EDUCATIONAL TOY NUMBER STACKING BLOCKS

Abstract

The present invention includes a set of stacking blocks designed to resemble the Arabic numerals 1-10. Each number block is height proportional to its value, and they can be stacked vertically. This feature allows students to see the relationship between numbers, and discover math concepts as they stack or play.

Claims

1. An educational system comprising: a first three-dimensional number shaped structure that is free standing and formed in a shape of a first number selected from a series of numbers with values two through ten, wherein the first three-dimensional number shaped structure comprises dimensions of a first height, a width and a depth, wherein the first height is equal to a base unit multiplied by the value of the first number, the width is equal to the base unit multiplied by four, and the depth is equal to the base unit multiplied by two; and a second three-dimensional number shaped structure that is free standing and formed in a shape of a second number selected from the series of numbers, the second number being different from the first number, wherein the second three-dimensional number shaped structure comprises dimensions of a second height, the width, and the depth, wherein the second height is equal to the base unit multiplied by the value of the second number, and wherein a first ratio of the second height to the first height is identical to a second ratio of the value of the second number to the value of the first number.

2. The educational system of claim 1, further comprising: a third three-dimensional number shaped structure that is free standing and formed in a shape of a number one, wherein the first three-dimensional number shaped structure comprises dimensions of a third height, a second width and the depth, wherein the third height is equal to the base unit multiplied by four, and the second width is equal to the base unit multiplied by one.

3. The educational system of claim 1, wherein: the first three-dimensional number shaped structure is formed in a shape of a number four, the second three-dimensional number shaped structure is formed in a shape of number six, and the width plus the second height equals 5/2 of the width.

4. The educational system of claim 1, wherein the first three-dimensional number shaped structure is formed in a shape of a number one.

5. The educational system of claim 1, further comprising a third three-dimensional number shaped structure that is free standing and formed in a shape of a number one and wherein the first three-dimensional number shaped structure is formed in a shape of a number four and the second three-dimensional number shaped structure is formed in a shape of number six.

6. The educational system of claim 1, wherein the first three-dimensional number shaped structure is formed in a shape of a number that is from three to ten and the second three-dimensional number shaped structure is formed in a shape of number six.

7. The educational system of claim 1, further comprising a third three-dimensional number shaped structure that is free standing and formed in a shape of a number four, wherein the third three-dimensional number shaped structure comprises dimensions of a third height, the width and the depth, wherein the third height is equal to the base unit multiplied by four.

8. The educational system of claim 1, wherein the second number is a number ten.

9. The educational system of claim 1, further comprising a third three-dimensional shaped structure representing an arithmetic operator, wherein the arithmetic operator is one of plus, minus, multiply, or divide, and comprises a third height and the width, wherein the third height equals the width.

10. The educational system of claim 1, further comprising a third three-dimensional shaped structure that is free standing and formed in a shape of a mathematical plus symbol, wherein the third three-dimensional shaped structure comprises dimensions of the first height and the width.

11. The educational system of claim 10, wherein the third three-dimensional shaped structure comprises a first circular shape and a second circular shape, wherein the first circular shape and the second circular shape are positioned on the mathematical plus symbol, thereby forming a mathematical divide symbol.

12. An educational system comprising: a first three-dimensional number shaped structure that is free standing and formed in a shape of a first number selected from a series of numbers with values two through ten, wherein the first three-dimensional number shaped structure comprises dimensions of a first height, a width and a depth, wherein the first height is equal to a base unit multiplied by the value of the first number, the width is equal to the base unit multiplied by the value of a width value, and the depth is equal to the base unit multiplied by the value of a depth value; and a second three-dimensional number shaped structure that is free standing and formed in a shape of a second number selected from the series of numbers, the second number being different from the first number, wherein the second three-dimensional number shaped structure comprises dimensions of a second height, the width, and the depth, wherein the second height is equal to the base unit multiplied by the value of the second number, and wherein a first ratio of the second height to the first height is identical to a second ratio of the value of the second number to the value of the first number.

13. The educational system of claim 12, wherein the first number is a number four and the second number is a number six.

14. The educational system of claim 13, further comprising a third three-dimensional number shaped structure that is free standing and formed in a shape of a third number that is a number ten, wherein the third three-dimensional number shaped structure comprises dimensions of a third height, the width, and the depth, wherein the third height is equal to the base unit multiplied by the value of the third number.

15. The educational system of claim 14, wherein the second height equals the third height.

16. The educational system of claim 12, further comprising a third structure that is formed in an additional shape of a number zero.

