A three-dimensional object for use as a puzzle, has a plurality of faces, each face having a locations and numbers at each location. Some of the numbers are replaceably removable, remaining numbers being fixed, and a predetermined rule links all of said numbers on the different faces to enable correct replacement of the removed numbers to solve said puzzle.

A dominoes-style mathematical operation game is provided including, but not limited to, a plurality of dominoes, each domino having a top face in the bottom face. The bottom face of each domino has a pair of equally sized sides each with unique combination of an at least a number indicia and a mathematical sign and possibly a physical representation of at least one of addition, subtraction, division, multiplication, equality, calculus operations, comparison, and algebraic equations.

They physical game apparatus is comprised of: a game board; four dice; 2 sets of 5 player totems that include one Freemind, three energy totem pieces and 1 heart totem for each team; ten tokens; three pyramid tokens, 5 tradeoff coins and a stock certificate used for Internet connectivity. To start the game a first roll is made where players pick up pair of die and shoot for highest possible number; the player with the highest number chooses order of play and to play with tokens and a choice between three or five tokens.

Described herein is a math card capture game comprising providing a plurality of players, and a deck of cards comprising at least two series of cards numbered consecutively from 1 to 10, each card bound by a face side and a back side, the face side displaying a numerical value; dealing a plurality of table cards face side up and dealing a plurality and equal number of hand cards face side down to each player; capturing cards during each player's turn by formulating an equation using at least one table card, at least one hand card and one or more available mathematical operators; discarding a hand card to be placed face side up as a table card if the player is unable to formulate an equation during the player's turn; counting captured cards for each player to determine a winner. The math card capture game may optionally include a random generator devicesuch as a coin, spin wheel or diedisplaying a mathematical operator. Also described is a math number capture game comprising providing a predetermined set of integer numbers; providing a predetermined integer result; and selecting two or more integer numbers and generating a mathematical equation using the selected two or more of the integer numbers and at least one mathematical operator to yield the predetermined result.

A learning tool for identifying and memorizing fractional indicia on measuring devices including tape measures, rulers, other lined media, and the like, including incorporated into a fun to play game that emphasizes the above skills development while additionally utilizing and improving tactile feel, dexterity, eye-hand coordination and speed to accomplish work tasks by requiring picking up and properly manipulating small objects analogous to handling and placement of nails for hammering and screws for inserting them into specified holes. The tool can additionally incorporate measureable metrics for determining progress and identifying areas requiring additional practice.

There is provided a board game apparatus comprising a board, one or more playing pieces, and one or more dice. The board has a plurality of cells extending between a starting cell and an ending cell, the plurality of cells being sequentially numbered to define a continuous path along the cells from the starting cell to the ending cell, such that each cell bears a unique number, wherein the cells comprise active cells each bearing a mathematical operator in addition to their number, and motive cells without any mathematical operator in addition to their number.

A collaborative learning device and processes for groups to enable each person of the group to learn difficult subject matter by answering written questions, awarding points, revealing answers, and discussing answers and concepts. The device and process promotes technology, science, engineering and math courses, sometimes known as STEM disciplines, through collaborative learning centered on the devices of the invention. Devices of the collaborative game are a game board with markers and written questions associated with STEM subject indicators on the game board. Participants take turns selecting questions, answering individually, revealing and collaboratively discussing answers, and awarding points for correct answers. Participants award points to the most collaborative participant, which encourages participation and input from the participants.