Apparatus and methods based on applied cognitive science, where children play the lead role in storylines staged upon a rule-enforcing apparatus and by so doing, become self-enlightened about denumerability, rank-wise denumerability, addition, subtraction, multiplication, division, and other change-of-state processes encountered in mathematics and the quantifiable sciences.

A multisensory learning system incorporates a plurality of connectable multisensory elements. Each multisensory element may be a piece, a tile, or a block, and includes a surface containing a single character recessed into the surface to form a track. The track may guide a user's finger into the recessed area containing a tactile pattern at a base thereof. The tactile pattern heightens the sensory perception of the character to aid in learning. Each multisensory element is capable of being attached to another multisensory element in order to string characters together. In use, tracing of the tactile pattern of the character triggers the combination of sensations of kinesthetic learning through the motion of tracing and tactile learning through the feel of the tactile pattern in the recessed characters. This may be combined with audiovisual learning by looking at the character(s) and speaking the name.

This invention is directed toward a plush toy with a number of educational features that are either manufactured into it or removable attachable as accessories. The toy is to be used for teaching mindfulness, and has particular applicability for children who will be better able to learn and express themselves through a toy that can serve as a sort of alter ego as they grow.

A tabletop teaching device and a method of using the same may include a box having an interior housing, a top and a floor. The box may include within the interior housing, at least one printout of a scene placed on the floor of the box, at least one printout of a grid placed over the at least one printout of a scene, and at least one miniature item placed above the at least one printout of a grid, wherein each miniature item represents a potential victim, a fixed point, an object item, or a potential weapon. An instructor can then place a potential victim miniature item and a fixed point miniature item spaced apart along the at least one grid printout so as to instruct a first student to determine distances and angles between the potential victim utilizing the grid of the at least one printout of a grid.

The multi-compartment bag for teaching art includes a first section and a second section selectively coupled to the first section. A plurality of elongate holders attached in a compact circular pattern to form the first section. The second section includes a plurality of caps arranged in a circular pattern to cap the first section. The holders store various art supplies. The caps each have a first subsection and a second subsection divided by an inner wall. The first subsection covers the corresponding holders, and the second subsection stores a deck of educational cards. An endcap covers the second subsection to close and retain the cards. The cards serve as a visual aid relating to the subject matter being taught by a user. A handle on the first section enables portability.

The multi-compartment bag for teaching art includes a first section and a second section selectively coupled to the first section. A plurality of elongate holders attached in a compact circular pattern to form the first section. The second section includes a plurality of caps arranged in a circular pattern to cap the first section. The holders store various art supplies. The caps each have a first subsection and a second subsection divided by an inner wall. The first subsection covers the corresponding holders, and the second subsection stores a deck of educational cards. An endcap covers the second subsection to close and retain the cards. The cards serve as a visual aid relating to the subject matter being taught by a user. A handle on the first section enables portability.

An aid for teaching mathematical concepts looks like a multiplication table but has separable rows of numbers. In the first row, cardinal numbers 1-n are displayed and second-N rows have cardinal numbers 2-n displayed along side one edge on the face. The remainder of the rows have the multiplication products of the cardinal numbers on the first row and the cardinal numbers of the rest of the rows arranged at the intersections of the cardinal numbers at the top and along side the edge. The rows are separable so they may be arranged in a multiplicity of pairs of fractional equivalents.

An aid for teaching mathematical concepts looks like a multiplication table but has separable rows of numbers. In the first row, cardinal numbers 1-n are displayed and second-N rows have cardinal numbers 2-n displayed along side one edge on the face. The remainder of the rows have the multiplication products of the cardinal numbers on the first row and the cardinal numbers of the rest of the rows arranged at the intersections of the cardinal numbers at the top and along side the edge. The rows are separable so they may be arranged in a multiplicity of pairs of fractional equivalents.

A tabletop teaching device and a method of using the same may include a box having an interior housing, a top and a floor. The box may include within the interior housing, at least one printout of a scene placed on the floor of the box, at least one printout of a grid placed over the at least one printout of a scene, and at least one miniature item placed above the at least one printout of a grid, wherein each miniature item represents a potential victim, a fixed point, an object item, or a potential weapon. An instructor can then place a potential victim miniature item and a fixed point miniature item spaced apart along the at least one grid printout so as to instruct a first student to determine distances and angles between the potential victim utilizing the grid of the at least one printout of a grid.

A tabletop teaching device and a method of using the same may include a box having an interior housing, a top and a floor. The box may include within the interior housing, at least one printout of a scene placed on the floor of the box, at least one printout of a grid placed over the at least one printout of a scene, and at least one miniature item placed above the at least one printout of a grid, wherein each miniature item represents a potential victim, a fixed point, an object item, or a potential weapon. An instructor can then place a potential victim miniature item and a fixed point miniature item spaced apart along the at least one grid printout so as to instruct a first student to determine distances and angles between the potential victim utilizing the grid of the at least one printout of a grid.