17. An educational system comprising: a first three-dimensional number shaped structure formed in a first shape of a number one on its side, wherein the first three-dimensional number shaped structure comprises a first height; a second three-dimensional number shaped structure formed in a second shape of a number two, wherein the second three-dimensional number shaped structure comprises (i) a second height that is twice the first height and a width; a third three-dimensional number shaped structure formed in a third shape of a number three, wherein the third three-dimensional number shaped structure comprises (i) a third height that is three times the first height and (ii) the width; a fourth three-dimensional number shaped structure formed in a fourth shape of a number four, wherein the fourth three-dimensional number shaped structure comprises (i) a fourth height that is four times the first height and (ii) the width; a fifth three-dimensional number shaped structure formed in a fifth shape of a number five, wherein the fifth three-dimensional number shaped structure comprises (i) a fifth height that is five times the first height and (ii) the width; a sixth three-dimensional number shaped structure formed in a sixth shape of a number six, wherein the sixth three-dimensional number shaped structure comprises (i) a sixth height that is six times the first height and (ii) the width; a seventh three-dimensional number shaped structure formed in a seventh shape of a number seven, wherein the seventh three-dimensional number shaped structure comprises (i) a seventh height that is seven times the first height and (ii) the width; an eighth three-dimensional number shaped structure formed in a eighth shape of a number eight, wherein the eighth three-dimensional number shaped structure comprises (i) a seventh height that is eight times the first height and (ii) the width; a ninth three-dimensional number shaped structure formed in a ninth shape of a number nine, wherein the ninth three-dimensional number shaped structure comprises (i) a ninth height that is nine times the first height and (ii) the width; and a tenth three-dimensional number shaped structure formed in a tenth shape of a number ten, wherein the tenth three-dimensional number shaped structure comprises (i) a tenth height that is ten times the first height and (ii) the width.

18. The educational system of claim 15, further comprising: an additional structure representing an arithmetic operator, wherein the arithmetic operator is one of plus, multiply, or divide, and comprises the third height and the width.

19. The educational system of claim 15, wherein the third height equals the width.

20. The educational system of claim 15, further comprising an additional structure that is formed in an additional shape of a number zero.

Description

BRIEF DESCRIPTION OF THE DRAWINGS

[0014] FIG. 1 is a series of plan views showing the number 1 block laid on its side, and number blocks 3 and 5 of a preferred embodiment according to the present invention;

[0015] FIG. 2 is a side view of a number one block (FIG. 1) taken from the direction of arrow (a) showing thickness of the blocks;

[0016] FIG. 3 are plan views showing number blocks 2, 4 and 6 of a preferred embodiment according to the present invention;

[0017] FIG. 4 are plan views showing number blocks 7, 8 and 9 of a preferred embodiment according to the present invention;

[0018] FIG. 5 are plan views showing a stacking arrangement of number blocks 2, 3 and 5 next to a number 10 block;

[0019] FIG. 6 is a perspective view showing a stacking arrangement of number blocks 2, 3 and 5;

[0020] FIGS. 7-16 are orthographic views of a preferred embodiment according to the present invention wherein each figure corresponds to a number block one through nine;

[0021] FIGS. 17 through 23 are orthographic views of objects corresponding to mathematical symbols used in basic arithmetic as well as number blocks corresponding to the numbers zero and ten.

[0022] FIGS. 24 through 26 are orthographic views of various number blocks of a preferred embodiment shown in relation to one another.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0023] In the following description the term number refers to an integer i.e., the seven integer is the number seven 7. The term unit and base unit are used interchangeably. For purposes of clarity, blocks representative of a number are referred to using the Arabic number symbol, e.g., the number 7 block, while quantitative references of length or width are referred to using the spelled number quantity, e.g., equivalent to two base units. The term symbol refers either to a numeric symbol or calculative symbol. Unless otherwise explained, any technical terms used herein have the same meaning as commonly understood by one of ordinary skill in the art to which this disclosure belongs. The number blocks have sides and two faces which can be thought of as the readable sides. The singular terms a, an, and the include plural referents unless the context clearly indicates otherwise. Similarly, the word or is intended to include and unless the context clearly indicates otherwise. Although methods and materials similar or equivalent to those described herein can be used in the practice or testing of this disclosure, suitable methods and materials are described below. The term comprises means includes. All publications, patent applications, patents, and other references mentioned herein are incorporated by reference in their entirety for all purposes. In case of conflict, the present specification, including explanations of terms, will control. In addition, the materials, methods, and examples are illustrative only and not intended to be limiting.

