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 for conveying via play activity, the numerical relationships of the base ten numerical system comprising: 1) a set of stacking blocks, the set including stacking blocks representing Arabic numbers from 1 to 10, each stacking block including a front face, a back face, a top end, a bottom end, a left side and a right side, wherein the stacking blocks are proportionally sized and shaped based on the relative numerical value of each number block in the set; 2) the stacking blocks are vertically and stably stackable one atop another against gravity and capable of staggered alignment with respect to adjacent stacking blocks to produce in aggregate a plurality of structures that provide ready visibility of the represented values of the separate stacking blocks and encourage reasoned or intuitive comparisons of the relative values; 3) within the set including stacking blocks representing Arabic numbers from 1 to 10, a subset of stacking blocks representing Arabic numbers from 2 to 10, the subset of stacking blocks including a top end to bottom end height that is different for each stacking block of the subset and a left side to right side width which is uniform for each stacking block of the subset; and, 4) a longitudinal dimension of a stacking block representing the number 1 is the same as the left side to right side width of each of the subset of stacking blocks, and a transverse dimension of the stacking block representing the number 1 defines a base unit of proportion for the subset of stacking blocks representing numbers from 2 to 10, the uniform width of each of the subset of stacking blocks representing numbers 2 through 10 is equal to four base units.

2. The system according to claim 1, wherein the blocks are capable of stacking rightside-up and vertically with all other blocks.

3. A process to convey concepts related to the base ten system comprising the steps: 1) providing a set of blocks vertically stackable against gravity capable of staggered alignment with respect to adjacent blocks, with each block having top to bottom length, left side to right side width and thickness including blocks representing whole numbers and wherein number blocks 1-10 of the set of blocks are shaped and sized in proportion to their relative value, the set of blocks including a subset of stacking blocks representing Arabic numbers from 2 to 10, the subset of stacking blocks including a top end to bottom end height that is different for each stacking block of the subset and a left side to right side width which is uniform for each stacking block of the subset; and wherein a transverse dimension of a first side of the stacking block of the set of blocks representing the number 1 defines a base unit of proportion for the subset of stacking blocks representing numbers from 2 to 10 and a longitudinal dimension of a stacking block representing the number 1 is the same as the left side to right side width of each of the subset of stacking blocks and the uniform width of each of the subset of stacking blocks representing numbers 2 through 10 is equal to four base units. 2) stacking the blocks to produce in aggregate a plurality of three-dimensional structures that permits visibility of the represented values of the separate blocks and encourages reasoned or intuitive comparisons of the relative values.

4. The process according to claim 3, wherein the number symbols are European-style Arabic numbers.

5. The process according to claim 3, wherein the blocks are capable of stacking rightside-up and vertically with all other blocks.

6. The process according to claim 1, wherein all blocks are four base units wide, allowing the 4 block to be stacked on its side.

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. 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.

[0037] 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.