Templates for identifying equivalent fractions in one example comprise a plate defining a plurality of aligned rows, each row having an equal length and representing a respective fraction. Each row defines a number of slots through the plate, positioned to divide a row into equal parts corresponding to the respective fraction. Slots or markers in respective rows corresponding to equivalent fractions are vertically aligned. An elongated slot may be provided on the template or on a separate template to draw a boundary to mark a fraction, identify equivalent fractions and perform mathematical operations. In another example, a first template includes a plurality of aligned rows with marks to indicate fractions and a second, transparent template for placement over the first template. Fractions may be drawn in a Unit box defined on the second template. Methods of using a template, and virtual templates, are also disclosed.

Templates for identifying equivalent fractions in one example comprise a plate defining a plurality of aligned rows, each row having an equal length and representing a respective fraction. Each row defines a number of slots through the plate, positioned to divide a row into equal parts corresponding to the respective fraction. Slots or markers in respective rows corresponding to equivalent fractions are vertically aligned. An elongated slot may be provided on the template or on a separate template to draw a boundary to mark a fraction, identify equivalent fractions and perform mathematical operations. In another example, a first template includes a plurality of aligned rows with marks to indicate fractions and a second, transparent template for placement over the first template. Fractions may be drawn in a Unit box defined on the second template. Methods of using a template, and virtual templates, are also disclosed.

A trigonometric function display clock includes a clock face that has a center aligned with a central axis, axial markings aligned with an x-axis and a y-axis, and a secondary circle having a diameter equal to a radius of the axial markings. A first point on the secondary circle is aligned at the center of the central axis, and the secondary circle is configured to be rotatable about the first point. The secondary circle is configured to overlap and align with at least a portion of the axial markings as the secondary circle rotates about the first point.

A trigonometric function display clock includes a clock face that has a center aligned with a central axis, axial markings aligned with an x-axis and a y-axis, and a secondary circle having a diameter equal to a radius of the axial markings. A first point on the secondary circle is aligned at the center of the central axis, and the secondary circle is configured to be rotatable about the first point. The secondary circle is configured to overlap and align with at least a portion of the axial markings as the secondary circle rotates about the first point.

A system for rendering interactive simulations is provided. The system includes an interactive display screen and one or more physical nodes to which users can selectively assign values. The interactive display screen is enabled to provide a visual representation of a simulation for a systemic model which may be driven by one or more mathematical equations. Each model, by way of one or more mathematical equations, has one or more parameters. The interactive display screen is enabled to define one or more node location for each parameter. The interactive display screen provides one-way communication via each node location. As a result, when a node is physically placed on a node location, the one-way communication assigns or configures that node to a simulation parameter. The user may then select a value for that simulation parameter, which in turn influences the simulation being represented on the interactive display screen.

A system for rendering interactive simulations is provided. The system includes an interactive display screen and one or more physical nodes to which users can selectively assign values. The interactive display screen is enabled to provide a visual representation of a simulation for a systemic model which may be driven by one or more mathematical equations. Each model, by way of one or more mathematical equations, has one or more parameters. The interactive display screen is enabled to define one or more node location for each parameter. The interactive display screen provides one-way communication via each node location. As a result, when a node is physically placed on a node location, the one-way communication assigns or configures that node to a simulation parameter. The user may then select a value for that simulation parameter, which in turn influences the simulation being represented on the interactive display screen.

An information processing method includes causing an electronic apparatus to display an arithmetic setting frame in a screen of a display of the electronic apparatus. The method further includes causing the electronic apparatus to send, to outside of the electronic apparatus, mathematical expression data on a mathematical expression formed in the arithmetic setting frame by at least a part of coordinate icons being selected by a user operation. The method further includes executing an arithmetic operation based on the mathematical expression data sent from the electronic apparatus, and sending, to the electronic apparatus, arithmetic result data of the mathematical expression as a result of the arithmetic operation. The method further includes causing the electronic apparatus to display an arithmetic result of the mathematical expression based on the arithmetic result data in the screen.

A trigonometric function display clock includes a clock face that has a center aligned with a central axis, axial markings aligned with an x-axis and a y-axis, and a secondary circle having a diameter equal to a radius of the axial markings. A first point on the secondary circle is aligned at the center of the central axis, and the secondary circle is configured to be rotatable about the first point. The secondary circle is configured to overlap and align with at least a portion of the axial markings as the secondary circle rotates about the first point.

A device for teaching counting binary numbers (base 2) includes a frame having a plurality grooves with sliders deployed within said grooves. The device bears a plurality of zero indicia, each indicia aligned with one of the grooves. Extending from the slider is a label 1 which overlays the corresponding zero indicia when the slider is moved to a first end of the groove to indicate that its value is operative. Each of the sliders are labelled in binary progression (1, 2, 4, 8, 16, etc.). In use, the device can teach the 0's and 1's representation of a decimal base number by correlating the visible 0's and 1's on the device with the sum of the numbers displayed on the sliders. In addition to decimal numbers, the device may also be used to convert binary numbers into hexadecimal numbers and other base systems, and to convert binary numbers into text.

A device for teaching counting binary numbers (base 2) includes a frame having a plurality grooves with sliders deployed within said grooves. The device bears a plurality of zero indicia, each indicia aligned with one of the grooves. Extending from the slider is a label 1 which overlays the corresponding zero indicia when the slider is moved to a first end of the groove to indicate that its value is operative. Each of the sliders are labelled in binary progression (1, 2, 4, 8, 16, etc.). In use, the device can teach the 0's and 1's representation of a decimal base number by correlating the visible 0's and 1's on the device with the sum of the numbers displayed on the sliders. In addition to decimal numbers, the device may also be used to convert binary numbers into hexadecimal numbers and other base systems, and to convert binary numbers into text.