[0024] Referring generally to FIGS. 1-26, a preferred embodiment of the present invention includes a series of stackable blocks that are proportional to one another; the base unit of length derived from the number one block. As shown in FIG. 7, a block representative of the Arabic numeral 1 has a thickness 10 of two base units that it shares in common with the elements shown in FIGS. 7-26, comprising double the height 12 of FIG. 7.

[0025] With the exception of FIG. 22, width 11 of FIG. 7 is shared with FIGS. 7-26. FIG. 8, which corresponds to the number 2 block possesses a height 13 of two base units which is double the height value of 12 in FIG. 7, a thickness 10 of two base units and a width 11 of four base units.

[0026] FIG. 9, which corresponds to the number 3 block possesses a height 14 of three base units which is triple the height value of 12 of FIG. 7, a thickness 10 of two base units and a width 11 of four base units.

[0027] FIG. 10 which corresponds to the number 4 block has two heights, 15 and 16, belonging to the left and right side of FIG. 10 respectively. The left height measurement 15 of four base units coincides with the exact width 11 of all numbers FIGS. 7-15, and is a height value four times that of 12. Right height measurement 16 is five base units. FIG. 10 also has thickness 10 equivalent to two base units, a general width 11 of four base units wherein the width 18 of the protruding leg of the number 7 block is the equivalent of 1 base unit. Height 17, is also one base unit.

[0028] FIG. 11, which corresponds to the number 5 block has a height 19 of five base units, a thickness 10 of two base units, and a width 11 of four base units.

[0029] FIG. 12, which corresponds to the number 6 block, has a height 21 of six base units, a thickness 10 of two base units, and a general width 11 of four base units. The upper right corner of the number element shown in FIG. 12, has a subtracted area 20 of one base unit that allows it to interconnect with the number 4 block (FIG. 10) and maintain a uniform width between the two figures.

[0030] FIG. 13, which corresponds to the number 7 block, it has a height 22 of 7 base units, a thickness of 2 base units, and a general width 11 of 4 base units.

[0031] FIG. 14, corresponding to the number 8 block, it has a height 23 of 8 base units, a thickness 10 of two units, and a width 11 of four units.

[0032] FIG. 15, corresponding to the number 9 block, it has a height 24 of nine units, a thickness 10 of two units, and a width 11 of four units.

[0033] FIG. 16 corresponds to the number ten, has a height 35 of ten base units, a thickness 10 of two base units and a width 11 of four base units.

[0034] The bottom left corner of the element depicted in FIG. 15 has a subtracted area 20 of one unit that allows it to interconnect with the number 4 block and maintain a uniform width between the two figures.

[0035] FIGS. 17 and 18 correspond to the vertical slash in a not-equals symbol, and possess a diagonal length 25 of four and four fifths units, a thickness 10 of two units, and a width 12 of one unit. FIG. 19 corresponds to the symbols greater-than or less-than, and possesses a height 27 of four units, a thickness 10 of two units and a horizontal width 11 of four units. FIG. 20 (orthographic-back view) and FIG. 21 (orthographic-front view), correspond to the mathematical symbols, add, multiply, divide and percent, and possess a height and width 28 of four base units when measured along the cross sections. Width 29 and 31 of each cross section measures one base unit. The thickness of the vertical cross section is split midway through the element depicted in FIGS. 20 and 21 where circular attachments one unit thick connect and produce the division symbol. These circular attachments depicted in FIG. 22, have a diameter 33 of four fifths of a base unit and a thickness of one base unit.

[0036] FIG. 24 depicts a grouping of the number 4 and number 6 blocks, and illustrates how the number 4 block can be placed horizontally and stacked with the number 6 block to achieve the same height as when the number 4 block is stacked vertically and interconnectedly, on top of the number 6 block as shown in FIG. 25.

[0037] Both FIG. 24 and FIG. 25 show how the objects represented can be combined in their respective numeral pairs to match the height of the object representing the integer ten as shown in FIG. 26.

[0038] It should be understood that the drawings and detailed description herein are to be regarded in an illustrative rather than a restrictive manner, and are not intended to be limiting to the particular forms and examples disclosed. Accordingly, it is intended that this disclosure encompass any further modifications, changes, rearrangements, substitutions, alternatives, design choices, and embodiments as would be appreciated by those of ordinary skill in the art having benefit of this disclosure, and falling within the spirit and scope of the following claims.