Educational aid for mathematics

Mathematics teaching aid for recognition of numerical and functional equivalents and spatial relationships having tiles (12, 14, 16) marked with numerals (12) , functions (14) , and equals (16) and a baseboard (10) with intersecting rows of spaces where two to four students can form linear equations (18) by aligning the proper tiles on the baseboard (10) which intersect at right angles and share one tile.

BACKGROUND--FIELD OF INVENTION 
This invention relates to an educational aid for mathematics, specifically 
to an aid for recognition of numerical and functional equivalents and 
spatial relationships. 
BACKGROUND--DESCRIPTION OF PRIOR ART 
Boards upon which cards bearing numbers and functions could be arranged to 
show the problem and solution of a simple linear equation have been used 
as a teaching aid. Various designs of a frame to hold cards marked with 
whole numbers, functions and equals to perform a single mathematical step 
of the form A+B=C have been patented. The focus of the art has been 
primary education. 
The following designs are of this type, U.S. Pat. No. 4,808,111 to Pratt 
(1989) which discloses a base plate or board with inserts. The inserts and 
recesses including corresponding notches so that inserts can fit into the 
recesses. 
U.S. Pat. No. 4,884,973 to Pak (1989) discloses cards with holes and a 
board with pegs upon which the cards can be alined. U.S. Pat. No. 
5,040,987 to Frazier (1990) discloses notches to align the cards on the 
board for numbers and inserts that fit into recesses for the functions. 
All of the aids for mathematics heretofore known suffer from a number of 
disadvantages. 
(a) They are linear, they operate in only one direction. 
(b) They are limited in that they only provide space for one equation in 
the form A+B=C. 
(c) They are solution oriented. 
(d) There is only one correct answer. 
(e) They use only whole numbers. 
(f) They have a fixed structure. 
None of the prior patents discussed above discloses a structure equivalent 
to this invention. 
OBJECTS AND ADVANTAGES 
Accordingly several objects and advantages of the present invention are: 
(a) To provided a board upon which both horizontal and vertical placement 
is possible 
(b) To provide space for longer linear equations. 
(c) To allow the play of equivalents such as A+B=B+A 
(d) All true mathematical statements are correct 
(e) To supply tiles marked with fractions, decimals, squares, cubes, square 
roots, cube roots, variables, negative numbers and whole numbers. 
(f) To allow play in any available space. 
Further objects and Advantages are: 
(1) Learning the rules of mathematics 
(2) Learning the language of mathematics 
(3) Linking verbal and mathematical skills 
(4) Providing a use for mathematical skills 
Still further objects and advantages will become apparent from a 
consideration of the ensuing description and drawings.

REFERENCE NUMERALS IN DRAWING 
8 Educational Aid 
10 Baseboard with a plurality of intersecting rows of spaces 
12 Tiles marked with numerals 
14 Tiles marked with equals 
16 Tiles marked with functions 
18 A group showing linear equation 
DESCRIPTION FIG. 1 
A typical embodiment of the educational aid of the present invention is 
illustrated in FIG. 1 (plan view) generally designated by the reference 
numeral 8 and includes a base board 10 with a plurality of intersecting 
rows of spaces and tiles 12, 14, and 16 which are of identical 
construction as far as shape is concerned and are in form generally square 
or rectangular. They are of a thickness to allow easy handling. Numerical 
tiles 12 are marked on one side with whole numbers, negative numbers, 
fractions, decimals, squares of numbers, cubes of numbers, higher powers 
of certain numbers, square roots of numbers, cube roots of numbers, the 
variables x, y, and z, the notation for square and cube and the imaginary 
number i. Equals tiles 14 are marked on one side with the equal sign =. 
Function tiles 16 are marked on one side with the function signs for plus 
(+) , minus (-) , times (.times.) , divide (+) and the fraction bar (/) . 
OPERATIONS OF INVENTION 
The present invention operates at many levels according to the mathematical 
skill of the students. Beginners use whole numbers and plus and minus as 
they develop skill, times and divide are added then the other forms of 
numerical notation as needed. The basic operation remains the same. The 
tiles are placed face down. Two to four students each draw a numeral tile 
12. The student with the highest absolute value goes first. The drawn 
numerical tiles 12 are placed back in the pile face down mixed up then 
each student draws six numerical tiles 12, one equals tile 14, and four 
function tiles 16. The first student then starts off by placing as many of 
their eleven tiles 12, 14, and 16 upon the baseboard 10 using at least one 
of the center spaces to form a linear equation. As long as the equation is 
a true mathematical statement it is correct. The student then reads the 
equation aloud and claims points one for each tile 12, 14, or 16 played. 
The student then draw tiles 12, 14, and 16 equal to the number and type 
played. The second player then plays at right angles to the first play 
using one of the tiles 12, 14, or 16 already played or adds to the first 
equation using as many tiles 12, 14, or 16 as possible. The second student 
then reads the equation aloud and claims points one for each tile played 
plus the tiles used from the first play. The second player then draws 
replacement tiles 12, 14, and 16 as used in play. This process continues 
until all tiles 12, 14, or 16 or available spaces have been used. 
SUMMARY OF THE INVENTION 
The educational aid of the present invention is designed to teach the 
relationship between the number systems. Also it is in the form of a board 
game for two to four players to promote learning through competition. 
In the method of the present invention, the game is played on a baseboard 
with a plurality of intersecting rows of spaces each space being common to 
one vertical and one horizontal row, and a plurality of tiles being 
classified into three sets of different color. The tiles of one set 
bearing numerical designation including the following: whole numbers, 
negative numbers, fractions, decimals, squares of numbers, cubes of 
numbers, higher powers of certain numbers, square roots of numbers, cube 
roots of numbers, the variables x,y,z, the imaginary number i. 
The tiles of the second set bearing function designation including the 
following: + plus, ` minus, .times. multiplication, .div. division, and 
the fraction bar /. 
The tiles of the third set bear the equals sign =. 
The tiles are chosen for the desired level of play, placed face down and 
shuffled. Each player draws one numerical tile. The player who's tile has 
the highest apparent value goes first. The drawn tiles are returned to the 
pile and reshuffled. Each player draws six numerical tiles, four function 
tiles, and one equals tile. The first student then starts off by placing 
as many of their eleven tiles upon the board, using at least one of the 
center spaces, to form a linear equation. The student then reads the 
equation aloud and claims points, one for each tile played. The student 
then draws tiles equal to the number and type played. The second player 
then plays at right angles to the first play using one of the tiles played 
or adds to the first equation aloud and claims points, one for each tile 
played plus the tiles used from the first play. The second player then 
reads the equation aloud and claims points, one for each tile played plus 
the tiles used from the first play. The second player then draws 
replacement tiles as used in play. Thus process continues until all tiles 
or available spaces have been used.