the outer cover 20 is provided with a window, such as the window 15 of FIG. 21, for viewing the ball 10A. The ball 10A may be opaque or transparent and may only partially cover the ball 10A. Preferably opaque; typically constructed of plastic to achieve light weight For example, the toy in Fig. 19 and Fig. 20 can be made of other synthetic materials, wood, or metal. Ball 10A represents numbers and operand symbols (e.g., plus, minus, multiplication, division, etc.) The ball has four different sections. It can be more or less than 10 sections, for example 6 or 10 sections are possible. The outer cover 20 has various colored spots and numbers with arrows pointing inwards. There are.

[0013] A connector 14, such as a snap rivet, attaches the cover 20 to the ball 10A using a bearing 120. The ball 10A is also rotatable. The outer cover 20 is preferably made of upper and lower shells. The upper and lower shells 21 and 23 are detachable from each other. It can be connected by applying force or by friction fitting. Additionally, the upper shell 21 has a peripheral edge or extension 25 extending from the lower end 27 of the upper shell 21. The edge 25 fits into an outer groove or recess 19 which fits into an inner edge or lower shell 23. 1 and is secured by friction.

[0014] The embodiment of the invention shown in Figures 19-20, 23 and 24 may be used in, for example, two-player or team math games. This shows how to do this. Work alone or in teams to choose a color and spot 38 and check the cover. (This is different from the color or spot chosen by another person or team, such as spot 39.) The team starts with 10 points. After the rotation, the team that checks the cover must Check to see where the ball 10A lines up with the ball 10A underneath. The score for the person or team checking is "9". The ball with the minus 1 on the 38th spot This is because it is in section 10A of the grid (subtract 1 from the starting point of 10). Check spot 39. The person or team who wins will be 14. The spot 39 is the board or ball 10A with a plus 4. (Add 4 to the starting 10 points). Each person or team will have multiple numbers written on each section of the surface, allowing multiple calculations for each rotation. One person or team will be the winner if they reach a total of 100 points. The rotation continues with alternating people or teams until the player has completed the round. There are 20 colored spots, so there are as many people or teams available to play.

[0015] In the embodiment of the present invention shown in FIG. 21 and FIG. 22, a geographic matching game A similar matching game is described above with respect to Figures 1-5. As shown in Figure 21 and Figure 22, various other shapes can be used instead. Cover 20 contains a depiction of a famous landmark, and Cover 22 is a geography matching game. The board or ball 10A is a globe. In this game, players must cover 2 0, rotate the cover 20 against the ball 10A, and place a specific landmark on that landmark. For example, in Figure 21, the Sydney Opera House 41 is aligned with the The Great Wall of China 43 will be aligned with Australia 42 and the Great Wall of China 46.

[0016] FIG. 23 shows a sixth embodiment of the present invention, which is a ball type. The housing 20 includes upper and lower shells 21, 23 which are inserted into each other as described above. Both can be equipped with ball bearings 52 or ring bearings, which are The ball bearing 52 may be provided between the inner bearing 57 and the outer bearing 58. allows the inner bearings 57 to rotate relative to their respective shells. The connector 14, such as a peg, fits securely into the inner bearing 57, thereby The bearing 57 and the peg 14 are configured to rotate together relative to the shell. In the embodiment shown in FIG. 24, the plus sign is removed from the cover 20. As shown in FIG. 1, the inner bearing 57, the outer bearing 58, and the ball bearing 52 are ball bearings. 10A, and the pegs 14 may be located at opposite poles of the outer cover 20. All elements of the embodiment of Figs. 23 and 24 may be used in the (fourth) embodiment shown in Figs. 19 and 20. The ball 10A in FIG. 23 is similar in structure and function to the ball 10A in FIG. On the other side, there is an addition symbol with the number "6" written underneath and a subtraction symbol with the number "2" written underneath. Also, Figures 19 and 20 show the other side of the ball, with the number "1 " and the number "4" is placed under the addition symbol. The ball has four different colored dots. , which contains numbers and arrows.

