System and methods including a set of mathematical manipulatives that are designed to demonstrate the properties of logarithms and exponents are provided. A system that facilitates instruction in the logarithms, the system includes a set of manipulatives including at least one manipulative, each manipulative having a length proportional to a logarithm of a number labeled on the manipulative, the set of manipulatives are positionable end to end; and a measurement tool having markings for measuring a plurality of multiples of at least one manipulative; wherein, when one or more manipulatives are positioned end to end, a product of the numbers labeled on the manipulatives positioned end to end equals the number on a manipulative that has the same length as a total length of manipulatives positioned end to end.

System and methods including a set of mathematical manipulatives that are designed to demonstrate the properties of logarithms and exponents are provided. A system that facilitates instruction in the logarithms, the system includes a set of manipulatives including at least one manipulative, each manipulative having a length proportional to a logarithm of a number labeled on the manipulative, the set of manipulatives are positionable end to end; and a measurement tool having markings for measuring a plurality of multiples of at least one manipulative; wherein, when one or more manipulatives are positioned end to end, a product of the numbers labeled on the manipulatives positioned end to end equals the number on a manipulative that has the same length as a total length of manipulatives positioned end to end.

The arithmetic educational tool utilizes a container having a main chamber and two extended chambers from the main chamber to visually demonstrate addition and subtraction. Objects placed with the container will move from the main chamber into the extended chambers when the container is tilted and thereby break the number objects in the main chamber into parts. The container is bifurcated, having the two extended chambers branching off of from the main chamber and thereby causes a random splitting of the number of objects into each of the extended chamber. Conversely, objects placed in each of the extended chambers can be added when the chamber is tilted to cause the object to move from the extended chambers into the main chamber. One or more of the chambers may have an obscuring feature, such as a color or slidably cover, that enables obscuring the number of objects therein.

The arithmetic educational tool utilizes a container having a main chamber and two extended chambers from the main chamber to visually demonstrate addition and subtraction. Objects placed with the container will move from the main chamber into the extended chambers when the container is tilted and thereby break the number objects in the main chamber into parts. The container is bifurcated, having the two extended chambers branching off of from the main chamber and thereby causes a random splitting of the number of objects into each of the extended chamber. Conversely, objects placed in each of the extended chambers can be added when the chamber is tilted to cause the object to move from the extended chambers into the main chamber. One or more of the chambers may have an obscuring feature, such as a color or slidably cover, that enables obscuring the number of objects therein.

A method of manufacturing a learning rod educational toy set comprising a plurality of hollow rod elements, each rod element having an indication of its length on an outer surface thereof, such as by a number or a symbol indicating total length in increments, such as inches or centimetres, each rod element being releasably connectable to another such rod element by a respective coupling element, the coupling element including a flanged region having an outer perimeter contiguous with the outer perimeter of the or each rod section, the method including the steps of, in any convenient order, extruding or otherwise forming a continuous tube of sectional shape corresponding to the required sectional shape of the rod elements, cutting the continuous tube into discrete lengths corresponding to chosen increments, such as inches or centimetres, providing an indication of the length of each rod element on an externally visible surface thereof, forming flanged coupling elements, each for insertion into an end of a respective rod element tube for connecting selected pairs of rod elements end-on-end to form a continuous rod, the flange of each coupling element being of a colour visibly distinct from the colour of the rod elements, thereby to provide a visible indication of the number of rod elements in a learning rod formed therewith. The invention also extends to a learning rod set made in accordance with the method.

A method of manufacturing a learning rod educational toy set comprising a plurality of hollow rod elements, each rod element having an indication of its length on an outer surface thereof, such as by a number or a symbol indicating total length in increments, such as inches or centimetres, each rod element being releasably connectable to another such rod element by a respective coupling element, the coupling element including a flanged region having an outer perimeter contiguous with the outer perimeter of the or each rod section, the method including the steps of, in any convenient order, extruding or otherwise forming a continuous tube of sectional shape corresponding to the required sectional shape of the rod elements, cutting the continuous tube into discrete lengths corresponding to chosen increments, such as inches or centimetres, providing an indication of the length of each rod element on an externally visible surface thereof, forming flanged coupling elements, each for insertion into an end of a respective rod element tube for connecting selected pairs of rod elements end-on-end to form a continuous rod, the flange of each coupling element being of a colour visibly distinct from the colour of the rod elements, thereby to provide a visible indication of the number of rod elements in a learning rod formed therewith. The invention also extends to a learning rod set made in accordance with the method.

A kit defines an educational apparatus and includes multiple blocks. At least some of the blocks have a length equal to a unit length multiplied by an integer from 1 to 10, and includes, for each length equal to an integer from 1 to 10 multiplied by the unit length, at least one block. The blocks bear indicia identifying the integer corresponding to the length of the block.

A kit defines an educational apparatus and includes multiple blocks. At least some of the blocks have a length equal to a unit length multiplied by an integer from 1 to 10, and includes, for each length equal to an integer from 1 to 10 multiplied by the unit length, at least one block. The blocks bear indicia identifying the integer corresponding to the length of the block.

The present invention relates to a division problems education tool. The education tool is in the form of a physical or digital table having a grid including quotient values corresponding to a set of dividends (in a column) and divisors (in a row). More specifically, a top row has numbers spanning a sequential range from at least a second column to a fourteenth column to function as divisors; and a first column has numbers spanning a sequential range from at least a second row to a fourteenth row to function as dividends. A cell formed by an intersection corresponding to a row containing a dividend and a column containing a divisor includes the resultant quotient value of division of the dividend by the divisor. The table includes an indication of repeating and non-terminating quotient digits.

The present invention relates to a division problems education tool. The education tool is in the form of a physical or digital table having a grid including quotient values corresponding to a set of dividends (in a column) and divisors (in a row). More specifically, a top row has numbers spanning a sequential range from at least a second column to a fourteenth column to function as divisors; and a first column has numbers spanning a sequential range from at least a second row to a fourteenth row to function as dividends. A cell formed by an intersection corresponding to a row containing a dividend and a column containing a divisor includes the resultant quotient value of division of the dividend by the divisor. The table includes an indication of repeating and non-terminating quotient digits.