[0017] 25 to 28 show an eighth embodiment of a toy 101 according to the present invention. The layers or boards form an hourglass shaped base 100. As shown in FIG. 00 includes an upper portion 102 having a conical trapezoidal shape and a lower portion 104. The upper portion 102 is 25, the upper end 106 is tapered downward. has an inner central portion 110 that is surrounded by an outer portion 112. The lower portion 112 is slanted upward or away from the upper portion 102 and is inwardly The lower portion 104 includes a bottom end 114 and extends outwardly from the central portion 110. As shown in FIG. 28, the bottom end 114 has an inner central portion 116. , surrounded by an outer portion 118. The outer portion 118 is inclined upward or downward. 104 and extends outwardly from an inner central portion 116. The lower and upper portions 102, 104 may be integrally formed or may be two or more pieces attached together. It may also be something like that.

[0018] The indicator (FIG. 25) is formed by a surface of the upper end 106 of the upper portion 102 and a surface of the lower end 114 of the lower portion 104. The indicator can consist of all the numbers 25. The number 25 is In the eighth embodiment of the present invention shown in Figs. 25 to 28, In the embodiment, the numbers are printed on the outer portion 112 and are arranged in a circumferential direction of the outer portion 112. In this case, the numbers are printed on the inner central portion 110 and written in the circumferential direction around the inner central portion 110. The bearing 120 may be disposed at the center of the upper end 106 of the upper portion 102 and the lower end 114 of the lower portion 104. It can be installed.

[0019] As shown in FIG. 25 and FIG. 27, the toy of the present invention includes a disk-shaped board and a wheel, which is shown in FIG. The first layer 10 is formed as shown by the arrow A. The diameter of the wheel is 1 mm larger than the diameter of the inner central portion 110. The wheel 10 has an indicator on one or both sides of the axle. The indicators include numbers and arrows used in the game. The wheel 10 is connected to a connector that allows it to rotate. 14 so as to rotate the wheel 10 independently of the rotation of the connector. The connector 14 may be configured as a snap rivet, a brad, a rolling magnet, a nut, or the like. Bolts, pegs, ball bearings, and combinations of these are also possible. Alternatively, the connector may be a peg 14, as shown in FIG. 27, which is centered on the wheel 10. The peg 14 extends through a fastener 122 fastened to the opposite side of the wheel 10. The peg 14 is secured to the fastener 122, which prevents the peg 14 from coming off the wheel 10. The wheel 10 is mounted on the base in a rotatable manner, and the peg 14 is supported by a bearing. As shown in FIG. 27, the opposing portions of the peg 14 are The bearings 120 extend beyond each side of the wheel and allow it to rotate relative to the bearings 120. This allows the wheel 10 to rotate in either axial direction. In view of the above, the wheel 10 can be attached in a rotatable manner at the upper end 106. Alternatively, the base 100 can be inverted and the wheels can be rotated around the bottom end 114. It is also possible to mount the device in a rollable manner. In this embodiment, the first layer is reversible and can have information (e.g., numbers, letters, symbols) on the other side. , letters, etc.) can be written on the wheel. It can be rotatably mounted on either of the four.

[0020] The wheel 10 can rotate around a central axis and has multiple arithmetic functions. It can be used as a game board or for mental calculations, for example. You can then add and subtract in the same way as in the first embodiment. The game can be played by one, two, three, or four people. Each person has their own turn. You can compete to see who can add or subtract the highest (or lowest) number. In a ninth embodiment shown in FIG. 29, the base is made up of an upper portion 102 or In some cases, there is only the lower portion 104. Each of the upper and lower portions is in the shape of a cone-like trapezoid. However, In this embodiment, the upper portion 102 tapers upwardly to an upper end 106. The base may have upper and lower portions, with the lower portion 104 being the lower end 10 as in the eighth embodiment. 4. When the toy is turned over, the "top" element or feature It should be noted that elements described as "under" are the elements or features. Thus, there has been described a child's toy that fully satisfies the aims, objectives and advantages set forth herein. While specific embodiments of the present invention have been described herein, it is understood that alternatives, modifications and variations thereof will occur to those skilled in the art. As will be readily apparent to those skilled in the art, such alternatives, modifications and variations are also included in the claims. Please understand that this is intended to be within the scope of the request. Moreover, unless otherwise specified, all features described herein may be used in any combination. It is possible to use.

Claims

1. A toy comprising: a ball with at least a partially visible surface; an outer cover layer at least partially surrounding a surface of the ball, independently rotatable relative to the ball, and at least a portion of the outer cover layer being transparent to allow at least a portion of the surface of the ball to be viewed; a first connector and a second connector located at first and second poles opposite the ball, the first and second connectors rotatably connecting the outer cover layer to the ball at the first and second poles opposite the ball; a first set of information inscribed on the outer cover layer; and a second group of information inscribed on the surface of the ball that is related to the first group of information; The outer cover layer rotates about an axis extending from the first pole to the second pole.

2. A toy as described in claim 1, which is small enough to be held in the hand.

3. The outer cover layer is made of transparent plastic, The toy described in claim 1, wherein the first information group and the second information group depict parts or wholes of objects, things or animals, and only one object, thing or animal in the first information group corresponds to only one object, thing or animal in the second information group, and the toy can be used as a picture matching game.

4. 2. The toy of claim 1, wherein the first group of information and the second group of information are composed of numbers, the numbers being in a pattern and relationship that allows calculations to be performed using the numbers, and the toy can be used for practicing mental arithmetic or for counting games.

5. 5. The toy according to claim 4, wherein the calculation is any one of addition, subtraction, multiplication, and division.

6. 2. The toy of claim 1, wherein the outer cover layer includes a window through which the surface of the ball can be seen.

7. 7. The toy of claim 6, wherein the window comprises a magnifying glass.

8. A toy as described in claim 1, wherein the outer cover layer is removable and replaceable to allow variation in the first set of information to provide variation in use of the toy.

9. Further comprising a bearing provided on the outer cover layer, The toy of claim 1 , wherein the bearing receives the first connector and the second connector.

10. The bearing includes a first inner bearing, a first outer bearing, a first ball bearing located between the first inner bearing and the first outer bearing, a second inner bearing, a second outer bearing, and a second ball bearing located between the second inner bearing and the second outer bearing, the first connector is securely received in the first inner bearing such that the first connector and the first inner bearing can rotate together relative to the outer cover layer; 10. The toy of claim 9, wherein the second connector is securely received in the second inner bearing such that the second connector and the second inner bearing can rotate together relative to the outer cover layer.

11. A toy comprising: a ball with at least a partially visible surface; an outer cover layer at least partially surrounding a surface of the ball, independently rotatable relative to the ball, and at least a portion of the outer cover layer being transparent to allow at least a portion of the surface of the ball to be viewed; a first set of information inscribed on the outer cover layer; and a second group of information inscribed on the surface of the ball that is related to the first group of information; the first set of information comprises a plurality of spots; the second group of information comprises a plurality of digits; the plurality of spots being spaced apart from one another about an axis of rotation of the outer cover layer; the numbers are spaced apart from one another about an axis of rotation of the outer cover layer; the plurality of numbers are in a pattern and relationship such that calculations can be performed using the numbers, and the toy can be used for practicing mental arithmetic or playing counting games; A toy, wherein after rotating the outer cover layer about an axis relative to the ball, each number is associated with a respective spot, and the number associated with each spot is located closest to the respective spot.

12. The second group of information includes an arithmetic operator, 12. The toy of claim 11, wherein each arithmetic operator is associated with a respective number, the arithmetic operator associated with each number being located closest to the respective number.

13. The toy described in claim 12, wherein the multiple spots are multiple arrows.

14. The toy of claim 13, wherein each arrow has a different color than each of the other arrows.

15. The toy described in claim 14, wherein each arrow is assigned to a respective player of the counting game.

Images